southern adventist university august 26, 2008 w. eugene brewer, edd
DESCRIPTION
Brain. The. and Learning. Southern Adventist University August 26, 2008 W. Eugene Brewer, EdD. 8NO4RE XTCHR WAS HIS. 8NO4RE. License Plate Exercise In your group, create a personalized license plate that embodies the essence of your way of knowing. - PowerPoint PPT PresentationTRANSCRIPT
Southern Adventist University
August 26, 2008
W. Eugene Brewer, EdD
The
and Learning
8NO4REXTCHR
WAS HIS
8NO4RE
License Plate ExerciseIn your group, create a
personalized license plate that embodies the essence of your
way of knowing.
Post your license plate on a paper chart to share with the
whole group.
Learning Type Characteristics
2
Teaching―The Art of Changing the
Brain
Without biology the learning cycle is theoretical. With
biology we see that the brain is actually
constructed this way. Teaching is the art of changing the brain.
―James Zull, The Art of Changing the Brain
Engage the Whole Brain
Focus on different regions of the
cerebral cortex, the part of the
brain most associated with
cognitive functions.
A useful, although greatly simplified, way to view the
cerebral cortex is to divide it into four major regions with different functions.
Back Cortex
Sensory and
Postsensory
Temporal
I ntegr
ative C
ortex
Frontal I ntegrative Cortex
Premotorand
Motor
Front Cortex
Four Major Regions of the Cerebral Cortex
sensory cortex (getting
information)
integrated cortex near the sensory cortex (making
meaning of information)
integrative cortex in the front
(creating new ideas from these meanings)
motor cortex (acting on those
ideas)
Sensory and
Postsensory
Temporal
Integrative Cortex
Frontal Integrative Cortex
Premotor and
Motor
Hemispheres Vs. Front/Back
Back Integrative Cortex
• Memory of stories• Memory of place• Understanding language• Flashbacks• Emotions related to experiences• Long-term memory (facts, people,
faces, experiences)
Front Integrative Cortex
• Choice• Decisions to act• Inhibition• Emotions
associated with action
• Responsibility• Mental energy• Consequences• Predicting• Creating
Back Integrative Cortex
Sensory input to the brain, input from the outside world, goes predominantly to the back half. This part of the cortex is heavily involved in long-term memory—the past. It is the part where connections are made between different past experiences. Much of what is there came from the outside world.
Front Integrative Cortex
The front integrative cortex is about the future. It is where we develop ideas and abstract hypotheses. New things appear, and plans are developed here. It is where we organize our thoughts into bigger pictures that seem to make sense. Things are weighed here; it is where we decide to do or not to do something. It is where we take charge.
The balanced use of front and back
cortex will produce better learning.
However, we tend toward pedagogical
approaches that stress one over the
other.
The traditional
didactic approach (delivering
information) tends to focus on back cortex
functions.
The discovery approach
(proposing and testing ideas) tends to focus on front cortex
functions.
Passive Students
Use predominantly the back half of their cortex. Very few of the
prefrontal functions show up in these students.
Example — Hamilton
(From the book: The Art Of Changing The Brain, by James E. Zull. Stylus Publishing, LLC. ISBN 1-57922-054-1)
“Experience Poor” Students
The scales are tipped heavily toward generation of ideas and actions, but
there is not enough experiential data to work with and no time spent
in reflection.
Example — Michelle (From the book: The Art Of Changing The Brain, by James E. Zull.
Stylus Publishing, LLC. ISBN 1-57922-054-1)
Both Michelle and Ham need more balanced development between the back and the front of their
cortex, between temporal cortex and prefrontal
cortex.
Back Cortex
Front Cortex
Some of the most obvious wiring in the brain is designed exactly for this
front/back connection.
Numbers two, three, and four directly connect temporal integrative cortex
with prefrontal cortex.
The signals travel in both directions. They allow the receiving brain to
communicate back and forth with the idea brain.
This bridge between front cortex and back cortex is where
transformation of the learner from a receiver to a producer of
knowledge takes place.
Our structure for learning should have a
well-proportioned foundation. There should be balance between receiving
knowledge and using knowledge. If this is achieved, then our
foundation can do more than just support. It can be an integrated
part of the larger structure.
—James E. Zull
Let the youth advance as fast and as far as they
can in the acquisition of knowledge.…And as they
learn, let them impart their knowledge. It is
thus that their minds will acquire discipline and
power. It is the use they make of knowledge that determines the value of
their education. To spend a long time in study, with no effort to impart what is
gained, often proves a hindrance rather than a
help to real development. —MH, 402
If teachers provide experiences and assignments that engage all four
areas of the cortex, they can expect deeper learning
than if they engage fewer regions.
—James E. Zull
Sensory and
Postsensory
Temporal
Integrative Cortex
Frontal Integrative Cortex
Premotor and Motor
Active Testing
Reflective Observation
Back CortexSensory and
Postsensory
Temporal
Integrative Cortex
Frontal Integrative Cortex
Premotor and Motor
Front Cortex
Reflective Observation
Concrete Experience
Abstract Hypotheses
Information Flow in Brain
Learning Cycle and Brain Cycle
Kolb Experiential Learning Cycle
Zull’s Four Major Regions of the
Cerebral Cortex
Sen
sory
an
dPo
stse
nsor
y
Tem
pora
l
Inte
grat
ive
Cort
ex
Fro
ntal
In
tegr
ativ
e Cor
tex
Prem
otor
and
Mot
or
Act
ive
Tes
ting
Refl
ecti
ve
Obse
rvat
ion
Bac
k Cor
tex
Sen
sory
an
dPo
stse
nsor
y
Tem
pora
l
Inte
grat
ive
Cort
ex
Fro
ntal
In
tegr
ativ
e Cor
tex
Prem
otor
and
Mot
or
Fro
nt C
orte
x
Refl
ecti
ve
Obse
rvat
ion
Con
cret
e Expe
rien
ceA
bst
ract
H
ypot
hese
s
Kolb Experiential Learning Cycle
4MAT Framework
Natural Cycle of Learning
The Kolb Experiential Learning Cycle is the basis for the 4MAT
Natural Cycle of Learning
4MAT Framework
Natural Cycle of Learning
Zull’s Four Major Regions of the
Cerebral Cortex
Sen
sory
an
dPo
stse
nsor
y
Tem
pora
l
Inte
grat
ive
Cort
ex
Fro
ntal
In
tegr
ativ
e Cor
tex
Prem
otor
and
Mot
or
Act
ive
Tes
ting
Refl
ecti
ve
Obse
rvat
ion
Bac
k Cor
tex
Sen
sory
an
dPo
stse
nsor
y
Tem
pora
l
Inte
grat
ive
Cort
ex
Fro
ntal
In
tegr
ativ
e Cor
tex
Prem
otor
and
Mot
or
Fro
nt C
orte
x
Refl
ecti
ve
Obse
rvat
ion
Con
cret
e Expe
rien
ceA
bst
ract
H
ypot
hese
s
The learning cycle is the
natural result of the structure of
the brain.
—James E. Zull
4MAT, pure and simple,
is an organized
way to make sure you
engage all four areas of the cortex.
The Natural Cycle of Learning
Thinking is not enough. Being is also involved.
Being
ReflectingActing
Thinking
Being
ReflectingActing
Thinking
One Thinks about Being, and one is in Being when one is Thinking.
You get from Being toThinking by Reflecting.Reflecting is a trip to the inside. Being
ReflectingActing
Thinking
You get from Thinking back up to Being by Acting on what you’reThinking about.
Being
ReflectingActing
Thinking
Being
ReflectingActing
Thinking
Acting is a trip to the outside.
Humanness is both Being and Thinking.Both Reflecting and Acting.
So why do we think we only need to teach thinking?(and a narrow view of it at that.)
Without biology, the learning cycleis theoretical.
With biology, we see the brain is actually constructed this way.
James Zull, 2002
Being
ReflectingActing
Thinking
That’s it, put the four together and that’s how people learn.
ACTIVITY
1. Individually, answer the following two questions:
a. What are the key findings of the brain research?
b. What are the implications for educational practice?
2. Join with two other persons and consolidate your answers.
3. Join with another trio and again consolidate your answers.
4. When you have agreed upon the major findings and implications, write them on the chart paper. Select a spokesperson to clarify your list if necessary.