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REFLECTION

REFLECTION. http://www.youtube.com/watch?v=Sw6LFQhxu_E. Neuroscience in Teaching and Learning. By Sadaf Murad February 7 , 2014. Objectives. By the end of my presentation learners will be able to understand: Significance of Neurosciences in teaching process

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REFLECTION

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  1. REFLECTION http://www.youtube.com/watch?v=Sw6LFQhxu_E

  2. Neuroscience in Teaching and Learning By Sadaf Murad February 7 , 2014

  3. Objectives By the end of my presentation learners will be able to understand: • Significance of Neurosciences in teaching process • Fundamental of brain mechanism to enhance students learning process. • Role of Zone of proximal development (ZPD) and Reticular Activating System(RAS) in learning process. • Ways to incorporate neurosciences principles in class room teaching for effective learning

  4. Significance of Neurosciences in Teaching The appropriate knowledge of brain mechanism and neurotransmitters help teachers to be more effective in the process of scholarship.The knowledge of neuroscience can guide teachers to plan instruction in consonance withthe brain sensory input processes which will turn learning into wisdom.Willis (2010)

  5. Significance of Neurosciences in Teaching When educators have opportunities to learn and integrate the phenomenon of brain processes like; neural circuits, synapses, and neurotransmitter, they better able to engage students in the process of learning.Willis (2010)

  6. Brain Impact on Learning • Our brain is composed with billions of neurons, dendrites, neurotransmitters and neural chemicals. • In our brain we have; • Zone of Proximal Development (ZPD) • Reticular Activating system (RAS) • Prefrontal zone (PFC), • Amygdala • Dopamine and other neurotransmitters

  7. Zone of Proximal Development ZPD

  8. RAS Friendly supportive environment Stress Prefrontal Cortex (PFC) Lower Involuntary Brain

  9. RAS (Reticular Activating System • By the end of my presentation learners will be able to understand: • Significance of Neurosciences in teaching process • Fundamental of brain mechanism to enhance students learning process. • Role of ZPD and RAS in learning process. • Ways to incorporate neurosciences principles in class room teaching for effective learning RAS filter the sensory inputs to enter in the brain. It is a virtual editor that grants attention and admission to a small fraction of all available sights , sounds, and tactile sensations available at any movement.

  10. RAS (Reticular Activating System • By the end of my presentation learners will be able to understand: • Significance of Neurosciences in teaching process • Fundamental of brain mechanism to enhance students learning process. • Role of ZPD and RAS in learning process. • Ways to incorporate neurosciences principles in class room teaching for effective learning RAS is a receptive to novelty, support, and change that is associated with pleasure, colour or to sensory input that arouses curiosity.Student who criticised of not paying attention; they may just not have their RAS alerted Shim, J. (2005)

  11. How To Use The Neuroscience • In Classroom Teaching Reduce Fear of Mistakes • Students learn at most when they make mistakes. • They revisit their previous correct/incorrect information and make correction. • When students make mistake and become curious to know the reason behind their incorrect answer that response go to their RAS system to PFC and their dopamine level also get rise up and then that knowledge becomes part of their long-term memory. • . Hunter (2011).

  12. Use Of Appropriate Tone And Activities To Activate RAS • RAS system can be stimulate by building novelty into new learning information through: • Change in voice (high and low tone), • Teacher personal appearance and content appearance, • Marking key points in color, variation in font size • Music, dance, photos, • Experiential and reflective learning, • Peer feedback, active interaction, discussion, • Use of multisensory learning approach. • Willis, J. (2010).

  13. Connect With Prior Knowledge • Relate the new knowledge with prior knowledge so that it retain and become part of long-term memory. • Incorporate the previous knowledge via resembling them with personal or real world experiences. • Activities like brain storming, videos, reflection, and class discussion will also help students to thread in the new knowledge with prior information. Willis, J. (201o).

  14. CONT…… Other ways to use principles of Neuroscience in class room teaching for effective learning are; Motivation Use humour Graphical ways to organize information Positivity Use of Games Frequent feedback Willis, J. (201o).

  15. BUT REMEMBER Environment need to be safe for effective learning

  16. http://www.youtube.com/watch?v=5ZTm-iYUpm4

  17. REFERENCES • Hunter, W. J. (2011). Use Your Head: Neuroscience Research and Teaching. College Quarterly, 14(3). • Shim, J. (2005). Automatic Knowledge Configuration by Reticular Activating System. In Advances in Natural Computations. Springer: Berlin/Heidelberg. Pages 1170-1178. • Willis, J. (2010). Nurturing Students’ Brains for the Future. In D. Sousa (Eds.), .Mind, Brain, Education: Implications for Educators.(pp. 259-265). Bloomington, IN : Solution Tree Press, c2010.

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