keynote u. of louisville learning in harmony with your brain feb 8 2013pptx

7/29/2019 Keynote U. of Louisville Learning in Harmony With Your Brain Feb 8 2013pptx

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Slides are available for download at:

www.learnercenteredteaching.wordpress.com

University of Louisville

Learning in Harmony with Your Brain
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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Here is Our Challenge?

We as teachers cant make informed decisions

about which teaching approaches or tools to use

if we dont first understand how our students

learn.

To understand how our students learn we must

understand how their brains take in, process, andretrieve information as well as the numerous

factors that affect these processes.


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Two Vital Questions

1. What is the best use of our time in helping

students master the learning outcomes of our

course?

2. What would make us happy that our

students still knew and could apply from the

content and skills of our course six months to

a year later?


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Facing a New World

In 1973 28% of jobs in

the United States

required a 4 year

college degree.

In 2013 60 % of jobs

require a 4 year college

degree.


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Facing a New World

High School Graduate

1.4 million= 40,000 peryear

Bachelors Degree2.4 million= 70,000 peryear

Professional Degree4.2 million=120,000 peryear


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Facing a New World

U.S. Department of

Labor reports that an 18

years old today willhave 10-14 different

jobs by the time they

are 38.


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Facing a New World

Between the dawn ofcivilization and 2003there were fiveexabytes (an exabyte =1 quintillion bytes) ofdata collected.

(Don Tapscott, Design Your Mind)

Today 5 exabytes ofdata gets collectedevery two days.

Soon it will be fiveexabytes every fewminutes.


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We are Born to Learn

The brain was meant to explore and learn


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Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed by thebrain to conserve

resources.

(Dr. Janet Zardina, 2010)


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Basic Finding from Brain Research

about Learning

It is the one who does

the work who does thelearning(Doyle , 2008).


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Mindset-Growth

A growth mindset is onein which students valuehard work, learning, andchallenges while seeingfailure as something tolearn from.

In this view students arewilling to take learning

risks and understand thatthrough practice andeffort their abilities canimprove.


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Mindset and Intelligence

There is no relation

between students'

abilities or intelligence

and the development ofa growth mindset.


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Feedback and Mindset

Teachers should focus onstudents' efforts and not ontheir abilities. Praise theirefforts or their strategies,not their intelligence.

When students fail,teachers should also givefeedback about effort or

strategies -- what thestudent did wrong and whathe or she could do now.


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Cognitive Load

Cognitive load alsoincreases our distractedness

We have to remember what

it is we are to concentrateon ---

lose you hold on that andyou will find distractionmore distracting

(Neuroscientist Torkel Klingberg)


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Cognitive Load

Information overload is

not just a metaphor it is

a physical state when

learning is importantwe need to turn the

information faucet

down to a trickle.

(Nicholas Carr, What the Internet is doing to

our Brains)


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Listen to the Music

Do you know the lyrics to

songs that you did not try to

learn and do not want to

know the lyrics to?

YES


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Practice over Time

Practice, Use ,

Repetition, Review,

Reflection or other

meaningful ways weengage with new

learning over time is a

major key to its recall.


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Cumulative Exams

Cumulative exams

require students to go

back and relearn and

recall importantinformation they need

to know.

It promotes practice

over time


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Elaborations are the Key

For better or worse, our

recollections are largely

at the mercy of our

elaborations

(Daniel Schacter author of the Seven

Sins of Memory)


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Elaboration is a Major Key to Recall

Step One. Accuracy

Step Two: Reflection

Step Three: Regular Review

Step Four: Mapping, Images, Charts

Step Five: Recoding


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Keeping Memories

The best way to minimize memory decay is to useelaborative rehearsal strategies

Visualizing

Singing

Writing

Semantic Mapping

Drawing Pictures Symbolizing

Mnemonics.


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Why Students Forget

Review helps to limit the 3 Sins ofMemory that

commonly occur among students.

1. Blockinginformation stored but cant be

accessed (Schacter, 2001)

2. Misattribution attributing a memory to the

wrong situation or source (Zola, 2002)

3. Transience memory lost over time65% of a

lecture is lost in the first hour (Schacter, 2001)


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Emotion and Memory

Emotional arousalorganizes and coordinatesbrain activity (Bloom, Beal &Kupfer 2003)

When the amygdaladetects emotions, itessentially boosts activity

in the areas of the brainthat form memories (S.Hamann , Emory University.)


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Multitasking Slows Learning

It is not possible to

multitask when it

comes to activities

that require the

brains attention.(Foerde Knowlton Poldrack, 2006)


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Multi-tasking

Multi-tasking violateseverything we know abouthow memory works .

The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that these

regions probably competewith each other.

(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )


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Multitasking

Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.

When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.

(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )


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The Future of Teaching and Learning Research

Degrees in Mind, Brain and Education

Education Neuroscience PsychologyPedagogy Cognitive Neuroscience Development Psychology

Special Ed Neuroethics Neuropsychology

Gifted Ed Neuropsychology

Developmental Neuroscience

Biology Chemistry Social Science

Biopsychology Neurochemistry SociologyNeurobiology Psychopharmacology Anthropology

Genetics Toxicology Philosophy

Math

Wh T hi A i d B i


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What Teaching Actions does Brain

Research Affirm as Promoting Learning

1. When the

information or

skill is made tohave personal

relevance.

Wh t T hi A ti d B i


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2. That content

should be made to

respond to the

survival needs of

the learner.



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3. The teaching that

engages the brain in

multimodal, multi-sensory, experiential

and diverse activities

promotes learning.


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Wh t T hi A ti


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What Teaching Actions

Promote Learning

5. When teachers

embed facts in a

meaningful context they

make the learningprocess much easier

and enhance the

likelihood of recall in

the future.



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6. The brain doesnt learn

in a linear structured

and predictable fashion.

The use of various

sensory channels at the

same time are best

especially for hard tolearn concepts



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Research Affirm Promote Learning

7. The human brainseeks and quicklydetects novelty.

Teacher who know thiscan design novelactivities that willenhance classroomlearning and long termrecall.


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Why do Teachers Like to be


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Why do Teachers Like to be

Tellers?

Why do we love to tell students


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things?

1. We worked very

hard to learn thesubject(s).



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things?

2. We know our

students dont know

most of what we have

to tell them.

AND

We went into teaching

to help students learn

our subject areas.


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things?

4. Lecture is expedient.


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things?

6. We remain in control

of the learning process.


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Definition of Lecture

Lecture is at its best

when it is talking with

students about things

they cant learn on their

own

What are the drawbacks to just telling


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What are the drawbacks to just telling

students about things?


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Drawbacks to Telling

1. Lecture is often

unisensory which

makes it a much lesseffective way to learn

than many other

learning approaches.


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2. Requires extended

attention for the learnerwhich is difficult for

todays learners.


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3. It is natural for

humans to daydreamwe all do it all the time.

(Smallwood &Schooler, 2006)


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4. Students brains will

begin to habituate the

sound of our voice

especially if it is

unmodulated

Encyclopedia of Educational Psychology, Volume

1, Salkind.


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5. Lecture doesnt cause

the learners to do much

work.

Except multitask

listeningand taking

notes diminishes the

processing time needed

for comprehension.


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What does it mean to facilitate?

In education, it mostoften means supportingstudents in learningtheir course material

by--

1. Providing anenvironment for

engagement.


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2. Providing students a set

of resources such as

questions, articles,

research findings,

problems, and/or cases

to engage with.


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3. Using authentic

assessment tools that

provide our learners

with meaningful

feedback that leads to

further learning.


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Facilitation is a Learned Skill

The skill of facilitation is

something that has tobe learned.


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What do Facilitators Do?

Initiate activities that getthe full participation oflearners.

Cultivate sharedresponsibility for thelearning between theteacher and the students.

(Kaner et al., 2007).


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Facilitation of Learning Starts with


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Facilitation of Learning Starts with

Learning Outcomes

Four steps

1. Who will be doing thelearning?

2. When will the learning becompleted?

3. What will the students be ableto do or know as a result of

the learning?

4. How will you know theylearned it?

h l i


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The Planning Process

Question 1

What is the best use of

my time during class tohelp students

successfully reach the

learning outcome(s)?

Th Pl i P


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Question 2

What will my studentsdo both in and out of

class to reach the

learning outcome(s)?


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Th Pl i P


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Question 5

How much time do I

need to allocate to thevarious parts of the

instruction, practice,

and feedback of this

lesson?

Th Pl i P


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Question 6

Will the students workalone, in pairs, or in

groups?

Th Pl i P


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Question 7

How will I assess my

students learning?

R ll I t t Q ti !!!


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Really Important Question!!!

Do students need

feedback on what they

did in class beforetrying additional

activities like

homework?


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Now What?

Assessing the Effectiveness of the


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g

Planning Process

Question 1.

What additional help do

students need to betterunderstand the new

material or become

more proficient with

the new skill?



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g

Planning Process

Question 2What is the best way todeliver this help?

A. Teacher

B. Peers

C. Tutoring

D. MediaE. Practice materials



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g

Planning Process

Question 3

What resources do

students need tocontinue their learning?



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g

Planning Process

These questions can

help us decide what

practice, assignments,tutorials etc. are most

effective and keep out-

of-class learning from

becoming busy work.


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Giving Feedback


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Giving Feedback

Feedback is the key to

improved learning.

Giving Feedback


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Giving Feedback

Quality feedback is thedifference between all

of the hard work and

planning that went into

a great teaching activity

paying learning

dividends and the

teaching activity beingjust a great show.

Giving Feedback


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Giving Feedback

The feedback process ismost effective when

both students and

teachers are actively

involved in the process.

Students often see

feedback as the sole

domain of the teacher

(Taras, 2003).

Giving Feedback


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Giving Feedback

Assessments should bedesigned so that

students can see the

direct benefits of

attending to the

feedback.

Examples of Effective Feedback


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Examples of Effective Feedback

Divide assignments into stages and providefeedback that is essential to completing the

next stage.

Give students a provisional grade with

opportunity to visit, discuss their work, and

potentially earn a higher grade using thefeedback.

Giving Feedback


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Giving Feedback

Give feedback thatfocuses more on

instruction rather than

correction.

The message is how to

improve.

(Hattie & Timperley, 2007)

Giving Feedback


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Giving Feedback

Link feedback to the

specific assessmentcriteria. A rubric is

helpful for this step.

(Nicol & Draper, 2008)

Giving Feedback


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Giving Feedback

Give feedback as soon aspossible once students

have made every effort tocomplete the task ontheir own

(Hattie &Timperley, 2007).


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Feedback that Students Can


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Understand

Just as we want our

students to consider the

reader when they are

writing, we must think

of the receiver of the

feedback when we are

delivering it.

Research on Feedback


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The feedback needs tobe very specific to thetask and how the taskcan be improved.

Research shows thatthis type of feedbackcan have a significant

effect on learningenhancement.(Hattie &Timperley, 2007).

----------



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Praise, reward, andpunishment have little

effect on improvinglearning.

(Hattie & Timperley, 2007).



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Feedback should berelated to the learningoutcomes.

The feedback shouldreduce the gap betweencurrent levels ofunderstanding andperformance, and theultimate learningoutcome. (Hattie & Timperley,2007)

Hydration and Learning


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One of the mostfascinating aspects ofneurons is that they storewater in tiny balloon-likestructures calledvacuoles.

Water is essential foroptimal brain health andfunction

(Norman ,2012)



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Water is also needed forthe brain's production ofhormones andneurotransmitters. Theessentials of brain

communication.

Nerve transmissionrequires one-half of allthe brains energy.

(Allen, Advanced Learning and Development

Institute)


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Why the Brain Needs Water


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Why the Brain Needs Water

Dehydration can impair

short-term memory

function and the recall

of long-term memories.

(Gowin, 2010)

Water and the Brain


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Water and the Brain

Even mild levels ofdehydration canimpact school

performance.

( Norman, 2012)

Food and the Brain


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Food and the Brain

Inhaling carbohydratescauses blood glucoselevels to yo-yo.

As a result the brain,which relies on glucosefor energy, is left eitherglutted or gasping,neither of which makesfor optimal cognitivefunctioning.

(Edward M. Ned Hallowell, MD)

Food and Learning


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Food and Learning

Learning is helped whenwe rely on the complex

carbohydrates found in

fruits, whole grains, and

vegetables. In general, a

balanced diet.

(Edward M. Ned Hallowell,MD)


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Movement and Learning


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Movement and Learning

Natural selectiondeveloped a human

brain to solve problems

of survival in outdoor,

unstable environments

while in almost

constant motion.

(Medina, 2008)

Movement is Best for Learning


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Movement is Best for Learning

We need to rethink our

learning environments

to allow for a great deal

more movement.

Exercise and Learning


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Exercise is the singlemost important thing a

person can do to

improve their learning.

(John Ratey, 2008, Spark, The

Revolutionary New Science of

Exercise and the Brain)

Exercise Stimulates Synaptic Growth


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Exercise Stimulates Synaptic Growth

Exercise stimulatesthe production of

new synapses,

whose capacity andefficiency underlie

superior intelligence.

(Art Kramer of the University of Illinois at Urbana-

Champaign) It thus provides more

generalizable benefits



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Exercise increasesproduction ofneurotransmitters that help:

1.Focus and Concentration2. Attention

3.Motivation

4. Patience

5. Mood (more optimistic)

(Ratey, 2008)

EnergyCalm


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Exercise Produces BDNF


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Exercise Produces BDNF

Improves brain health

Is a stress inoculator

Makes the brain cells

more resilient

(Ratey, 2008)

BDNF and Exercise


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In particular BDNF seems to be important forlong term memories (Ratey, 2008)

Exercise, Stress and Learning


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, g

Students rarely knowthat toxic levels of

stress erode the

connections between

the billions of nervecells in the brain or that

chronic depression

shrinks certain areas of

the brain.

Exercise, Stress and Learning


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, g

Conversely exerciseunleashes a cascade of

neurochemicals and

growth factors that can

reverse this process,physically bolstering the

brain's infrastructure.

(Jesper Mogensen , Department ofPsychology, University of Copenhagen.


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Short Term Stress


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Acute stress activatesselective CRH

molecules (corticotropin)

releasing hormones,

which disrupt theprocess by which the

brain collects and stores

memories. (Baram,2010)


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Memories are made during Sleep


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g p

Most sleep researchersnow agree that sleep

plays an important role

in the formation of long

term memories .

(Stickgold, 2005).

Memories and Sleep


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p

Final 2 hours of sleepfrom 6-8 hours are reallycrucial for memories tobe laid down as stableresidents in your brain.During this time period inREM sleep your brainreplays the memoriesfrom the day over and

over again so theybecome stable in yourmemory (Maas, 2011).


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Sleep Prepares Us to Learn

the Next Day


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the Next Day

These electrical impulseshelp to shift memoriesfrom the brain'shippocampus -- which haslimited storage space -- to

the nearly limitlessprefrontal cortex's , thusfreeing up thehippocampus to take infresh data (new learning).

Walker, 2010) Sleep is the key to having abrain that is ready to learn

Learning Readiness and Sleep
http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm


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"A lot of that spindle-

rich sleep is occurring

the second half of the

night, so if you sleep six

hours or less, you are

shortchanging yourself

and impeding yourlearning."(Mander,

2011)

Rehearsal of Learning before Sleep


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A 2012 study out of theUniversity of Notre Dameconfirms that sleeping

directly after learningsomething new isbeneficial for memory.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )

Rehearsal of Learning before Sleep


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it would be a good

thing to rehearse any

information you need to

remember just prior to

going to bed.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )

Awake but Off Line


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New findings suggest thatwhen the brain is sleepdeprived even though the

person is fully awake theneurons used forimportant mental taskswitch off.

(Chiara Corelli,2011 Nature)


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Less Sleep Equals Lower GPA


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2012 study from theUniversity of Arkansas Sleep

and Learning Lab concluded

that students that

consistently got less thanthe recommended 7-8

hours of sleep each night

had lower GPAs than

students with 7-8 hours of

sleep.

No Eight Oclock Classes


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The University of

Arkansas study went so

far as to recommend

that college and

universities consider

not offering 8 am

classes.

Naps Help Learning


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Humans aresupposed to nap. 20to 30 minutes isideal. (Dement, 2009)

A NASA study foundpilots who napped for27 minutes in theafternoon improved

their flying performanceby 34% .

(Dinges, 2005).

Dinges,D.(


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Significance of this Finding


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The greater thecorrelation between restand learning the greaterthe chance ofremembering the task in

later tests.

Taking a (coffee) breakafter class can actuallyhelp you retain the

information you justlearned." Dr Lila Davachi

Multisensory Learning


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Our Senses Work Together

to Enhance Learning


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to Enhance Learning

The traditional belief amongneuroscientists has beenthat our senses operatelargely as independentsystems.

However, mounting datasuggest interactionsbetween the senses are therule, rather than theexception.

Aaron Seitz Journal Current Biology, 2006

Multisensory Teaching and Learning


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it is likely that the human brain has evolved todevelop, learn and operate optimally in multisensory

environments. Training protocols that employ

unisensory stimulus regimes (e.g., lectures) do not

engage multisensory learning mechanisms and,therefore, might not be optimal for learning.

(Shams and Seitz, 2008).

Multisensory Teaching and Learning


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However, multisensory-training protocols can

better approximate

natural settings and are

more effective forlearning

(Shams and Seitz, 2008).


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Smell Enhances Recall


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Proust Effect is the

unusual ability of smell

to enhance recall.

Best results when

smells are congruent

with the situation.Medina, 2008, Brain Rules, p.212

Smells during sleep can enhance recall


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Smells that youassociate with aparticular new learningreleased during sleep,

make the memories forthat learning stronger.

(Rasch, Buchel, Gais &Born, 2007).

Vision Trumps All


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Vision trumps all other senses (Zull, 2009)


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Reading as a Multisensory Activity


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Reading is the slowestway we enter

information into our

brains.

The reasons is it carries

a very heavy visual load.(Dehaene, 2009)

It is often done as a

unisensory action.


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Reading as a Multisensory Activity


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3. Keep a smell near

that can be associated

with the reading to aid

recall.

Patterns and Learning


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Patterns and Learning


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The brain is a pattern

seeking device that

relates whole concepts

to one another and

looks for similarities,

differences, or

relationships betweenthem.(Ratey, 2001, pg.5)


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Which of the following

slides is easier to

remember and WHY?


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Slide Two


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(491) 580-2979

Slide One


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NRAFBINBCUSAMTV


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Familiar Patterns


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Clustering is used to organizerelated information into groups.

Information that is categorized

becomes easier to remember and

recall. In Teaching Reading

Topic

Main Ideas-concepts, issues

Significant Details

Important Examples

Lists

Names, Dates, Places

Terms, Definitions

Common Patterns for Learning
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm


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Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

New Technology


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Serious Games


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A serious game is a gamedesigned for a primarypurpose other than pureentertainment.

The "serious" adjectiverefers to products used byindustries like defense,education, scientificexploration, health care,

emergency management,city planning, engineering,religion, and politics.
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game


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References


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Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2, 130-163.

Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form ofneuroplasticity. Trends in Cognitive Sciences, 4, 365-75.

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Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spinedynamics by corticotropin-releasing hormone.Journal of Neuroscience, 28, 2903-11.

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