BRAIN

HOW YOURBRAIN WORKS

HOW IT HELPSYOU IN YOUR

STUDY

A.HOW THEBRAINFUNCTIONS

B. HOW THEMEMORY WORKSIN LEARNING

A. HOW THE BRAINWORKS ANDHOW STUDENTSCAN RESPOND

41 TERMS EVERYTEACHERSHOULD KNOW

B. THENEUROSCIENCEOF LEARNING

Overview

A.HOW THE BRAIN FUNCTIONS

HOW YOUR BRAIN WORKS

HUMAN BRAIN

Functions of lobes :1.Controls goal directed

voluntary movements,

manipulation of

objects and the

integration of

different senses

2.Main functions :

-Cognition,pain and

touch sensation,visual

attention and face

recognition

1. Play an importantrole in organizingand combiningwhat we seeand hear,languageand speechproduction aswell as memoryassociation andformation

1. Involved visuos patialprocessing, as well asperception ofmovement and coloursuch as depthperception and motiondetection

2. Damage : problemwith vision,difficultywith reading andwriting,visual illusionsand hallucinations

1. Involved inmovement,decisionmaking,problemsolving and planning.

2. Damage:Becomingimpulsive,irritable,aggressive,passive ordepression.

CEREBRAL CORTEX

1.VISION

-Generated by photoreceptors in the retina, a layer of

cells at the back of the eye.

-Visual images are inverted as they pass through the

lens.

- In your right eye, the nasal retina sees the right half of

the world, while the temporal retina sees the left half

of the world.

2.HEARING

-Located on the surface of the temporal lobes, the primary

auditory cortex of each hemisphere processes input from

the opposite ear.

-Cranial nerves, however, communicate with both

hemispheres.

-For example, if a lesion affected only the left auditory

cortex, the right ear would not become entirely deaf.

-

3.SMELL

-The signals generated by our smell sensation are carried

by two cranial nerves (olfactory and trigeminal) to the

various cortical regions involved in the processing of

olfactory information as it passes to the brain.

- Much of the sensation we consider to be taste is actually

olfactory, which is why our experience of smell and taste

are closely linked. Head trauma, such as frontal skull

fracture,occipital injury, or nasal fracture can cause smell

deficiencies.

4.TASTE

-Three nerves carry taste signals to the brain stem: the

chorda tympani nerve (from the front of the tongue), the

glossopharyngeal nerve (from the back of the tongue) and

the vagus nerve (from the throat area and palate).

-The trigeminal nerve carries signals from the touch /

temperature / pain system. Taste signals combine in the

brain stem areas involved in arousal (i.e. from sleep) then

with smell signals in the brain to produce the sensation of

flavour.

5.SOMATIC SENSES

-As sensory receptors in our skin, muscles, bones, joints and organs are triggeredby a specific stimulus, this signal passes to the somatosensory region in the brainwhich is uniquely attributed to that area on the body.

-Produces sensations such as touch, temperature, pain or body position and allowsus to feel the processed stimulus at the correct location.

• Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. Ideally there would be additional opportunities forfuture teachers to pursue further inquiry into the science of how the brain learns, retrieves, and applies information.

B. HOW THE MEMORY WORKS IN LEARNING

HOW THEMEMORY WORKS

IN LEARNING?

1. High stress Restricts Brain Processing tothe Survival State

-The prefrontal cortex,the higher thinkingprocesses of executive functions

(judgement,critical analysis,priotizing) isalso the CEO that can manage and control

our emotions2. Teaching Grows Brain Cells

-These physical changes of brain

self-reconstruction in response toexperience including sensory

input,emotions,conscious andunconscious thoughts are soresponseive that human potential

for increased knowledge,physicalskils and "talent" in the arts isessentially limitless

3. Memory is sustained by Use-Retention is further promoted when new

memories are connected to other storedmemories based on commonalities such assimilarities differences,especially where

students use graphic organizers and derivetheir own connections

4. Memory is constructed and storedby patterning

-Teachers can help studentsincrease working memory

efficiency through a variety ofinterventions correlated withneuroimaging responses

- Example: Make prediction, receivetimely feedback, and relfect onthose experiences.

OUR CHANGING MEMORYSYSTEMS

1. Memory Capicity-When students arelearning somethingnew,they process it in a

temporary memory calledworking memory.-Brain-imaging studies

show that most of workingmemory's activity occursin the frontal lobe,although

other parts of the brainare often called into action

(Sousa,2006;Sweeney,2009)

2. Working memoryretention

-Learners can hold items inworking memory longer

than previous though-up toseveral weeks.-They then discard them

when they serve no furtherpurpose-like after they takethe test

(Lewandosky&Oberauer;2009)

3. Meaning-When processing newinformation,the brainseeks to determine

whether the informationhas meaning.

4. Movement-Research showsthat the brain ismore active and

effective whenlearners aremoving around .

-Brings additionalfuel-carrying bloodto the brain

(Ratey,2008)

5.Sleep-Researchers havefound that duringsleep the brain is

incrediblelyactive,carrying outprocess that help the

brain to learn,makeconnections, remember,and clear out clutter.

-Studies show that sleep-deprived students are morelikely to get poorer grades

than students who sleptlonger, and they are morelikely to get depressed.

(Wolfson,Spaulding,Dandrow,& Baroni,2007)

MEMORY SYSTEMS IN THE BRAIN. (MODIFIED FROMSQUIRE AND KNOWLTON, 1994)

HOW it helps in your study

A. HOW THE BRAIN WORKS AND HOW STUDENT CAN RESPOND

HOW THE BRAIN WORKS

1. THE THINKING BRAIN AND THE REACTIVE BRAIN

-Once sensory information enters the brain it's routed to one of two areas 1) The prefrontal cortex 2) The lower-automatic

brain-The prefrontal cortex is only 17% of your brain,the rest makes up the reactive brain

2.RAS (RETICULAR ACTIVATING SYSTEM) : THE GATEKEEPER

-Receives input from sensory nerves that come from nerve endings in your eyes,ears,mouth,face,skin,muscles and internalorgans and meet at the top of your spinal cord

- These sensory messages must pass through the RAS to gain entry to your higher, thinking brain- Action : Keep yourself physically healthy and well rested and to develop awareness of and some control over your

emotions

3.DOPAMINE : FEELING GOOD HELPS YOU LEARN-One of the brain’s most important neurotransmitters-Chemical neurotransmitters like dopamine carry electrical messages across the gap from one neuron to another to process

new information-Action : Interacting with friends,laughing,physical activity,listening to someone read to you and acting kindly increaseddopamine levels

4. THE LIMBIC SYSTEM : YOUR EMOTIONAL CORE

-Data must first pass through your brain’s emotional core,the limbic system,where your amygdala and hippocampus evaluate wheter this information is useful because it will help youphysically survive or bring you pleasure

• Its a system for routing information based on your emotional state• Action: Slow down and take a moment to reflect instead of react

when you take a test at school or face conflicts with friends

• Brain links new sensory input to both memories of yourpast and knowledge already stored in your long-termmemory to make newrelational memories

• Reviewing and pratising something you'ved learned helps

5 Surprising Facts About How Our Brains Work

BRAIN

1. Your braindoes creativework betterwhen you’re

tired

2. Stress canchange the size

of your brain(and make it

smaller)

3. It is literallyimpossible forour brains to

multi-task

4. Meditationcan rewire

your brain forthe better

5. Exercise canreorganize the

brain andboost yourwillpower

HOW STUDENTS CAN RESPONDSTUDENT ATTENTION

FORMULA : MEMORY + ATTENTION = LEARNING

THE BRAIN WILL REMEMBER LITTLE UNLESS IT DEVOTES ATTENTION TO IT

1.SYSTEMRESPONSIBLE FOR

ATTENTION

2.ENVIRONMENTALDEMANDS

3.PERIPHERALPERCEPTION

-The cerebral systems that allow us to focus our attention seem to bea lot more complicated that we once thought (Styles,2006)

-Implication : Maintaining focus in a classroom where nothing is novelwill require considerable mental effort

-Gadgets such as smartphones,personal digital assistant (PDAs)iPods,and DVD players,along with social networks such as Facebookand Twitter

-Implications : Educators have a challenge on their hands, keepingstudents’ brains engaged

-Way : Brain compatible curriculum include performances,simulations,scenarios,projects and service options.

-Divides the brain’s attention

-Stimuli in students’ surroundings can enhance or limit learning andmemory

-Peripheal interruptions such as a neighbouring student talking offtask about yesterday’s football game

-Implication: Teachers should consider both focused and peripheralattention demands when planning instructional activities

1.Learning involves far more than thinking: it involves the whole personality - senses, feelings, intuition, beliefs, values and will.

2.Learning occurs when we are able to :-

LEARNING

1.Gain a mental orphysical grasp of

the subject

2.Make a sense of a subject by interpreting it into ourown words or actions

3.Use our newly acquired ability or knowledge in conjunction with skills andunderstanding we are already process

4.Do something with the new knowledge or skill and take ownership of it

3.Key principle of learning :

1.People learnbest when theyare treated with

respect

2.Learningactivities or

delivery need tobe varied

3.Interaction witha facilitator is vital

4.Instant rewardhelp

5. Self-evaluationand reflective

practice isimportant

4.FACT LEARNING CYCLE :

B.THE NEUROSCIENCE OF LEARNING41 TERMS EVERY TEACHERS SHOULD KNOW

EXAMPLE OF TERMS :

1. BRAIN MAPPING

2.FUNCTIONAL BRAINIMAGING(NEUROIMAGING)

3. FUNCTIONALMAGNETIC RESONANCEIMAGING (MRI)

4.GRAPHIC ORGANIZERS 5.PATTERNING 6.VENN DIAGRAM

7. ROTE MEMORY

RESPONSE: THE BEST WAYS TOENGAGE STUDENTS IN LEARNING

RESPONDFROMJULIA

THOMPSON

1.Create activitiesand assignments

that are challengingbut attainable

2. Be positive withyour student

3. Offer as manychoices and

optionalassignments as is

reasonably possible

4.Help studentsstay on the track by

providingopportunities for

frequent self check

Neuroscience Fundamentals

NEUROSCIENCEFUNDAMENTALS

1.Changing the brain-Change in response to stimuli(neuroplasticity) and able toproduce new neurons(neurogenesis)

2.Moderate stress

-Stimulation to learn requires amoderate amount of stress

3.Adequate sleep,good nutrition andregular exercise

-promote neuroplasticity andneurogenesis-keep cortisol and dopamine (stressand happiness hormones) atappropriate levels

4.Active learning-Cognitive functions associatedwith Bloom's Taxanomy

Interacts with cognitive processing and the impact this interaction has on retention of learning

1.Feeling Physically Safe and EmotionallySecure

-When educators understand the biology ofemotions,especially stress,they recognize

that students cannot focus on thecurriculum unless they feel physically safefrom threats and feel emotionally secure

(they perceive that teachers respect them& actually care about their success)

-Implication: Administrators & teachersshould work together to provide a school

and classrooms that harbor a positivelearning environment

2.Connecting Emotions to Content-Emotions affect how receptive

students are to new learning.Howthey feel about a learning experience

is often more important than thecontent being taught.

-Implication: Instructionals strategiesshould include ways to get studentsemotionally involved with the lesson

content.

By Lila Davachi,Associate Professor of Psychology at New York University

A MODEL FOR LEARNING

• David A. Sousa (2011).What Principles Need To Know About The Basic Of Creating Brain-Compatible Classrooms.Bloomington:Solution Tree Press

• http://www.cbc.ca/news2/interactives/brain/• http://www.teachthought.com/learning/how-the-brain-works-and-how-students-can-

respond/• http://teachthought.com/learning/how-the-memory-works-in-learning• https://www.teachthought.com/learning/neuroscience-of-learning-41-terms-every-

teacher-should-know/• http://www.bioon.com/bioline/neurosci/course/basvis.html• https://blog.bufferapp.com/10-surprising-facts-about-how-our-brain-works• http://www.skillsyouneed.com/learn/learning.html• http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2014/12/response_

the_best_ways_to_engage_students_in_learning.html• http://www.pageuppeople.com/wp-content/uploads/2012/06/Neuroscience-of-Learning-

and-Development1.pdf

REFERENCES