Brain Compatible Learning and Study Skills Workshop

1. Brain Compatible Learning and Study Skills Workshop Marnie Malacara Jane Camilletti Mary Chudej Marie LaChance Melissa Toner

2. Understanding Memory and Learning • Learning is the process by which we acquire new knowledge and skills. • Memory is the process by which we retain the knowledge and skills for the future. • Memory and learning are therefore inextricably linked. • The brain goes through physical and chemical changes when it stores new information as the result of learning.

3. Defining Memory • Short term memory includes both immediate memory and working memory. • Immediate memory which only lasts seconds involves 3 processes that decide which sensory information coming in from the environment goes to short term memory. • These processes include: • Perception – brain attaches meaning. • Expectation – what the brain expects to see. • Attention – focused on anything the brain finds new and exciting, pleasurable or threatening.

4. WORKING MEMORY PERCEPTUAL REGISTER SHORT-TERM MEMORY LONG-TERM MEMORY Model for Information Processing

5. Learning about Short and Long Term Memory • Short term/Working memory is a temporary memory and the place where you are consciously processing information. • Short term/Working memory can last anywhere from 18 seconds to 20 minutes based on chronological age and development. • Long term memory has the capacity for infinite storage of information if transferred efficiently and effectively. • When both sense and meaning are part of learning, the likelihood is high that it will be stored in long-term memory.

6. M-Space (Plus or minus 2) & Time Limits by Age Group 10-20 min. 5-10 min. 15 13 11 9 7 5 Based on Pascual-Leone’s Structural Mental Capacity theory. Model for Information Processing

7. Strategies to Increase Memory and Learning • Rehearsal or sub vocalization is repeating information over and over to facilitate recall i.e. numbers, oral or written information. • Chunking is reducing or condensing information to smaller units i.e. Mnemonics, Acronyms, and grouping numbers. • Visualization is adding imagery such as pictures, diagrams or symbols to help us recall and retrieve information more easily. • SQ3R is surveying, questioning, reading, reciting and reviewing information. This is best done with another student (s) or adult to increase comprehension of recently learned information.

9. Compiled by Ken Zajac Student Success Services University of Wyoming Study Skills & Strategies

10. Interest – In order to remember something thoroughly, you must be interested in it. You must have a reason to learn it. • Ways to create interest in a class: • Find a good study partner. • Get to know the instructor. • Do some extra practice or research • Teach the assignment to someone else. • Seek a way to make the information personal • Find a way to make it kinesthetic Making an Effort to Remember

11. Intent to Remember – Having a positive attitude will help you to remember. • Ways to remember in a class: • Use a concentration check sheet. • Use a rubber band on your wrist and snap it when • your attention slips. • When reading an assignment, talk back to the author. • Ask questions when listening to a lecture. • Look for test questions. Making an Effort to Remember Key factor to remembering is having a positive attitude!

12. Selectivity– The mind can absorb only a certain amount of new material at a time. • Ways to be selective in a class: • Look for clues when reading a textbook assignment. • Study the summary and review questions before and • after you read the chapter or articles. • During a lecture, listen for verbal clues such as voice • intonation, emphasis or repetition. • Pay attention to non-verbal clues such as the lecturer’s • body language. • Make yourself the test maker. Controlling the Amount and Form

13. Controlling the Amount and Form Meaningful Organization– You can learn and remember better if you can group ideas into some sort of meaningful categories or groups. The human mind usually best remembers 5 to 7 items at a time. Break down larger numbers of items into smaller groups –25 items into groups of 5. Organize obvious groups together. Alphabetize lists. Use mnemonic devices (take the first letter of each item and spell a word or make a sentence. Utilize grids to organize information that has similarities or differences.

14. StrengtheningNeural Connections

15. 1. Mental Visualization: When you create a mental picture, you are anchoring information in two parts of your brain, which increases chances of recall. 2. Recitation: Saying things aloud in your own words is probably the most powerful tool you have to transfer information from short to long-term memory. 3. Association: Memory is increased when facts to be learned are associated with something familiar to you.

16. Studying Tips for Learning Styles: VISUAL Draw & redraw concept maps & charts Find drawings/charts / Organize notes in concept maps Color code material Watch class videos Use flashcards KINESTHETIC Pace, exercise, tap while studying Build models/Explore Draw or write large (newsprint/poster) AUDITORY Recite notes out loud Dictate notes on tape/CD Verbalize questions from notes Answer questions out loud Teach it to others

18. Vocabulary Strategy: LINCS • Helps students to learn new vocabulary words using memory techniques. • Uses visual imagery, associations with prior knowledge, and key-word mnemonic devices to create a study sheet or note card that promotes comprehension and recall of the concept.

19. LINCS Procedure Step 1: List the New Term and definition Step 2: Identify a Reminding Word Step 3: Note a LINCing Story Step 4: Create a LINCing Picture Step 5: Self Test

20. LINCS Worksheet Term LINCing Story LINCing Picture Definition Self-Test Forward Self-Test Backward • Say the meaning of the new word • • Think of the LINCing picture • • Think of the LINCingstory • • Think of the reminding word • • Say the new word • • Check to see if you’re right • Say the new word • • Say the reminding word • • Think of the LINCingstory • • Think of the LINCing picture • • Say the meaning of the new word • • Check to see if you are right

21. LINCS with a Note Card Front of Card Back of Card

23. Front of Card

24. Back of Card

25. Many students experience anxiety in the classroom. The symptoms are the same for almost all students who experience it (University of Alabama, 2010). Brain Compatible Learning and Anxiety Symptoms of Anxiety: • Rapid Heart Beat • Nausea (“Butterflies”) • Muscle Tension • Palmar Sweating (galvanic skin response) • Shortness of Breath • Mental Block

26. Physical Aspects of Test Anxiety The purpose of this biological reaction is to keep the body ready to run or fight. (“Fight or Flight” Response) • Hormonal • Chemical • Result in the classroom: A person’s (the student’s) brain will in effect shut down (“Downshift”) • The emotional reaction. mental state of a person (the student) produces a corresponding • Interferes with concentration and memory.

27. Dealing with Anxiety • Use of Brain Compatible Teaching Methods (mentioned in previous slides) • Teach Students Relaxation Techniques • Encourage Positive Attitudes • Mentally Prepare Students to Learn • Teach and Encourage Good Study Habits and Skills

28. Relaxation Relaxation procedure involves systematically tensing and then relaxing different groups of muscles in your body Examples of Relaxation Techniques A. Tense your face muscles by wrinkling your forehead and cheek muscles. Hold for Ten Seconds then relax B. Sit in a comfortable chair or lay down. Move your arms toward the center of your body and bend both arms at the elbow. Tighten your hands into fists and simultaneously tense the muscles in your upper arms and shoulders. Hold for 10 seconds and relax for 15 seconds. C. Make a conscious effort to take deep breaths when starting to feel tense. (The brain requires oxygen to function as it should)

29. Attitude and Mental Preparation • Cognitive restructuring- A process of examining irrational messages one sends to oneself concerning outcomes of tests, or classroom experiences. Example: Test anxiety is not caused by the test but rather by the meaning that the individual attaches to the test. So, If you tell yourself that you are not going to do well, or that you didn’t study enough, then you will have an emotional reaction that is constant with the message. The message can be negative or threating. The objective is to send positive emotional messages to the brain

30. Good Study Habits • Establish Good Study Habits • Include Plenty of Rest and Good Eating Habits • Avoid Cramming

31. Cramming just doesn’t cut it!!!!!!!

32. Citations • http://www.ctl.ua.edu/AcadSup/browseacadsup01.aspThe university of Alabama, Center for Teaching and Learning, 2010. • http://www.enotes.com/gale -psychology-encyclopedia/test-anxiety, 2010 • Ferris, Rick., How to Deal With Test Anxiety, http://www.ehow.com/how_2109696_deal-test-anxiety.html • http://www.k8accesscenter.org/documents/JKnight.webinar.ppt • http://www.kenton.k12.ny.us/.../Study%20Skills%20Memory%20Principles.ppt • http://www.nycc.edu/webdocs/ic/iqa/celt/student.../study%20skills%2006.pdf • How the Brain Learns-3rd Edition, David A. Sousa • The Power of Brain Compatible Learning – Participant Manual, The Connecting Link • Designing Brain-Compatible Learning-3rd Edition, Ga