Learnlng ln Parmony wlLh ?

our 8raln
ueveloped by rofessor 1erry uoyle
lerrls SLaLe unlverslLy
Slldes avallable for download aL
wwwlearnercenLeredLeachlngcom
Learnlng ln Parmony
wlLh ?our 8raln
8aslc rlnclple of Learnlng
lL ls Lhe one who does
Lhe work who does Lhe
learnlng
1he ueflnlLlon of Learnlng
Learnlng ls a change
ln Lhe neuron
paLLerns of Lhe
braln
(8aLey 2002)
wwwvlrLualgalencom// neuronssmall[pg
uendrlLe CrowLh
1he plcLure show Lhe
dendrlLlc growLh LhaL
has Laken place 20
mlnuLes lnLo new
learnlng
See Lhe new cellular
maLerlal!
(CognlLlve neurosclenLlsL !aneL Zadlna 2010)
use lL or Lose lL
W When new maLerlal ls
noL pracLlced Lhe new
dendrlLe Llssue ls
reabsorbed by Lhe braln
Lo conserve resources
(ur !aneL Zadlna)
1eachers' ueflnlLlon of Learnlng?
Learnlng ls Lhe ablllLy Lo use lnformaLlon afLer
slgnlflcanL perlods of dlsuse
and
lL ls Lhe ablllLy Lo use Lhe lnformaLlon Lo solve
problems LhaL arlse ln a conLexL dlfferenL (lf only
sllghLly) from Lhe conLexL ln whlch Lhe lnformaLlon
was orlglnally LaughL
(8oberL 8[ork Memotles ooJ Metomemotles 1994)
arL Cne
1he Puman 8raln
1he 8raln was ueslgned Lo Learn
1he braln was meanL Lo explore and learn
1he Puman 8raln
W 1he human braln welghs Lhree (3) pounds buL
uses 2023 of Lhe bodles energy
1he Puman 8raln
W 1he human braln has 100 bllllon neurons
(braln cells) (lL does grow Lhousands of new cells dally)
wwwenchanLedlearnlngcom//glfs/neuronCll
1he Puman 8raln
1hese 100 bllllon neurons are capable of maklng
40000000000000000 lorLy quadrllllon connecLlons (!ames
8aLey users Culde Lo Lhe 8raln)
wwwbpkldsorg//conLenL/pagebullder/10386glf
1he 8raln and Learnlng
W naLural SelecLlon led Lo
a braln whlch could
solve problems of
survlval ln ouLdoor
unsLable envlronmenLs
whlle ln a|most
constant mot|on
( ur !ohn Medlna uevelopmenLal Molecular
8lologlsL unlverslLy of WashlngLon and AuLhor
of 8raln 8ules)
1he 8raln and Learnlng
W lf educaLors had seL
ouL Lo deslgn a learnlng
envlronmenL LhaL was
ln compleLe opposlLlon
Lo whaL Lhe human
braln ls good aL Lhey
would have deslgned
Lhe schools of yesLerday
and Loday"
(!ohn Medlna 8raln 8ules 2008)
eys Lo lmproved Learnlng and 8ecall
Lxerclse
slgnlflcanLly
enhances braln
funcLlon
newesL llndlngs
W Lxerclse lncreases
producLlon of
neuroLransmlLLers LhaL help
1locus and aLLenLlon
2MoLlvaLlon
3 aLlence
4 Mood (more opLlmlsLlc)
(8aLey 2008)
Lxerclse and Learnlng
W Lxerclseenough Lo
sweaL and 43 Llmes a
week lmproves
1 All braln sysLems
2 LxecuLlve funcLlonlng
3 CreaLlvlLy
4 Learnlng (even maLh)
(8aLey 2008)
Lxerclse and 8unl
(8ralnderlved neuroLrophlc facLor )
Lxerclse produces 8unl
( Mlracle Crow for Lhe 8raln)
W lmproves braln healLh
W Lnhances Lhe wlrlng of
neurons
W ls a sLress lnoculaLor
W Makes Lhe braln cells
more reslllenL
(8aLey 2008)
Long LasLlng 8eneflLs
W Mornlng aeroblcs wlll
cause lmproved braln
performance for 67
hoursconcenLraLlon
aLLenLlon focus as well
as learnlng
(!ohn 8aLey 2009)
1he 8raln ls Soclal
Survlval ls
accompllshed by
worklng wlLh oLher
bralns
Croups of bralns
almosL always
ouLperform a slngle
braln
8ralns are Wlred ulfferenLly
All bralns are
wlred dlfferenLly
Cur experlences
make us dlfferenL
ALLenLlon and Learnlng
1he braln can
only pay
aLLenLlon Lo one
Lhlng aL a Llme
MulLlLasklng Slows Learnlng
W lL ls noL posslble Lo
mulLlLask when lL
comes Lo acLlvlLles
LhaL requlre Lhe
braln's aLLenLlon
MulLlLasklng lsn'L Pelpful
W And unllke mosL skllls
mulLlLasklng doesnL geL
easler Lhe more you do lL
W nass and hls
colleagues(2010)
reporLed LhaL frequenL
mulLlLaskers were even
worse aL mulLlLasklng
Lhan lnfrequenL
mulLlLaskers
MulLlLasklng 1lres Lhe 8raln
W lLs a loL of work Lo
swlLch Lasks lLs much
less work on Lhe braln
Lo do one Lhlng and
Lhen a second Lhlng
(!oanne CanLor 2009)
Lnhanclng Memory
Memory
8epeLlLlon and
elaboraLlon are
necessary for
memory
formaLlon and
recall
Why do we know Lhe lyrlcs Lo so many
songs?
W SlgnlflcanL repeLlLlon of Lhe
lyrlcs
W 8hyLhm
W LmoLlon
Sleep and Memory
W 9|ods of s|owwav s| a v |ong
and oduc a ca|| and obab|
am||f|cat|on of mmo tacs Lnsu|ng
|sods of kLM s| wh|ch a v shot
t|gg th ss|on of gns to sto what
was ocssd du|ng s|owwav s|
W SldarLa 8lbelro(eL al)uuke unlverslLy 2004
Sleep and Memory
W 1he M8l scans are showlng us LhaL braln reglons
shlfL dramaLlcally durlng sleep
W When youre asleep lL seems as Lhough you are
shlfLlng memory Lo more efflclenL sLorage reglons
wlLhln Lhe braln ConsequenLly when you
awaken memory Lasks can be performed boLh
more qulckly and accuraLely and wlLh less sLress
and anxleLy
W MaLLhew Walker hu dlrecLor of 8luMCs Sleep and neurolmaglng LaboraLory
and AsslsLanL rofessor of sychlaLry aL Parvard Medlcal School
192.107.108.56/.../m/murray_k/final/img004.jpg
19210710836//m/murray_k/flnal/lmg004[pg
Crammlng
Crammlng and Learnlng
W Crammlng works ln Lhe
very shorL Lerm
W lf long Lerm learnlng ls
Lhe goal crammlng ls an
lrraLlonal behavlor
8ecall lL Lo 8emember lL
W 1he besL way Lo bulld
memorles ls Lo recall
Lhe lnformaLlon elLher
verbally or ln wrlLlng
W !usL rereadlng or
repeaLlng lnformaLlon ls
much less effecLlve ln
bulldlng long Lerm
memorles
use All ?our Senses
W 1he more senses
used ln learnlng
( seelng hearlng
Louch LasLe and
smell) Lhe more
paLhways are
avallable for
reconsLrucLlon
(recall)
Ilslon 1rumps All
Ilslon Lrumps all oLher senses
LlaboraLlons are Lhe ey
W " lor beLLer or worse our recollecLlons are largely aL Lhe
mercy of our elaboraLlons" (uanlel SchacLer auLhor of
Lhe Seven Slns of Memory)
LlaboraLlon SLraLegles
W Ilsuallzlng
W Slnglng
W WrlLlng
W SemanLlc Mapplng
W urawlng lcLures
W Symbollzlng
W Mnemonlcs
W 8eflecLlon
8evlew needs Lo be ulsLrlbuLed over
1lme
ulsLrlbuLed
racLlce
lorgeLLlng
kv|w h|s to ||m|t th 3 "S|ns" of Mmo that
common| occu among studnts
1 8|ock|ng |nfomat|on stod but can't b
accssd (Schact 2001)
2 M|satt|but|on att|but|ng a mmo to th
wong s|tuat|on o souc (2o|a 2002)
3 1ans|nc mmo |ost ov t|m fogtt|ng
cuv (Schact 2001)
ConcepL Mapplng and 8evlew
W A concepL map slmply represenLs vlsually(easlesL
Lhlng for Lhe braln Lo learn Zull 2002)Lhe lmporLanL concepLs
and ldeas belng sLudled and how Lhey relaLe Lo one anoLher
wwwunlverslLyhlghschoolorg/webquesL/LlemenL
8ecodlng lmproved 8ecall
W 8ecodlng ls Lhe slmple
process of LranslaLlng
Lhe new knowledge lnLo
your own words
W Lxamples lnclude
paraphraslng and
summarlzlng and
annoLaLlng
LmoLlons and Memory
W 8esearch shows
learners recall
lnformaLlon LhaL ls
emoLlonal more easlly
Lhan lnformaLlon LhaL ls
facLual or neuLral ln
naLure (Zull 2020)
LmoLlon and Memory
W Lmot|ona| aousa| ogan|zs and cood|nats
ba|n act|v|t (8|oom 8a| kuf 2003)
W Whn th amgda|a dtcts mot|ons |t
ssnt|a|| boosts act|v|t |n th aas of th
ba|n that fom mmo|s (S namann Lmon UN)
W Whlch of Lhe followlng slldes
would be easler Lo recall afLer
Lwo weeks?
Sllde Cne
uploadwlklmedlaorg/wlklpedla/commons/Lhumb/
Sllde 1wo
SLress
SLress
SLress
dlmlnlshes/
harms braln
funcLlon
ShorL 1erm SLress
AcuLe sLress acLlvaLes
selecLlve C8P
molecules (corLlcoLropln)
releaslng hormones
whlch dlsrupLed Lhe
process by whlch Lhe
braln collecLs and sLores
memorles (8aram2010)
arL 1wo
aLLerns and Learnlng
W Whlch of Lhe followlng
slldes ls easler Lo
remember and WP??
SLluL CnL
<4915802979
Sllde 1wo
{491_ 580-2979
Sllde Cne
n8Al8ln8CuSAM1I
Sllde 1wo
n8A n8C l8l uSA M1I
Whlch ls easler?
W CounLlng backwards from 100
C8
W 8eclLlng Lhe alphabeL backwards
?our mosL famlllar paLLern?
W ?our own language
use lL as ofLen as
posslble!
aLLerns and Learnlng
W 1he braln ls a paLLern seeklng devlce LhaL
relaLes whole concepLs Lo one anoLher and
looks for slmllarlLles dlfferences or
relaLlonshlps beLween Lhem" (8aLey 2002 pg3)
Soclology
sychology
aLLerns LhaL Ald Learnlng
Mapplng
wwwnoLlceboredcom/asseLs/lmages/n8_lnducLlo
wwweyezbergcom//bllne_charLspng
SlmllarlLy and ulfference
1he mosL common paLLern used ln Amerlcan
schools ls slmllarlLy and dlfference
lnformaLlon Learned ln a CompleLe
aLLern
W When lnformaLlon ls learned as parL of a
whole (a compleLe paLLern) lL becomes easler
Lo recall
SLlmulaLlng any parL of Lhe paLLern can lead
Lo Lhe recall of Lhe whole paLLern
8aseball layers' oslLlons
aLLerns and Learnlng
aLLerns and Learnlng
W However, iI all a person did was memorize the names
in order 1-9. trouble!!!
arL 1hree
W Pow Memorles are lormed and 8ecalled
arL lour
W ueveloplng a MlndseL for Learnlng
Carol uweck ln Lhe book MlndseL
W 1wenLy years of
research has shown
LhaL Lhe mlndseL(vlew
you adopL for yourself)
profoundly affecLs Lhe
way you lead your llfe
W 1here are Lwo MlndseLs
sLudenLs choose
CrowLh and llxed
CrowLh MlndseL
W SLudenLs wlLh growLh
mlndseL bellef LhaL how
smarL you become
depends on how much
efforL you puL lnLo
learnlng (C uweck MlndseL 2007
7)
llxed MlndseL
W SLudenLs wlLh flxed
mlndseLs belleve
(falsely) LhaL people are
born smarL average or
dumb and a person
can'L do anyLhlng abouL
lL
(uweck 2007)
MlndseLs
llxed IS
lnLelllgence ls unchangeable
Look smarL
Avold Challenge
Make excuses Lo avold dlfflculLles
CrlLlclsm ls Laken personally
CrowLh
lnLelllgence ls malleable and can be
lmproved
ueslre Lo learn ls paramounL
lallure ls seen as an opporLunlLy Lo
learn 8lsks are necessary for growLh
LfforL ls necessary for growLh and
success
CrlLlclsm ls dlrecLed aL Lhelr currenL sklll
levelLhey know Lhey can lmprove
(Carol uweck 2008)
8eferences
ork, R. A. (1994) Memory and Metamemory consideration in the training oI human beings. In J. MetcalIe & A.
Shimamura (Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.
loom, enamin S. (Ed). (1956). Taxonomy oI Educational Obectives: The
classiIication oI Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.
Caine, Renate; Caine, GeoIIrey. Education on The Edge of Possibility. Alexandria, VA: Association Ior Supervision and
Curriculum Development, 1997.
Damasio, A. R. (1994). Descartes error. Emotion, reason, and the human brain. New York, NY, Grosset/Putnam
Diamond, Marion. (1988). Enriching Heredity. The Impact of the Environment on the Brain. New York, NY: Free Press.
Damasio AR: Fundamental Feelings. Nature 413:781, 2001.
.D. O. Hebb,1949 monograph, The Organi:ation of Behavior
Dweck, Carol. Mindset The New Psychology oI Success, 2006 random House, NY
Medina, John, rain Rules, Pear Press, 2008
Sylwester, R. A Celebration oI Neurons An Educator`s Guide to the Human rain, ASCD:1995
Sprenger, M. Learning and Memory The rain in Action by, ASCD, 1999
.How People Learn by National Research Council editor John ransIord, National Research Council, 2000
Goldberg, E. The Executive rain Frontal Lobes and the Civilized Mind ,OxIord University Press: 2001
Ratey, J. MD. Spark: The New Science oI Exercise and the rain, 2008, Little rown
Ratey, J. MD :A User`s Guide to the rain, Pantheon ooks: New York, 2001
Zull, James. The Art oI Changing the rain.2002, Stylus: Virginia
Weimer, Maryellen. Learner-Centered Teaching. Jossey-ass, 2002
Sousa, David. How the rain Learns(Corwin Press, Inc., 1998),
ongast|ng Nov|tInducd Nuona| kvbat|on du|ng S|owWav S| |n Mu|t|| Ioba|n Aas
SldarLa 8lbelro uamlen Cervasonl LrnesLo S Soares ?l Zhou ShlhChleh Lln !analna anLo[a Mlchael Lavlne
Mlguel A L nlcolells
1he Lnd