Date post: | 06-Apr-2018 |
Category: |
Documents |
Upload: | doylej8245 |
View: | 220 times |
Download: | 0 times |
of 138
8/2/2019 Lilly West 2012
1/138
3/18/12
How Brain Research Findings are ChangingOur Understanding of Learning
8/2/2019 Lilly West 2012
2/138
3/18/12
Slides available fordownload at:
www.learnercenteredteaching.wordpress.
LILLY West Conference
How Brain Research Findings are
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/8/2/2019 Lilly West 2012
3/138
3/18/12
What was Then
Guido Sarducci Five MinuteUniversity
8/2/2019 Lilly West 2012
4/138
3/18/12
ra n ys ems e a on oComplex Cognition and
Behavior can only be explainedsatisfactorily by a comprehensiveblend of theories and facts related toall the levels of organization of thenervous system, from molecules,and cells and circuits, to large-scale
systems and physical and socialenvironments.
Beware
of
8/2/2019 Lilly West 2012
5/138
3/18/12
What We Know about Howthe Brain Learns
What we know about the braincomes from biologist who study braintissue, experimental psychologist who
study behavior, cognitiveneuroscientist who study how the firstrelates to the second. (Medina, 2008).
8/2/2019 Lilly West 2012
6/138
3/18/12
Where are We at withNeuroscience Education
HarvardUniversity now
offers a master'sdegrees in Mind,Brain and
Education.
8/2/2019 Lilly West 2012
7/138
3/18/12
Integration of Science andEducation
Harvards mission is to build amovement in which cognitive scienceand neuroscience are integrated with
education so that we train people tomake that integration both in researchand in practice.
8/2/2019 Lilly West 2012
8/138
3/18/12
Left Brain-Right Brain Myth
According to the myth, we would allbe more successful and fulfilled peopleif we learned to tap the full potential of
both hemispheres.
8/2/2019 Lilly West 2012
9/138
3/18/12
Left Brain-Right Brain Myth
Individuals do differ in the way theythink through problems and reflect onthe world, but this has nothing to do
with different balances of powerbetween their hemispheres.
8/2/2019 Lilly West 2012
10/138
3/18/12
Left Brain-Right Brain Myth
"But boiling it down into a left brain
'logical' and right brain 'creative'approach does not follow from what wesee in how the brain operates.
It also suggests you could be usingone hemisphere more than the other
and that's not really how it works.
WRONG
8/2/2019 Lilly West 2012
11/138
3/18/12
Left Brain-Right Brain Myth
The two sides communicate witheach other and work together via acomplex wodge of neural cabling
known as the corpus callosum.
The two sides of the brains arecomplementary and work in concert.( Scott,2011)
8/2/2019 Lilly West 2012
12/138
3/18/12
2012 Neuroscience andLearning
We have accumulated enoughknowledge about the mechanisms andmolecular underpinnings of cognition
at the synaptic and circuit levels to saysomething about which processescontribute (James Bibb of the University of Texas SouthwesternMedical Center)
8/2/2019 Lilly West 2012
13/138
3/18/12
We are Born to Learn
The brain was meant to explore andlearn
8/2/2019 Lilly West 2012
14/138
3/18/12
The Human Brain
The human brain weighs three (3)pounds but uses 20-25% of the bodiesenergy.
8/2/2019 Lilly West 2012
15/138
3/18/12
The Human Brain
The human brain has 100 billionneurons.
(It does grow thousands of new cells daily)
www.enchantedlearning.com/.../gifs/Neur
on.GIF
8/2/2019 Lilly West 2012
16/138
3/18/12
The Human Brain
These 100 billion neurons are capable of
making 40,000,000,000,000,000(Forty quadrillion connections )
(John Ratey, Users Guide to the Brain, 2001)
8/2/2019 Lilly West 2012
17/138
3/18/12
The Brains Needs
The brain needs to functioneffectively:
1. Exercise2. Sleep
3. Oxygen
4. Hydration
5. Food (glucose)
8/2/2019 Lilly West 2012
18/138
The Definition of Learning
Learning is a
change in theneuron-patterns ofthe brain.
(Ratey, 2002)
www.virtualgalen.com/.../ neurons-small.jpg
8/2/2019 Lilly West 2012
19/138
3/18/12
Teachers Definition ofLearning?
Learning is the ability to use informationafter significant periods of disuse
andit is the ability to use the information to
solve problems that arise in a contextdifferent (if only slightly) from the context
in which the information was originallytaught.
(Robert Bjork, Memories and Metamemories, 1994)
8/2/2019 Lilly West 2012
20/138
3/18/12
as c n ng rom ra nResearch as it Impacts
Human LearningIt is the one who
does the work whodoes the learning( Doyle ,2008).
8/2/2019 Lilly West 2012
21/138
3/18/12
Part One
Our Students Mindsets
8/2/2019 Lilly West 2012
22/138
3/18/12
Two Kinds of Mindsets
GrowthFixed
8/2/2019 Lilly West 2012
23/138
3/18/12
Growth Mindset
Students believe their brain ismalleable and their intelligence andabilities can be enhanced through hard
work and practice.
They believe only time will tell howsmart they become.
8/2/2019 Lilly West 2012
24/138
3/18/12
Mindset-Fixed
In a fixed mindset students believethat intelligence is a fixed trait -- thatsome people have it and others don't
-- and that their intelligence isreflected in their performance (Dweck,2006).
8/2/2019 Lilly West 2012
25/138
3/18/12
Growth Mindset
Students value hard work, learning,and challenges while seeing failure assomething to learn from.
8/2/2019 Lilly West 2012
26/138
3/18/12
Fixed Mindset
Fixed mindsets believe they eithershouldnt need to work hardto do well
orputting in the effort wont make any
difference in the outcome.
8/2/2019 Lilly West 2012
27/138
3/18/12
Growth Mindset
Students are willing to take learningrisks and understand that throughpractice and effort their abilities canimprove.
8/2/2019 Lilly West 2012
28/138
3/18/12
Mindset
Fixed VS. Growth
Intelligence is Intelligenceunchangeable. is malleable
and can be
improved.
8/2/2019 Lilly West 2012
29/138
3/18/12
Mindset
Fixed vs. Growth
Look smart. Desire to learnis paramount.
8/2/2019 Lilly West 2012
30/138
3/18/12
Mindset
Fixed VS. Growth
Avoid challenges. Failure is seen
as an opportunityto learn.
Risks are necessary
for growth.
8/2/2019 Lilly West 2012
31/138
3/18/12
Mindset
Fixed VS. Growth
Make excuses Effort isand try to avoid necessary
for
difficulties. growth and
success.
8/2/2019 Lilly West 2012
32/138
3/18/12
Mindset
Fixed VS. Growth
Criticism is taken Criticism isdirected
personally. at their current
skills level.
Students know
8/2/2019 Lilly West 2012
33/138
3/18/12
Mindset and Intelligence
There is no relation betweenstudents' abilities or intelligence andthe development of a growth mindset.
8/2/2019 Lilly West 2012
34/138
3/18/12
Feedback and Mindset
Teachers should focus on students'efforts and strategies.
Praise their efforts or theirstrategies, not their intelligence.
P t 2
8/2/2019 Lilly West 2012
35/138
3/18/12
Part 2What Enhances Cognitive
Performance?
Three things for certain
1. Aerobic exercise
2. Meditation
3. Some Video Gaming
8/2/2019 Lilly West 2012
36/138
3/18/12
Cognitive Enhancements
Greater cognitive capacity means--
1.More synapses
2.Higher levels of neurogenesis(more neurons) especially in the
memory forming hippocampus
3. Increased production of BDNF
which stimulates the production of
i d i i
8/2/2019 Lilly West 2012
37/138
3/18/12
Exercise and CognitiveEnhancement
Exercise is the single most importantthing a person can do to improve theirlearning.
(John Ratey, 2008, Spark, The Revolutionary New Science of
Exercise and the Brain)
i S i l
8/2/2019 Lilly West 2012
38/138
3/18/12
Exercise StimulatesSynaptic Growth
Exercise stimulates the production ofnewsynapses, whose capacity and efficiency underliesuperior intelligence.
Fitness training changes the molecular andcellular building blocks that underlie many cognitiveskills.
(Art Kramer of the University of Illinois at Urbana-Champaign)
It thus provides more
generalizable benefits
E i d C i i
8/2/2019 Lilly West 2012
39/138
3/18/12
Exercise and CognitiveEnhancement
Exerciseinfluences learningdirectly, at the
cellular level,improving the brainspotential to log inand process new
information.Ratey, 2008 p35
E i d C iti
8/2/2019 Lilly West 2012
40/138
3/18/12
Exercise and CognitiveEnhancement
Exerciseincreasesproduction of
neurotransmittersthat help:
1.Focus and attention
2.Motivation3. Patience
4. Mood (more optimistic)
8/2/2019 Lilly West 2012
41/138
3/18/12
Exercise Produces BDNF
Improves brain health
Enhances the wiring of neurons
Is a stress inoculator
Makes the brain cells more resilient
E i d BDNF
8/2/2019 Lilly West 2012
42/138
3/18/12
Exercise and BDNF(Brain-derived neurotrophic factor )
BDNF
Miracle Grow for the Brain
8/2/2019 Lilly West 2012
43/138
3/18/12
BDNF
Exercise creates BDNF a protein thatacts to promote neurogenisis.
BDNF acts not only to generate newneurons, but also to protect existingneurons and to promote synapticplasticitygenerally considered thebasis for learning and memory(Modie, 2003,Mattson, Wenzhen, Rugian and Zhihong, 2004)
8/2/2019 Lilly West 2012
44/138
3/18/12
BDNF and Exercise
In particular BDNF seems to beimportant for long term memories(Ratey, 2008)
8/2/2019 Lilly West 2012
45/138
3/18/12
M dit ti d C iti
8/2/2019 Lilly West 2012
46/138
3/18/12
Meditation and CognitiveEnhancement
Meditation
M dit ti d C iti
8/2/2019 Lilly West 2012
47/138
3/18/12
Meditation and CognitiveEnhancement
The training has shown success inenhancing mental agility and attentionmaking the brain more efficient a
quality associated with higherintelligence (Neuroscientist Amishi Jha of the University ofMiami)
G i d C iti
8/2/2019 Lilly West 2012
48/138
3/18/12
Gaming and CognitiveEnhancement
Some videogames might improve general mentalagility (Yaakov Stern of Columbia University).
Games that require motor control, visual search, workingmemory, long-term memory, and decision making, plusrequire that elixir of neuroplasticity: attention, specifically theability to control and switch attention among different tasks.
Space Fortress Video
Game
G i d C iti
8/2/2019 Lilly West 2012
49/138
3/18/12
Gaming and CognitiveEnhancement
People get better on tests ofmemory, motor speed, visual-spatialskills, and tasks requiring cognitive
flexibility (Yaakov Stern of Columbia University).
8/2/2019 Lilly West 2012
50/138
3/18/12
Serious Games
A serious game is a game designedfor a primary purpose other than pureentertainment.
The "serious" adjective refers toproducts used by industries likedefense, education, scientificexploration, health care, emergencymanagement, city planning,
engineering, religion, and politics.
Neuroscience and
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game8/2/2019 Lilly West 2012
51/138
3/18/12
Neuroscience andTechnology
Neuroeducational.net
A website that is devoted to howneuroscience is driving the use oftechnology especially serious games
Virtual Textbooks
8/2/2019 Lilly West 2012
52/138
3/18/12
Virtual TextbooksThe Future is Here--Almost
Click on any bar in the timeline, andthat bar expands to a list of images,which in turn are linked to video about
that artist.
That's key, because, like a greatdocumentary, it makes learning aboutwhat can be a fairly narrow subjectinto something painless.Art Textbook
8/2/2019 Lilly West 2012
53/138
3/18/12
Part Three
What Aids Our
Students Learningand Recall
Rest after Learning
8/2/2019 Lilly West 2012
54/138
3/18/12
Rest after LearningImproves Recall
The researchers found that duringrest, the areas of the brain were just asactive as they were when they were
learning the task
The greater the correlation betweenrest and learning the greater thechance of remembering the task inlater tests.
Dr Lila Davachi, NYU's Department of Psychology and Center for
8/2/2019 Lilly West 2012
55/138
3/18/12
Significance of this Finding
Should Students not take classesback to back?
"Taking a (coffee) break after classcan actually help you retain theinformation you just learned." Dr Lila Davachi
8/2/2019 Lilly West 2012
56/138
3/18/12
Naps Help Learning
You need tosleep before
learning, to
Caffeine + Sugar and
8/2/2019 Lilly West 2012
57/138
3/18/12
Caffeine + Sugar andLearning
The combination ofcaffeine and sugar
enhanced attention,learning and memory.
Improves cognitive
Nicotine Promotes Cognitive
8/2/2019 Lilly West 2012
58/138
3/18/12
Nicotine Promotes CognitiveEnhancement
Nicotine enhancesattentionthat key
driver of neuroplasticityand cognitive
performance in bothsmokers and
nonsmokers
Scientists at the NationalInstitute on Drug Abusereported in a 2010 analysis of41 double-blind, placebo-controlled studies.
8/2/2019 Lilly West 2012
59/138
3/18/12
The Brain and Learning
Natural selection developed ahuman brain to solve problems ofsurvival in outdoor, unstable
environments while in almost constantmotion.
( Dr. John Medina, Developmental Molecular Biologist, University of Washington and
Author of Brain Rules)
8/2/2019 Lilly West 2012
60/138
3/18/12
The Brain and Learning
If educators had set out to designa learning environment that was incomplete opposition to what the
human brain is good at they wouldhave designed the schools ofyesterday and today.
(John Medina, Brain Rules, 2008)
8/2/2019 Lilly West 2012
61/138
3/18/12
Neuroplasticity
The ability of the brain to rewire andremap itself by means ofneuroplasticity is profound.
8/2/2019 Lilly West 2012
62/138
3/18/12
Neuroplasticity
When the correct skill-buildingprotocol is used, educators can makepositive and significant changes in
students brains in a short time.(Neuroscientists Michael Merzenich and Paula Tallal)
Treating Developmental
8/2/2019 Lilly West 2012
63/138
3/18/12
Treating DevelopmentalDisorders
"Showing that it's possible to rewirea brain's white matter has importantimplications for treating reading
disabilities and other developmentaldisorders, including autism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
8/2/2019 Lilly West 2012
64/138
3/18/12
Remediation of Reading
After the training, imaging indicatedthat the capability of the white matterto transmit signals efficiently had
increased, and testing showed thechildren could read better. (Keller and Just, 2009)
8/2/2019 Lilly West 2012
65/138
3/18/12
Dendrite Growth
The picture show the dendriticgrowth that has taken place 20minutes into new learning .
See the new cellular material!
(Cognitive Neuroscientist Janet Zadina, 2010)
8/2/2019 Lilly West 2012
66/138
3/18/12
Use it or Lose it
When new material is not practicedthe new dendrite tissue is reabsorbedby the brain to conserve resources.
(Dr. Janet Zardina, 2010)
Learn ng Act vates t e
8/2/2019 Lilly West 2012
67/138
3/18/12
Learn ng Act vates t eBrains
Reward PathwayReal life, meaningful, and authenticlearning activates the reward pathwayin the brain.
It is this pathway that keeps us alive.
(Dr. Janet Zardina, 2010)
earn ng c va es e
8/2/2019 Lilly West 2012
68/138
3/18/12
earn ng c va es eBrains
Reward PathwaysBy giving us a jolt of pleasure(dopamine) the reward pathway worksto ensure that we will repeat the
behaviors necessary to survive.
http://learn.genetics.utah.edu/content/addiction/reward/
8/2/2019 Lilly West 2012
69/138
3/18/12
Multitasking Slows Learning
It is not possible to multitaskwhen it comes to activities thatrequire the brains attention.(FoerdeKnowlton Poldrack, 2006)
8/2/2019 Lilly West 2012
70/138
3/18/12
Multi-tasking
Multi-tasking
violateseverything weknow about how
memor works
8/2/2019 Lilly West 2012
71/138
3/18/12
Multitasking
Our brainworks hard
to fool us
Memories Are Made during
8/2/2019 Lilly West 2012
72/138
3/18/12
Memories Are Made duringSleep
"Periods of slow-wave sleep arevery long and produce a recall andprobably amplification of memory
traces. Ensuing episodes of REMsleep, which are very short,trigger the expression of genes tostore what was processed duringslow-wave sleep."
Sidarta Ribeiro, Duke University, 2004
8/2/2019 Lilly West 2012
73/138
3/18/12
Sleep and Memory
It takes six hours of sleep to juststabilize new memories. Then thebrain must consolidate the new
memories which it also does duringsleep.
Consolidation requires you get sevento eight hours of sleep each night. GyrgyBuzsaki, professor at the Center for Molecular and Behavioral Neuroscience at RutgersUniversity
l d i
8/2/2019 Lilly West 2012
74/138
3/18/12
Sleep and Learning
Not only are memories foreverything you learned that day madeduring sleep but sleep allows the brain
to clear space for new learning tooccur the next day.
(Bryce Mander, a post-doctoral fellow in psychology at UC Berkeley)
k b Off i
8/2/2019 Lilly West 2012
75/138
3/18/12
Awake but Off Line
New findings suggest that when thebrain is sleep deprived even though
the person is fully awake the neuronsused for important mental task switchoff.
This is likely to have consequenceson mental performance and we likely
function less well the lon er weve
Sh T S
8/2/2019 Lilly West 2012
76/138
3/18/12
Short Term Stress
Acute stress activates selective CRHmolecules (corticotropin) releasinghormones, which disrupted the process
by which the brain collects and storesmemories. (Baram,2010)
Th B i i S i l
8/2/2019 Lilly West 2012
77/138
3/18/12
The Brain is Social
Survival is accomplished by workingwith other brains
Groups of brains almost alwaysoutperform a single brain
P t F
8/2/2019 Lilly West 2012
78/138
3/18/12
Part Four
Memory
Formation and
Recall
W U ll S
8/2/2019 Lilly West 2012
79/138
3/18/12
We Use all our Senses
The traditional belief among neuroscientistshas been that our senses operate largely asindependent systems.
However, mounting data suggestinteractions between the senses are the rule,rather than the exception.
Aaron Seitz Journal Current Biology, 2006
Senses Create Multiple
8/2/2019 Lilly West 2012
80/138
3/18/12
Senses Create MultiplePathways
The more senses used in learningand in practicing what has beenlearned the more pathways are
available for recall.
S ll E h R ll
8/2/2019 Lilly West 2012
81/138
3/18/12
Smell Enhances Recall
Proust Effect is the unusual ability ofsmell to enhance recall.
Best results when smells are
congruent with the situation.Medina, 2008, Brain Rules, p.212
Smells during sleep can
8/2/2019 Lilly West 2012
82/138
3/18/12
Smells during sleep canenhance recall
Smells that you associate with aparticular new learningexperience,when released during
sleep, make the memories for thatlearning stronger.
Vi i T All
8/2/2019 Lilly West 2012
83/138
3/18/12
Vision Trumps All
Vision trumps all other senses
Vi i T All
8/2/2019 Lilly West 2012
84/138
3/18/12
Vision Trumps All
Text and oral presentations are notjust less efficient than pictures for
retaining information they are way less
efficient(Brain Rules p.234)
Vi i T All
8/2/2019 Lilly West 2012
85/138
3/18/12
Vision Trumps All
Oral information has a recall ofabout 10% after 72 hours
Add a picture and the recallincreases to 65%
(Brain Rules, P.234)
8/2/2019 Lilly West 2012
86/138
3/18/12
192.107.108.56/.../m/murray_k/final/img004.jpg
192.107.108.56/.../m/murray_k/final/img004.jpg
Cramming
Cramming
8/2/2019 Lilly West 2012
87/138
3/18/12
Cramming
The short-term
d t
However, ifthe goal of
Cramming for a Test
8/2/2019 Lilly West 2012
88/138
3/18/12
Cramming for a Test
Educators discourage cramming,warning students that they will forgetwhat they cram.
Indeed, experiments on the testingeffectare consistent with these claims.
(Glover, 1989; for a review, see Bjork, 1988;
Dempster, 1996; and Roediger & Karpicke, 2006a)
Cumulative Tests Work
8/2/2019 Lilly West 2012
89/138
3/18/12
Cumulative Tests Work
These studies show that reviews ingeneral and cumulative tests inparticular lead to improved student
performance (Thomas Edmonds, 1984)
Using Cumulative Exams
8/2/2019 Lilly West 2012
90/138
3/18/12
Using Cumulative Exams
If the intervening test includescorrect answer feedback, it is notsurprising that testing often improves
long-term retention (Cull, 2000; McDaniel & Fisher, 1991;Pashler, Cepeda, Wixted, & Rohrer, 2005);
.
Memory Rules
8/2/2019 Lilly West 2012
91/138
3/18/12
Memory Rules
1. Repetition over time (distributivepractice)
2.Elaboration of material
Listen to the Music
8/2/2019 Lilly West 2012
92/138
3/18/12
Listen to the Music
Do you know the lyrics to songs that you did nottry to learn and do not want to know the lyrics to?
YES
Practice over Time
8/2/2019 Lilly West 2012
93/138
3/18/12
Practice over Time
Practice, Use , Repetition, Review,Reflection or other meaningful wayswe engage with new learning over
time is a major key to its recall.
Review
8/2/2019 Lilly West 2012
94/138
3/18/12
Review
Reviews may do more than simplyincrease the amount learned; theymay shift the learners attention
away from the verbatim details ofthe material being studies to itsdeeper conceptual structures(Dempster,1986)
Elaborations are the Key
8/2/2019 Lilly West 2012
95/138
3/18/12
Elaborations are the Key
For better or worse, our recollections arelargely at the mercy of our elaborations(DanielSchacter author of the Seven Sins of Memory)
Elaboration is a
8/2/2019 Lilly West 2012
96/138
3/18/12
Major Key to Recall Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images,Charts
Keeping Memories
8/2/2019 Lilly West 2012
97/138
3/18/12
Keeping Memories
The best way to minimize memorydecay is to use elaborative rehearsalstrategies
Visualizing
Singing Writing
Semantic Mapping
Why Students Forget
8/2/2019 Lilly West 2012
98/138
3/18/12
Why Students Forget
Review helps to limit the 3 Sins ofMemory that commonly occur
among students.
1. Blocking information stored butcant be accessed (Schacter, 2001)
1. Misattribution attributing a
memory to the wrong situation orsource (Zola, 2002)
1. Transience memory lost over time
Emotion and Memory
8/2/2019 Lilly West 2012
99/138
3/18/12
Emotion and Memory
Emotional arousal organizes andcoordinates brain activity (Bloom, Beal &Kupfer 2003)
When the amygdala detectsemotions, it essentially boostsactivity in the areas of the brainthat form memories(S. Hamann , Emory University.)
8/2/2019 Lilly West 2012
100/138
3/18/12
Which of the followingslides would be easier to
recall after two weeks?
Slide One
8/2/2019 Lilly West 2012
101/138
3/18/12
Slide One
upload.wikimedia.org/wikipedia/commons/th
umb/...
Slide Two
8/2/2019 Lilly West 2012
102/138
3/18/12
Slide Two
www.operationsudan.org/images/darfur_chi
ld_st...
Multiple Senses with
8/2/2019 Lilly West 2012
103/138
3/18/12
Emotion
Powerful memories can becreated when using multiplesenses and emotion
Part Four
8/2/2019 Lilly West 2012
104/138
3/18/12
Part Four
Patterns andLearning
Patterns and Learning
8/2/2019 Lilly West 2012
105/138
3/18/12
Patterns and Learning
The brain is apattern seekingdevice that relates
whole concepts toone another andlooks forsimilarities,
differences, orrelationshipsbetween them.(Ratey, 2002, pg.5)
Sociology
Psycholo
gyAnthropology
8/2/2019 Lilly West 2012
106/138
3/18/12
Which of the followingslides is easier to
remember and WHY?
8/2/2019 Lilly West 2012
107/138
Click to edit Master subtitle style
3/18/12
SLIDE ONE
491580
Slide Two
8/2/2019 Lilly West 2012
108/138
3/18/12
Slide Two
(491) 580-2979
Slide One
8/2/2019 Lilly West 2012
109/138
3/18/12
Slide One
NRAFBINBCUSAMT
V
Slide Two
8/2/2019 Lilly West 2012
110/138
3/18/12
Slide Two
NRA NBC FBI USA
MTV
Familiar Patterns
8/2/2019 Lilly West 2012
111/138
3/18/12
Familiar Patterns
Clustering is used to organize relatedinformation into groups. Informationthat is categorized becomes easier toremember and recall.
In Teaching Reading
TopicMain Ideas-concepts,issues
Significant DetailsImportant ExamplesListsNames, Dates, Places
Terms, Definitions
Common Patterns fori
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm8/2/2019 Lilly West 2012
112/138
3/18/12
Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Teach your Students thei h C
8/2/2019 Lilly West 2012
113/138
3/18/12
Patterns in the Course
Hierarchal-- Chemistry
Linear History, Math
Rank OrderBusiness
Pivot
Concepts-- Social Sciences
Patterns in Law-LATCH
8/2/2019 Lilly West 2012
114/138
3/18/12
Patterns in Law LATCH
Your patternwill be determinedby the story you
want to tell. Eachway will permit adifferentunderstanding ofthe information.
Data can only
Location, alphabet, time, category, orhierarchy.
Question Five
8/2/2019 Lilly West 2012
115/138
3/18/12
Question Five
What are the patterns of the contentyou teach?
What might be the best patterns touse in teaching this content to yourstudents?
Learning is when NeuronsWi
8/2/2019 Lilly West 2012
116/138
Wire
Learning is achange in the
neuron-patterns ofthe brain.
(Ratey, 2002, Goldberg,2009)
www.virtualgalen.com/.../ neurons-small.jpg
Part Two
8/2/2019 Lilly West 2012
117/138
3/18/12
Part Two
CognitiveEnhancements
Cognitive Enhancements
8/2/2019 Lilly West 2012
118/138
3/18/12
Cognitive Enhancements
Greater cognitive capacity means--1.More neurons and synapses
2.Higher levels of neurogenesisespecially in the memory forminghippocampus
3. Increased production of BDNF
which stimulates the production of
Cognitive Enhancements
8/2/2019 Lilly West 2012
119/138
3/18/12
Cognitive Enhancements
Both neurogenesis and synapseformation boost learning, memory,reasoning, and creativity.
(Yaakov Stern of Columbia University)
We can get smarter!
Attention and CognitiveE h t
8/2/2019 Lilly West 2012
120/138
3/18/12
Enhancement
One of the strongest findings inbrain research, is that attention isalmost magical in its ability to
physically alter the brain and enlargefunctional circuits (neuroplasticity).
What we pay attention to is key!
Cognitive Enhancements
8/2/2019 Lilly West 2012
121/138
3/18/12
Cognitive Enhancements
Skills were already good at dontmake us much smarter: we dont paymuch attention to them.
(Yaakov Stern of Columbia University.)
We need to learnnew things!
Attention
8/2/2019 Lilly West 2012
122/138
3/18/12
Attention
New, cognitively demandingactivities are the key
Ballroom dancing, or a foreignlanguage will boost processing speed,strengthen synapses, and expand or
create functional networks
Adderall and Ritalin areC iti E h t
8/2/2019 Lilly West 2012
123/138
3/18/12
Cognitive Enhancements
There are
cognitive
benefits of
Adderall and Ritalin areCogniti e Enhancements
8/2/2019 Lilly West 2012
124/138
3/18/12
Cognitive Enhancements
Ritalin or Adderall has strongereffects on the prefrontal cortex andcan therefore improve concentration
and minimize fatigue much more sothan caffeine.
Adderall and Ritalin haveSide Effects
8/2/2019 Lilly West 2012
125/138
3/18/12
Side Effects
Ritalin and Adderall are not withouttheir own health risks.
Side effects include difficultysleeping, seizures, high bloodpressure, loss of appetite, depression,
and many others.
References
8/2/2019 Lilly West 2012
126/138
3/18/12
REFERENCES Anderson, L. W., &
Krathwohl, D. R. (Eds.).(2001).A taxonomy for
learning, teaching andassessing: A revision ofBloom's taxonomy of
References
8/2/2019 Lilly West 2012
127/138
3/18/12
Bligh, D. A. (2000). Whats the use oflectures? San Francisco, California:
Jossey-Bass.
Bloom, B. S., & Krathwohl, D. R.(1956). Taxonomy of educationalobjectives: The classification of
educational goals, by a committee ofcollege and university examiners.Handbook 1: Cognitive domain. New
York, New York: Longmans.
References
8/2/2019 Lilly West 2012
128/138
3/18/12
Crisp, B. (2007). Is it worth theeffort? How feedback influencesstudents subsequent submission of
assessable work.Assessment &Evaluation in Higher Education,32(5), 571-581.
Cull, W. (2000). Untangling thebenefits of multiple studyopportunities and repeated testingfor cued recall.Applied Cognitive
8/2/2019 Lilly West 2012
129/138
References
8/2/2019 Lilly West 2012
130/138
3/18/12
Hart, P. (2006). How should collegesprepare students to succeed in
todays global economy? Retrieved
April 24, 2010, fromhttp://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf
Hattie, J., & Timperley, H. (2007). Thepower of feedback. Review ofEducational Research, 77, 81-112.
Herrington J Oliver R & Reeves
References
8/2/2019 Lilly West 2012
131/138
3/18/12
Kerr, N.L. (1989). Illusions of efficacy:The effects of group size on
perceived efficacy in social
dilemmas.Journal of ExperimentalSocial Psychology, 25, 287-313.
Khatri, P., Blumenthal, J. A., Babyak,
M. A., Craighead, W. E., Herman, S.,Baldewicz, T., Madden, D. J., . . .Krishnan, K. R. (2001). Effects ofexercise training on cognitive
References
8/2/2019 Lilly West 2012
132/138
3/18/12
Lombardi, M. M. (2007). Authenticlearning for the 21st century: Anoverview. ELI Paper 1. Retrieved
November 5, 2010 fromhttp://www.educause.edu/ELI/AuthenticL
Lowinson, J., Ruiz, P., Millman, R., &
Langrod, J. (1997). Substance abuse:A comprehensive textbook(3rd ed.).Baltimore, Maryland: Williams &Wilkens.
References
http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/1567698/2/2019 Lilly West 2012
133/138
3/18/12
McKeachie, W. (1994). Teaching tips:Strategies, research, and theory forcollege and university teachers (9th
ed.). Lexington, Massachusetts: DCHeath.
McKeachie, W. J. (1978). Teaching
tips: A guidebook for the beginningcollege teacher, (7th ed.). Lexington,Massachusetts: Heath.
McKenzie J (1999) Scaffolding for
References
8/2/2019 Lilly West 2012
134/138
3/18/12
North Central Regional EducationLaboratory. (2011). Traits of
Authentic Education. Retrieved
October 14, 2010 fromwww.ncrel.org/sdrs/areas/issues/content
Novak, J. D. (1990). Concept mapsand vee diagrams: Twometacognitive tools for science andmathematics education. Instructional
References
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htmhttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm8/2/2019 Lilly West 2012
135/138
3/18/12
Ribeiro, S., Gervasoni, D., Soares, E.S., Zhou, Y., Lin, S. C., Pantoja, J.,Lavine, M., Nicolelis, M. A. (2004).
Long-lasting novelty-inducedneuronal reverberation during slow-wave sleep in multiple forebrainareas. PLoS Biology,2(1): e24.
doi:10.1371/journal.pbio.0020024. Ribeiro, S. (2004). Sleeper effects:
Slumber may fortify memory, stir
References
http://www.sciencenews.org/view/issue/id/4651/title/January_24th,_2004;_Vol.165_#4http://www.sciencenews.org/view/issue/id/4651/title/January_24th,_2004;_Vol.165_#48/2/2019 Lilly West 2012
136/138
3/18/12
Soanes, C., Stevenson, A., & Hawker,S. (2006). Concise Oxford Englishdictionary (computer software) (11th
ed.). Oxford University Press. Entrymnemonic.
Spiller, D. (2009).Assessment:
Feedback to promote studentlearning. Retrieved Nov 1, 2010 fromhttp://www.docstoc.com/docs/24436889/Assessment-Feedback-to-
References
8/2/2019 Lilly West 2012
137/138
3/18/12
Underwood, B. J., & Postman, L.(1960). Extra-experimental sourcesof interference in forgetting.
Psychological Review, 67, 73-95. Voss, J., Gonsalves, B., Federmeier,
K., Tranel, D., & Cohen, Neal. (2010).
Hippocampal brain-networkcoordination during volitionalexploratory behavior enhanceslearning.Nature Neuroscience. doi:
http://dx.doi.org/10.1038/nn.26938/2/2019 Lilly West 2012
138/138
The End