The Human Brain and How It Works

8/18/2019 The Human Brain and How It Works

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THE HUMAN BRAIN


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PART 1: PARTS OF THE HUMAN BRA


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FRONTAL LOBE

•

Higher order functions• Conscious thought

• Critical thinking

• Emotional response

• Expressive language

SMELL PATHWAY


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PARIETAL LOBE

•

Information processing• Pain sensation

• Touch sensation

• Speech

• Face recognition

SOMATIC PATHWAY


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TASTE PATHWAY


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OCCIPITAL LOBE

•

Visual perception• Colour recognition

• Depth perception

• Motion detection

VISUAL PATHWAY


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TEMPORAL LOBE

•

Auditory perception• Understanding spoken language

• Memory acquisition and learning

• Categorization of objects

AUDITORY PATHWAY


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CEREBELLUM

•

Coordination of fine body movement• Balance and equilibrium

• Memory for reflex muscle acts

• Muscle tone


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BRAIN STEM

•

Breathing, heart rate, swallowing• Autonomic nervous system (sweating, blood pressure, diges

temperature)

• Alertness and sleep

• Arousal

• Startle response (reflexes to seeing and hearing)


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PART 2: HOW THE MEMORY WORKS

LEARNING


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Because IQ isn’t

fixed at birth.

Teaching grows

brain cells.

Why?

Environmental

factors affect

intelligence and

brain development.

Th

knPhysical changes in

brain also caused by

sensory input,

emotions, conscious

and unconscious

thoughts.


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High stress restricts brain processes

to survival state, higher thinking

process and emotional control

happen at the prefrontal cortex

(PFC).

The amygda

sensitive limbic

allow informat

frontal lobe if it

metabolism/ovby

Students do not have developed

reflection, judgement and

gratification delay to overcome the

lower brain’s strong influence

unlike adults.

Thus, when str

information to/

actions become

when they ‘act


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Teachers who work to demonstrate patterns,

connections and relationship that exist between new

and old pattern will increase encoding probability.

This encoding process requires activation of priorknowledge with similar pattern.

The brain converts data from senses into learned

information in the hippocampus.

Memory is constructed and stored by patterning.

Pattern can be created through cross-curricular studies,

graphic organizers and spiralled curriculum.

This enables short-term memory to be created.


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Memory is sustained by use

• Each time a student does an activity a certain number of neurons

• The more times they repeat an action, the more dendrites grow ainterconnect.

• This results in greater memory storage and recall efficiency.

• Further promoted when new memories are connected to stored m

similarities.• Multisensory instruction, practice, and review promote memory s

multiple regions of the cortex, based on the type of sensory inputwere learned and practiced.

• These are distant storage centers linked to each other such that tr

sensory memory activates the others.


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• As the research continues it will be the obligation of those wprepare our future teacher to ensure they understand and cthe best current and future teaching strategies.

•This includes ensuring the teachers have the foundationalneuroscience knowledge to use the fruits of the expanding research to the betterment of all their own future students.

THE FUTURE?


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PART 3: HOW THE BRAIN WORKS-

AND HOW STUDENTS CAN RESPON


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Sensory information enters the brain

Information is processed or remembered.

When your stress level is down and your interest

is high.When you are anxious, sad, frust

In a calm state, one can control what information

gets in/kept out of brain and control what

information reaches your PFC.

The lower automatic brain (react83% of brain, which reacts to

thought instinct rather than

Prefrontal cortex (thinking brain) makes up 17%of brain, which can consciously process and

reflect on information.

Ignore it, fight against it (act inap

avoid it (daydream


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The first filter thatdata passes upon

entering yourbrain..the reticularactivating system.

Located at brainstem, it receives

info from sensorynerves.

Successful learningdepends on keeping RASopen to information you

want to enter to PFC.

This is done byfocusing on thesensory organ

most important at

the moment.

If you felloverwhelmedyour reactivebrain will take

over.

RAS


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What you can do

•

Keep yourself physically healthy and well rested.• Develop some control over your emotions.

• Take a few minutes to think about what you are feeling.


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The limbic system; your emotional core.

Information is sent here the sensory intake areas aft

The amygdala channels information based on emotional state.

Brain enters survival mode blocking entry of new i

Fear, anxiety and boredom.

Causes amygdala’s filter to take up more O2 and nutrients.


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What you can do

• Take a moment to reflect instead of react when you face a problem.

• Teachers can set up lessons to include fun activities to make the lessomemorable.


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What you can do

• Reviewing and practicing something you’ve learned helps.

• Repeated stimulation; studying something many times over and over.


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But there a

synapses,

branches tha

c

Messages connected to new

information travel from

neuron to neuron as tiny

electrical currents.

Your brain releases extra

dopamine when an

experience is enjoyable.

Chemical ne

like dopamin

messages acr

one neuro

Like electricity, these

messages need wiring to

carry them.

A boost in dopamine not onlyincreases your own sense of

pleasure, it also increases

other neurotransmitters, such

as acetylcholine, that

enhance alertness, memory,

and executive functions in

the PFC.

Why dopamine is important?


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What you can do

• Interacting with friends, laughing, physical activity, listening to somto you, and acting kindly increase dopamine levels.

• Experiencing pride at accomplishing something is also correlated withdopamine.


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PART 4: BLOOM’S TAXONOMY


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Create

Evaluate

Analyze

Apply

Understand

Remember


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K YWOR S

• AMYGDALA

• DOPAMINE

• EXECUTIVE FUNCTIONS

• LIMBIC SYSTEM

• LONG TERM MEMORY

• NEUROTRANSMITTERS

• PREFRONTAL CORTEX (PFC)

• RETICULAR ACTIVATING SYSYEM (RAS)


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THE END

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The Human Brain and How It Works