Brain-Based Education in the Classroom

1. Brain-Based Education in the Classroom Michael McGarvey Southern Utah University

2. Myths or Fact • Only 10% of the brain is used • We are either right brained or left brained • Humans stop growing neural connections shortly after birth • A toddler’s brain is less active than an adult’s • The brain is almost fully developed by age five or six

3. Parts of the Brain

4. Parts of Neuron Cell • Cell body • Dendrites – Branchlike structures that receive messages from other neurons • Can be thousands of dendrites on each neuron • Axon – Arm-like structure that transmits information to other neurons • Neurotransmitters – Chemicals that carry messages between neurons

5. Features of a Neuron (Bohlin & Reese-Weber, 2009)

7. Synapse (Bohlin & Reese-Weber, 2009)

8. Synapse • http://www.youtube.com/watch?v=HXx9qlJetSU

9. Brain Based Learning • Brain based learning starts with the learner, not the content • We do not learn in sequence • We move ahead • We move back to the preceding issue • Then we move forward to the new information

10. Multitasking • Brain is always multitasking • Monitoring physical well being • Taking in sensory input • Much of the brains activity is outside of our conscious thought

11. Attention • Hard to maintain • The material must be of interest to the learner • Must be Relevant to the Learners Life • Accomplished by activating neurons where the information is stored

12. The Role of Emotions • Emotions increase the brain activity • The stronger the emotion the stronger the neural connection • Activities such as simulations and role playing are emotional in nature • Increases learning because of stronger neural connections

13. Down Side of Emotional Learning • Continued stress in the learning environment causes the chemical Cortisol to be secreted which constantly stimulates the bodies systems and causes an over stressed situation

14. Long Term Memory • Memories are first processed in the hippocampus • All memories are broken down in component parts • Then they are disseminated to other parts of the brain

15. Long Term Memory (Cont.) • There is no central memory location • Components of the memory must be reassembled • Brain has the capacity to create an almost unlimited number of memories by reusing memory components • Problem in reassembly

16. Long Term Memory Storage • Hippocampus starts the learning process • Acts as an intermediate storage site • With reinforcement the memory is stored into long term memory • Mechanism is the development of strong neural connection

17. Information stored in Neural Pathways • Information is not stored in the neural pathways immediately • Information stored must be consolidated over a period of time • Time must pass while the neural network (dendrites) is developed • Difference between short term memories and long term memories is the strength of the neural connection

18. Need for Sleep in Memory Development • Memories take time to develop • During sleep the brain has high and low activity periods • REM sleep is high activity sleep • Brain activity is similar to wake states without many of the motor activities • During sleep the brain works through the experiences of the day • Thought that consolidation of memories takes place during REM sleep

19. Mirror Neurons • Discovered by Rizzolati and Gallasse • Part of the neural network that allows us to see the world from another person’s point of view • Helps us understand the behavior of those around us • Imitation Learning • Students tend to pickup teachers behavior

20. Mirror Neurons (cont.) • Mechanism • Mirror neutrons are activated when watching another’s activities • The person then copies the behavior

21. The Brain Looks for Patterns • The assumption is that a subject can be fragmented into little bits, and when presented with the bits, students will be able to assemble the parts and emerge with the whole--- even though they’re never provided with an inkling of the whole. (Jensen, pg. 182)

22. The Brain Looks for Patterns (cont.) • Each pattern is added to the learner’s perceptual map • Critical that patterns be created as quickly as possible • Learning is creating pathways at the neural level • Interdisciplinary and cross-disciplinary activities helps increase the development of patterns

23. The Brain Looks for Patterns (cont.) • Emphasis should be placed on relevance, context, and common patterns • The brain is constantly striving to make connections between learning and emotions

24. Matching Instruction to Brain Learning • Brain Seek Patterns • Must establish relevance and meaning • Students learn the best when applying learning • Give explicit examples of the application of the concept • Give examples of how a concept may be used when applied in different areas

25. Matching Instruction to Brain Learning (cont.) • Reinforce information • Review on a regular basis • Connecting new information to previous experiences • Use real world problems to form neural connections (Putman pg4) • Allow students time for processing information

26. A More Brain Compatible Classroom • Use a variety of instructional methods • Students teaching each other • Active involvement • Discussions in groups (Madrazo, et. al. 2005) • Use open-ended questions (Madrazo, et. al. pg. 58) • Introduce material over a period of time

27. A More Brain Compatible Classroom • Use novel presentations • Make the classroom a safe place • Free of emotional threats • Reduce stress by creating situations that are real life simulations (Konecki, et. Al. pg. 4) • Give students time to reflect and review their work

28. Bibliography Andrews, D. (1997) What Brain Research Has To Tell Educators: Mandates and Metaphors. (ERIC Document Reproduction Service No. ED412873) Connell, J.D. (2009). The Global Aspects of Brain-Based Learning. Educational Horizons. 28-39. Iran-Najad, A. (1998). Brain-Based Education: A Reply to Bruer. (ERIC Document Reproduction Service No. ED429063) Jensen, E. (2008). Brain-Based Learning A new paradigm of teaching (2nd ed.). Thousand Oaks, CA: Corwin Press. Jokerwe (2009) Synapse Animation (Video Podcast).Retrieved from YouTube http://www.youtube.com/watch?v=HXx9qlJetSU

29. Bibliography (cont.) Kitchens, A.W. ; et. al. (1991). Left Brain/Right Brain Theory; Implications for Developmental Math Instruction. Appalachian State University, Boone, NC. Center for Developmental Education. (ERIC Document Reproduction Service No. ED354963) Konecki, Loretta R. ; Schiller, E. (2003). Brain-Based Learning and Standards-Based Elementary Science. (ERIC Document Reproduction Service No. ED472624) Madrazo, Jr., G.M. ; Motz, L.I. (Spring 2005). Brain Research: Implications to Diverse Learners. Science Education, Vol. 14(1), 56-60.

30. Bibliography (cont.) Putman, A.R. (2001). Problem-Based Teaching and Learning in Technology Education. Paper presented at the Annual Conference of the Association for Career and Technical Education: 75th, New Orleans, LA: (ERIC Document Reproduction Service No. ED465039) Sprenger, M. (2010). Brain-Based teaching-in the digital age. Alexandria, VA: ASCD. Winters, C.A. (2001) Brain Based Teaching: Fad or Promising Teaching Method. (ERIC Document Reproduction Service No. ED455218) Wolfe, P. (2010). Brain Matters Translating Research into Classroom Practice (2nd ed.). Alexandria, VA: ASCD. http://en.wikipedia.org/wiki/Neuron