Brain Research & Learning Differences

1. Brain Research & Learning Differences

2. Recognition Networksthe “what” of learning • Represents – “knowing” the world • Building content knowledge: facts • Identify patterns of sound, light, taste, smell, and touch

3. Recognition • Bottom-Up • Extract visual details • Sounds • Letters by features • Top-Down • Higher-order information: background information; context, and pattern • i.e. – “phonic wars” balanced approach of whole word and phonics

4. Differences in Recognition Brain Imaging Showing Individual Differences

5. Strategic Networksthe “how” of learning • Strategy for cognition and learning • Identify a goal • Design a suitable plan • Execute the plan • Self-monitor • Correct or adjust actions Frontal Lobe

6. Strategic Networks • Parallel nature of strategic process – cannot teach in isolation i.e. tennis • Top-Down Processing • Cortex to muscles: using key board • Bottom-Up Processing • Muscles to cortex

7. Individual Differences in Strategic Networks • Motor difficulties – unable to use keyboard, to scan text, or turn pages • Speech difficulties – language challenges in oral presentations • Impulsive – difficult to self-monitor and complete tasks

8. Affective Networksthe “why” of learning • Helps us engage in learning • Attach emotional significance to objects and emotions Limbic Lobe Frontal Lobe

9. Individual Differences • Students preoccupied with emotional concerns have little left over for learning • Severe outside environmental factors can serve as a barrier to learning • What motivates the student: think about how a child likes to read…

10. Implications for Teachers • Each learner is different and has his/her own strengths and weaknesses • How can we effectively acknowledge the different needs of the students? • Explore the strengths and weaknesses of the students and create a classroom learning profile to foster student success

11. Classroom Learning Profile Class Learning Profile Blank Template Grade:Teacher: . Subject: Standard: Goal: