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Dr. Robert K. Greenleaf
www.greenleaflearning.com
An Inquiry into the Brain, Learning
and Teaching Practice: Review, Strategies & Applications
for Consideration
Brain & Learning Institutes in Frankfurt, Lausanne, North Carolina, Vancouver,
New Mexico, Nashville, Beirut, Ontario, Prague & Madrid.
© 2018
Perspectives on Learning, Teaching and the Brain
G. Christian Jernstedt ~ Dartmouth College, 2004
“The biological limits to our potential are relatively minimal
compared to the cultural and environmental limits.
There are sound and weak techniques of learning and
teaching, more than bright and dull minds.”
Cellular Level
• Each “fires” 2x second…. or more
• 100 Billion Neurons
• 10,000 dendrites per neuron—
connections to other cells
• Each as complicated as a major city [David Eagleman, 2008]
+/-8 “steps” along the way to creating
and strengthening memory… (next slide)
Neural spikes in a Leech brain
Cellular Micro-Perspective: Production of Long-term Memory
Up to 400 Billion Times Per Second—Neurons are doing the following
9 new proteins synthesized
10 connectivity is strengthened
“The Search for the Memory Switch”Rusiko Bourtchoiuladse, Cerebrum, 2002
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Levels of Activation & Areas of the Brain “Within 0.7 seconds, areas across the brain are involved.” G. Yonus, Potomac Institute, 2009
L/R work
independently?
Not unless you
work in 0.7
second
intervals.
Developing Responsible, Long-term BehaviorsMemory Formation Path
seesmelltastehear
touch
Input Via Senses
“Desktop” ProcessingShort-Term, Working, or
Continuous Memory Processing Level
“The Barn”Long-Term
Memory
“Blue cars”
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Path
to
Mem
ory
Problem =1
2
3
Most inputs depart quickly.
Neural Processing on
the “Desktop”
Overarching Educational Benefit to date
from the Neuroscience Literature Regarding Learning
ALL teaching / learning practices
must be geared to cause learner engagement
in active processing toward long-term memory,
recall, and transfer.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Strategy #2
The Creation & Development of Meaning
Meaning = Personal meaning, purpose,
context… to the learner
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Two “Minds-On” lenses for exploring
Long-Term Memory, Recall & Transfer
as it applies to our practice.
“Minds-On” Lens 1: S/he who does the work, learns.
#1: Who is doing the work of learning in your classroom?
“Minds-On” Lens 2: The formation of long-term memory requires
more than participation. It requires active processing.
#2: What must the learner actually “do” in order to
complete the task assigned? (#1 assignment: words)
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Student Generated Learning
PAIRS EXERCISE
sparrow mouse fish eagle rat cat
hornet kangaroo fly deer elephant
snail shark opossum dog human
turtle rabbit whale ant snake
salamander worm mosquito buffalo
bear leopard koala alligator spider
bat robin eel mole lobster horse
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Source: Brain Based Teaching,”
www.GreenleafLearning.com
9 Most Effective Strategies for Achievement
a la Marzano et. al. 2001 (2011)
PERCENTILE NUMBER
CATEGORY GAIN Of STUDIES
Identifying Similarities and Differences 45% 31
Summarizing and Note Taking 34% 21
Reinforcing Effort and Providing Recognition 29% 21
Homework and Practice 28% 134
Nonlinguistic Representation 27% 246
Cooperative Learning 27% 122
Setting Objectives and Providing Feedback 23% 63
Generating and Testing Hypotheses 23% 63
Questions, Cues, and Advance Organizers 22% 1,251Dr. Robert K. Greenleaf
www.greenleaflearning.com
"CLASSROOM INSTRUCTION THAT WORKS"
Image/shape Example
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Which would you
put together?
Who is doing the work?
Classification is a basic,
fundamental cognitive structure.
Patterning, grouping, organizing,
debating, critical thinking, and so forth…
all require varied levels of
classification-related elements.
Context Availability & Classification Example
Frequent Task / Assignment
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Source: Brain Based Teaching,”
www.GreenleafLearning.com
Habitat Travel Outer layer Skeleton Diet-etc.
Your
Choice
Most
Similar
Most
Different
You have 1 minute. In Pairs identify 3 characteristics
the 6 orange shapes have in common.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Effects of Self Generated vs. Instructor Generated Examples
on Retention of Selected Concepts
Gorrell, Jeffrey; & Hunter, Downing
Presented at the Meeting of the Mid-South Educational Research Association ~ Louisville, KY; Nov. 1998
Dr. Robert K. Greenleaf
www.greenleaflearning.com
90.8% 90.8%
78.6%
75.9%
self
gen
era
ted
Short-Term
self
gen
era
ted
Long-Term
teach
er
gen
era
ted
teach
er
gen
era
ted
S/he who works, learns.
Please write something down…
about active processing before
“answering, calculating, or completing”
a task or an assignment.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Intermittent Pause #3
Applied Relevance with Active Processing
Patterns & Classification
Welcome to Geometry!
Dr. Robert K. Greenleaf
www.greenleaflearning.com
“Parallels” with 2 responses each
Student generated
Second wait time
Processing prompts
Nature, Geography, Sports, Fine arts
Strategy #4:
Overlays to Focus Attention
Wholes to Parts to Wholes
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Story Reconstruction: Classics & Fairy Tales
Five Minute Exercise
1. Form groups of 3-4
2. (10 sec.) Who will volunteer?
3. (15 sec.) Select a story/tale
4. (5”) Re-write the essence of the story/tale
5. OVERLAYS ~ as you re-write….
Group(s) 1: no word twice
Group(s) 2: 3 adjectives
Group(s) 3: no verbs
Group(s) 4: 2-3 word sentences only
5. Take liberties… be playful with your new
version of this story/tale.
6. Begin!Dr. Robert K. Greenleaf
www.greenleaflearning.com
Context Availability
…having a “place” to hold new ideas and
information while pattern & meaning are
being explored and developed...
…provides greater retention (processing for
meaning) during the “construction” of
networks—as well as for transfer to other
domains of learning.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
What do students, educators, and parents
need to understand about context &
classification regarding study habits,
making memory and improving recall?
Please write something down.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Intermittent Pause #4
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Other books by the presenter:
See book sales table if
you are interested in
books on this topic
Please contact me if you have
questions!