Great Lakes Conference 2012 Pp

7/31/2019 Great Lakes Conference 2012 Pp

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Follow Where the Research Leads

Developed by Professor Terry Doyle

Ferris State University

www.learnercenteredteaching.wordpress.com

[email protected]
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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Slides available for download at:

www.learnercenteredteaching.wordpress.com

Great Lakes Conference on Teaching and Learning

Follow Where the Research Leads
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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Here is the Problem?

Teachers cant make informed decisions about

which teaching approaches to use if they

dont first understand how their students

learn.

To understand how our students learn we

must understand how their brains take in,

process, and retrieve information.


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Todays Goal

To learn what research

from neuroscience,

biology and cognitive

science has to tell usabout how the human

brain takes in,

processes, makes

memories for andretrieves information.


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What was Then

Guido Sarducci Five Minute University


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Brain Systems Relation to Complex

Cognition and Behavior can only be explained

satisfactorily by acomprehensive blend of theoriesand facts related to all the levelsof organization of the nervoussystem, from molecules, andcells and circuits, to large-scalesystems and physical and socialenvironments.

We must beware of explanations thatrely on data from one single level,whatever the level may be.(AntonioDamasio, head of the Department of Neurology at theUniversity of Iowa Medical Center)

Beware of


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Left Brain-Right Brain Myth

According to the myth,

we would all be more

successful and fulfilled

people if we learned totap the full potential of

both hemispheres.


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"But boiling it down into a leftbrain 'logical' and right brain'creative' approach does notfollow from what we see in

how the brain operates.

It also suggests you could beusing one hemisphere morethan the other and that's notreally how it works.

WRONG


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The two sidescommunicate with eachother and work togethervia a complex wodge of

neural cabling known asthe corpus callosum.

The two sides of the

brains arecomplementary and workin concert. ( Scott,2011)


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2012 Neuroscience and Learning

We have accumulatedenough knowledgeabout the mechanismsand molecularunderpinnings ofcognition at thesynaptic and circuitlevels to say something

about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)


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We are Born to Learn

The brain was meant to explore and learn


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The Human Brain

The human brain weighs three (3) pounds,

contains 86 billion neurons which can make 40

quadrillion connections and it uses 20-25% of

the bodies energy each day.


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The Brains Needs

The brain needs to

function effectively:

1. Exercise

2. Sleep

3. Oxygen

4. Hydration

5. Food (glucose)


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Food and Learning

Inhaling carbohydrates,cause blood glucoselevels to yo-yo.

As a result the brain,which relies on glucosefor energy, is left either

glutted or gasping,neither of which makesfor optimal cognitivefunctioning.


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Food and Learning

Learning is helped when werely on the complexcarbohydrates found in fruits,whole grains, and vegetables.

Also taking a multivitaminevery day as well assupplementary omega-3 fattyacids.

The omega-3s and the E and Bcomplex contained inmultivitamins promote healthybrain function .(Edward M. Ned Hallowell, MD)


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The Definition of Learning

Learning is a change

in the neuron-

patterns of the

brain.(Ratey, 2002)

www.virtualgalen.com/.../ neurons-small.jpg


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Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information

was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)


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Basic Finding from Brain Research as it

Impacts Human Learning

It is the one who does

the work who does thelearning( Doyle , 2008).


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Dendrite Growth

The picture show the

dendritic growth that

has taken place 20

minutes into newlearning .

See the new cellular

material!

(Cognitive Neuroscientist Janet Zadina, 2010)


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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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The Brain and Learning

Natural selection

developed a human

brain to solve problems

of survival in outdoor,unstable environments

while in almost

constant motion.

( Dr. John Medina, Developmental Molecular

Biologist, University of Washington and Author

of Brain Rules)


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The Brain is Social

Survival is accomplished

by working with other

brains

Groups of brains

almost always

outperform a single

brain


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Our Students Mindsets


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Two Kinds of Mindsets

Growth Fixed


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Growth Mindset

Students believe theirbrain is malleable andtheir intelligence andabilities can be

enhanced through hardwork and practice.

They believe only timewill tell how smart theybecome.


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Mindset-Fixed

In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have

it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).


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Growth Mindset

Students value hard

work, learning, andchallenges while seeing

failure as something to

learn from.


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Fixed Mindset

Fixed mindsets believe

they either shouldnt

need to work hardto do

well

orputting in the effort

wont make any

difference in the

outcome.


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Growth Mindset

Students are willing to

take learning risks and

understand thatthrough practice and

effort their abilities can

improve.


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Mindset

Fixed VS. Growth

Intelligence is Intelligenceunchangeable. is malleable

and can be

improved.


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Mindset

Fixed vs. Growth

Look smart. Desire to learnis paramount.


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Mindset

Fixed VS. Growth

Avoid challenges. Failure is seen

as an opportunity

to learn.

Risks are necessary

for growth.


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Mindset

Fixed VS. Growth

Make excuses Effort is

and try to avoid necessary for

difficulties. growth and

success.


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Mindset

Fixed VS. Growth

Criticism is taken Criticism is directed

personally. at their current

skills level.

Students know

they can improve.


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Feedback and Mindset

Teachers should focus

on students' efforts and

strategies.

Praise their efforts or

their strategies, not

their intelligence.


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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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Sleep, Learning and Memory


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Memories Are Made during Sleep

"Periods of slow-wavesleep are very long andproduce a recall andprobably amplification ofmemory traces. Ensuingepisodes of REM sleep,which are very short,trigger the expression ofgenes to store what wasprocessed during slow-

wave sleep."

Sidarta Ribeiro, Duke University, 2004


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Sleep and Memory

It takes six hours of sleepto just stabilize newmemories. The brain alsoconsolidate the newmemories during REMsleep.

To make our memoriesrequires you get seven to

eight hours of sleep eachnight. Gyrgy Buzsaki, professor at the Centerfor Molecular and Behavioral Neuroscience atRutgers University


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Rehearsal of Learning before Sleep

A 2012 study out of theUniversity of Notre Dameconfirms that sleepingdirectly after learningsomething new is beneficial

for memory.

What was novel about thisstudy is that it tried to shinelight on sleep's influence on

both types of declarativememory by studyingsemantically unrelated andrelated word pairs.


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Rehearsal of Learning before Sleep

"Since we found thatsleeping soon after learningbenefited both types ofmemory, this means that itwould be a good thing to

rehearse any informationyou need to remember justprior to going to bed. Insome sense, you may be'telling' the sleeping brainwhat to consolidate.

Jessica D. Payne, Matthew A. Tucker, Jeffrey M.Ellenbogen, Erin J. Wamsley, Matthew P. Walker, DanielL. Schacter, Robert Stickgold. Memory for SemanticallyRelated and Unrelated Declarative Information: TheBenefit of Sleep, the Cost of Wake. PLoS ONE, 2012; 7(3): e33079 DOI: 10.1371/journal.pone.0033079
http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079


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Sleep and Learning

Not only are memories

for everything you

learned that day made

during sleep but sleepallows the brain to clear

space for new learning

to occur the next day.

(Bryce Mander, a post-doctoral fellow in psychology at

UC Berkeley)


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Awake but Off Line

New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake the

neurons used for importantmental task switch off.

This is likely to haveconsequences on mentalperformance and we likely

function less well the longerweve been awake.

Chiara Corelli,2011( Nature)


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Naps Help Learning

You need to sleep beforelearning, to prepare yourbrain, like a dry sponge, toabsorb new information (M.Walker, UC Berkley).

A NASA study found pilotswho napped for 27 minutesin the afternoon improved

their flying performance by34% over non nappingpilots(Medina 2008).


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Rest after Learning Improves Recall

The researchers found thatduring rest, the areas of thebrain were just as active asthey were when they werelearning the task

The greater the correlationbetween rest and learningthe greater the chance of

remembering the task inlater tests.Dr Lila Davachi, NYU's Department ofPsychology and Center for Neural Science.


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Significance of this Finding

Should Students not

take classes back to

back?

"Taking a (coffee) break

after class can actually

help you retain the

information you just

learned." Dr Lila Davachi


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Exercise and Learning


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Exercise and Learning

Exercise is the single

most important thing a

person can do to

improve their learning.

(John Ratey, 2008, Spark, The

Revolutionary New Science of

Exercise and the Brain)


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Exercise Stimulates Synaptic Growth

Exercise stimulates the

production ofnew

synapses, whose capacity

and efficiency underlie

superior intelligence.

Fitness training changes the

molecular and cellular

building blocks that underliemany cognitive skills.

(Art Kramer of the University of Illinois at Urbana-

Champaign) It thus provides more

generalizable benefits


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Exercise and Cognitive Enhancement

Exercise influences

learning directly, at the

cellular level, improvingthe brains potential to

log in and process new

information.

Ratey, 2008 p35


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Exercise and Cognitive Enhancement

Exercise increases

production of

neurotransmitters that help:

1.Focus and attention

2.Motivation

3. Patience

4. Mood (more optimistic)

(Ratey, 2008)


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Exercise Produces BDNF

Improves brain health

Is a stress inoculator

Makes the brain cells

more resilient

E i d BDNF


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Exercise and BDNF

(Brain-derived neurotrophic factor )

BDNF

Enhances the wiring ofneurons.

(Ratey, 2008)

Miracle Grow for the

Brain


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BDNF

Exercise creates BDNF aprotein that acts topromote neurogenisis.

BDNF acts not only togenerate new neurons,but also to protectexisting neurons and topromote synaptic

plasticitygenerallyconsidered the basis forlearning and memory(Modie, 2003, Mattson, Wenzhen, Rugianand Zhihong, 2004)


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BDNF and Exercise

In particular BDNF seems to be important for

long term memories (Ratey, 2008)


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Exercise, Stress and Learning

Students don't know that toxiclevels of stress erode theconnections between thebillions of nerve cells in thebrain or that chronicdepression shrinks certain

areas of the brain

Conversely exercise unleashesa cascade of neurochemicalsand growth factors that can

reverse this process, physicallybolstering the brain'sinfrastructure.


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Exercise and Stress

"In fact, the brainresponds like musclesdo, growing with useand withering with

inactivity.

Exercise causes neurons(dendrites) to grow andbloom, thus enhancingbrain function at afundamental level."


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Short Term Stress

Acute stress activates

selective CRH

molecules (corticotropin)

releasing hormones,

which disrupted the

process by which the

brain collects and stores

memories. (Baram,2010)


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Multisensory Learning


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We Use all our Senses

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

However, mounting datasuggest interactionsbetween the senses are the

rule, rather than theexception.

Aaron Seitz Journal Current Biology, 2006


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Senses Create Multiple Pathways

The more senses

used in learning and

in practicing what

has been learnedthe more pathways

are available for

recall.


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Smell Enhances Recall

Proust Effect is the

unusual ability of smell

to enhance recall.

Best results when

smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212


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Smells during sleep can enhance recall

Smells that you

associate with a

particular new learning

experience,when

released during sleep,

make the memories for

that learning stronger.


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Vision Trumps All

Vision trumps all other senses


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Vision Trumps All

Text and oral

presentations are not

just less efficient than

pictures for retaining

information they are

way less efficient

(Brain Rules p.234)


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Vision Trumps All

Oral information has arecall of about 10%after 72 hours

Add a picture and therecall increases to 65%

(Brain Rules, P.234)


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Reading as a Multisensory Activity

Reading is the slowest

way we enter

information into our

brains.

The reasons is it carries

a very heavy visual load

It is often done as a

unisensory action


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Solutions

1. Get students to

annotate-the use oftouch( the pencil) and

movement( the hand)

Make reading

multisensory


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2. Suggest students

read certain challenging

parts aloud while

continuing to

annotatenow there

are 3 senses involved


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Patterns and Learning


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Patterns and Learning

The brain is a pattern

seeking device that relates

whole concepts to one

another and looks for

similarities, differences, or

relationships between

them. (Ratey, 2002, pg.5)

Sociology

PsychologyAnthropology


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Which of the following

slides is easier toremember and WHY?


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SLIDE ONE

4915802979


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Slide Two

(491) 580-2979


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Slide One

NRAFBINBCUSAMTV


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Slide Two

NRA NBC FBI USA MTV


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Familiar Patterns

Clustering is used to organize related

information into groups. Information that is

categorized becomes easier to remember and

recall.

In Teaching Reading

Topic

Main Ideas-concepts, issues

Significant Details

Important ExamplesLists

Names, Dates, Places

Terms, Definitions

f
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm


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Common Patterns for Learning

Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

Teach your Students the Patterns in


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Teach your Students the Patterns in

the Course

Hierarchal-- Chemistry

LinearHistory, Math

Rank OrderBusiness

Pivot

Concepts-- Social Sciences

LocationGeography

Theme--Humanities

Memory Formation and Recall


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Memory Formation and Recall


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192.107.108.56/.../m/murray_k/final/img004.jpg

192.107.108.56/.../m/murray_k/final/img004.jpg

Cramming

C i


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Cramming

The short-termadvantage of studypractice shows thatcramming can improveexam scores.

Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003

However, if the goal ofpractice is long-termretention of coursematerial, cramming

appears to be anirrational behavior.

M R l


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Memory Rules

1. Repetition over

time (distributive

practice)

2.Elaboration ofmaterial

Li t t th M i


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Listen to the Music

Do you know the lyrics tosongs that you did not try to

learn and do not want to

know the lyrics to?

YES

P ti Ti


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Practice over Time

Practice, Use ,Repetition, Review,

Reflection or other

meaningful ways we

engage with new

learning over time is a

major key to its recall.

R i


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Review

Reviews may do morethan simply increase

the amount learned;

they may shift the

learners attention away

from the verbatim

details of the material

being studies to itsdeeper conceptual

structures(Dempster, 1986)

El b ti th K


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Elaborations are the Key

For better or worse, our

recollections are largely

at the mercy of our

elaborations(Daniel Schacterauthor of the Seven Sins of Memory)

Elaboration is a


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Major Key to Recall

Step One. Accuracy

Step Two: Reflection

Step Three: Regular Review

Step Four: Mapping, Images, Charts

Step Five: Recoding

K i M i


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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.

Wh St d t F t


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Why Students Forget

Review helps to limit the 3 Sins ofMemory thatcommonly 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)

E ti d M


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Emotion and Memory

Emotional arousalorganizes andcoordinates brain activity(Bloom, Beal & Kupfer 2003)

When the amygdaladetects emotions, itessentially boosts activity

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

Cognitive Enhancements


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Greater cognitive capacitymeans--

1.More synapses

2.Higher levels of

neurogenesis especially inthe memory forminghippocampus

3. Increased production of

BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)



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Both neurogenesis andsynapse formation

boost learning,

memory, reasoning, and

creativity.

(Yaakov Stern of Columbia

University)

We can get smarter!

Meditation and Cognitive


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g

Enhancement

Another form of overallcognitive enhancement ismeditation.

Meditation can increase the

thickness of brain regionsthat control attention andprocess sensory signalsfrom the outside world

(Neuroscientist Amishi Jha of theUniversity of Miami)

.

Caffeine + Sugar and Learning


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Caffeine + Sugar and Learning

The combination of caffeineand sugar enhancedattention, learning andmemory.

Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.

(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental

Nicotine Promotes Cognitive


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Enhancement

Nicotine enhancesattentionthat key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.

Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, andworking memory, among other

basic cognitive skills.

(Martha Farah, University of Pennsylvania)

Scientists at the National Institute on

Drug Abuse reported in a 2010

analysis of 41 double-blind, placebo-

controlled studies.

Adderall and Ritalin are Cognitive


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Enhancements

There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.

Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.

(Martha Farah of the University ofPennsylvania)

Adderall and Ritalin are Cognitive


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Enhancements

Ritalin or Adderall hasstronger effects on the

prefrontal cortex and

can therefore improve

concentration and

minimize fatigue much

more so than caffeine.

Adderall and Ritalin have Side Effects


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Adderall and Ritalin have Side Effects

Ritalin and Adderall arenot without their ownhealth risks.

Side effects includedifficulty sleeping,seizures, high bloodpressure, loss of

appetite, depression,and many others.

Neuroplasticity


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Neuroplasticity

When the correct skill-building protocol is

used, educators can

make positive and

significant changes in

students brains in a

short time. (NeuroscientistsMichael Merzenich and Paula Tallal)

Treating Developmental Disorders


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Treating Developmental Disorders

"Showing that it'spossible to rewire a

brain's white matter has

important implications

for treating reading

disabilities and other

developmental

disorders, includingautism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon

Multitasking Slows Learning


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Multitasking Slows Learning

It is not possible tomultitask when it

comes to activities

that require the

brains attention.(Foerde Knowlton Poldrack, 2006)

Multi-tasking


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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. )

Multitasking


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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. )

Technology


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Technology

Serious Games


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Serious Games

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

The "serious" adjectiverefers to products used byindustries like defense,education, scientific

exploration, health care,emergency management,city planning, engineering,religion, and politics.

Virtual Textbooks
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game


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The Future is Here--Almost

Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that

artist.

That's key, because, like agreat documentary, itmakes learning about

what can be a fairlynarrow subject intosomething painless.

Art Textbook

Neuroscience and Technology


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Neuroscience and Technology

Neuroeducational.net

A website that is

devoted to howneuroscience is driving

the use of technology

especially serious

games

References


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References

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.

Aronson, J. (2007). In The secret to raising smart kids by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 fromhttp://homeworkhelpblog.com/the-secret-to-raising-smartkids/

Arum, R., & Roksa, J. (2011).Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press.

Atkins, D. (2010). Response to the article Fixed mindset vs. growth mindset: Which one are you? by Michael Graham Richard.Retrieved May 5, 2010 from http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. RetrievedNovember 1, 2010 from http://www.educationworld.com/a_curr/curr218.shtml

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.

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.

Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf

Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 fromhttp://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html

Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies. The Journal of Neuroscience, 10November,30(45), 14987-14992. doi:10.1523/ JNEUROSCI.4419-1.

Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).

Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing aboutknowing, J. Metcalfe and A. Shimamura (Eds.).185-205. Cambridge, Massachusetts: MIT Press.

Bjork, D. (2001). How to succeed in college: Learn how to learn. APS Observer, 14(3), 9.

health: Key roles of growth factor cascades and inflammation. Trends in Neurosciences, 30(10), 489.

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Great Lakes Conference 2012 Pp