Janet Fulks, Bakersfield College ASCCC North Area Representative

1. Helping our Students REALLY Get it by Understanding Neuroscience, Deep learning and Self-Regulated Learning Janet Fulks, Bakersfield College ASCCC North Area Representative

2. Have you ever asked….

3. Sample Reference Texts • The Art of Changing the Brain by Zull • How People Learn by the National Research Council • Scientific Teaching by Jo Handelsman et al. • Back page of Chapter 5

4. Background on Neuroscience and Learning Theory • Learning and memory require physical changes in the neurons of the brain

5. Deep Learning • Requires organizing and linking knowledge for later retrieval

6. A little test • I will read some numbers, you remember them

7. Recency/Primary Effect

8. Another Test • Patterning and organization • Concrete words and abstract words versus nonsense words • Infection • Syphilis • Treponema pallidum • Visualization – metrics and real life • How do you create patterning in your teaching?

9. Deep learning occurs When we are • Motivated • Immersed • Emotional • Types of Memory • Explicit or specific – facts or events (words and events) • Implicit or perceptual – Skills, Sensory, Emotive and Physical responses

10. Deep Learning Involves Chemicals, Mirror Neurons and Experience • cAMP (cyclic AMP) & responsive binding protein (CREB) • Calcium • Corticosteroids • People learn better when there is something to heighten the emotions – mild stress • People learn least well when the emotion is fear • When multiple neural pathways are created • What do you do to create an environment that stimulates all areas of response?

11. The facts and knowledge in most textbooks and course materials, when memorized, translate into useful understanding and long term learning. (transferable knowledge) • True • False False – memorization can compartmentalize thinking

12. Deep Learning requires a deep knowledge from repetition and drilling. • True • False False – acclimatization, inoculation, rote memory

13. Self-regulated learning (SRL) • Misconceptions • Preconceptions • Metacognition • Learning Styles

14. Students preconceptions can be easily reshaped and replaced with new and correct content. • True • False False – page 42 of Chapter 5 – A Private Universe

15. Pairs • Share your discipline • Share a misconception students have in your discipline • Share a method to change this

16. Learning Retention

17. The Brain

18. The brainstem Primitive Brain controlling vital functions- think vegetable • Breathing • Consciousness • Heart Rate and Blood Pressure • Relaying information • Digestion • Alertness

19. The Brain

20. The cerebellum Center for movement control – think repetitive skills • Voluntary muscle movements • Fine motor skills • Maintaining balance, posture, and equilibrium

21. The Brain Frontal Lobe

22. Cerebrum The front of the brain –largest surface area • Touch • Vision • Hearing • Judgment • Reasoning • Problem solving • Emotions • Learning

23. Cerebrum • Right side controls the left side of the body, creativity and artistic abilities • Left cerebral hemisphere controls the right side of the body, logic and rational thinking. • Lobes have different functions • Frontal lobes are involved with personality, speech, and motor development • Temporal lobes are responsible for memory, language and speech functions • Parietal lobes are involved with sensation • Occipital lobes are the primary vision centers

24. Learning Retention

25. The Cerebral Lobes with a few identified functional areas Frontal Lobe Association, personality Broca’s speech center Parietal Lobe Speech and Reading Temporal Lobe Smelling and Hearing Occipital Lobe Visual

26. True or False • Assessments are actually a learning tool, but provide a way to visualize that learning. • Students must be conscious and attentive to their own learning strategies. • Addressing self-regulated learning is the primary responsibility of the Academic Development and Counseling departments. • Learning strategies that include working in competitive learning teams, is more effective than working in non-competitive teams.

27. Please link to the image of Kolb’s learning cycle overlaid on the anatomy of the brain called “Learning through a virtuous Learning Cycle” from Dr. James Zull, Professor of Biology and Biochemistry at Case Western University, Director of UCITE (The University Center for Innovation in Teaching and Education), and Professor of a Human Learning and The Brain class.

28. Learning is physical. Learning means the modification, growth, and pruning of our neurons, connections–called synapses– and neuronal networks, through experience. Four stages of the Learning Cycle.1) We have a Concrete experience,2) We develop Reflective Observation and Connections,3) We generate Abstract hypothesis,4) We then do Active testing of those hypotheses, and therefore have a new http://sharpbrains.wordpress.com/2006/10/12/an-ape-can-do-this-can-we-not/

29. Key conditions for learning and self perpetuating the learning cycle: self-regulated learning (SRL) ownership/metacognition deep learning – implicit scaffolding Key conditions for teaching: realize the brain is a parallel processor – create an environment – How do you do this in your class? learning engages physiology – How do you create the conditions for chemicals and multiple processing? learning is enhanced by challenge and inhibited by fear How do you do this in your class?

30. What you should focus on Create outcomes Develop content Embed metacognition activities Create learning activities Manage the environment teamwork Assessment – See article chapter 5 Appendix