1 / 58

Brain-Based Learning (Day 5)

Meeting the Needs of the Individual Learner:. Archdiocese of Dubuque Educators. Brain-Based Learning (Day 5). 2013 - 2014. What do you remember about…. The Neuron. The Synapse. Build Your Own Neuron. Parietal Lobe. Experience changes the physiology of the brain!.

river
Download Presentation

Brain-Based Learning (Day 5)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Meeting the Needs of the Individual Learner: Archdiocese of Dubuque Educators Brain-Based Learning (Day 5) 2013 - 2014

  2. What do you remember about… The Neuron The Synapse

  3. Build Your Own Neuron

  4. Parietal Lobe

  5. Experience changes the physiology of the brain!

  6. Learning is the act of making… and strengthening… connections between neurons!

  7. A Model of Information Processing Working Memory Long-Term Memory Sensory Memory Eyes Ears Nose Tongue Skin Not transferred to next stage and therefore forgotten

  8. Sight R E C E P T O R S Sound Sensory Memory Initial Processing Smell Taste Touch Not transferred to next stage and therefore forgotten

  9. There are three factors that strongly influence whether or not the brain pays attention to incoming stimuli… 1 Novelty Whether or not the information has meaning and relevance 2 3 Whether or not the information has an emotional component or hook

  10. The brain is continuously trying to make sense out of its world, attempting to determine what is meaningful in what it experiences.

  11. What if there is no existing category to fit new information into? Is it possible to learn new information without context or connections? ?

  12. THE MONTILLATION OF TRAXOLINE It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristanniansgristeriatelarge amounts of fevon and then bracter it to quaselTraxoline. Traxoline may well be one of our most lukizedsnezlaus in the future because of our zionterlescelidge.

  13. Would it be possible for a student to learn something well enough to ace a test over it… without really understanding the material’s meaning or relevance? ?

  14. = a = d = g = h = b = e = c = i = f a b c d e f g h i

  15. Excerpt from USA Today “Cayard forced America to the left, filling its sails with ‘dirty air,’ then tacked into a right-hand shift… That proved to be the wrong side. America, flying its carbon fiber/liquid crystal main and headsails, found more pressure on the left. Cayarddid not initiate a tacking duel until II Moro got headed nearly a mile down the leg… Cayard did not initiate a jibbing duel to improve his position heading downwind and instead opted for a more straight-line approach to the finish.” USA Today, May 13, 1992, pg. 9

  16. What if there IS an existing category… yet there isn’t enough knowledge/information in the category to help with understanding? ?

  17. Ashburn hit a ground ball to Wirtz, the shortstop, who threw it to Dark, the second baseman. Dark stepped on the bag, forcing out Cremin, who was running from first, and threw it to Anderson, the first baseman. Ashburn failed to beat the throw. What would an apt title be for this paragraph?

  18. What do you see?

  19. “The single most important factor influencing learning is what the learner already knows. Ascertain this, and teach him accordingly.” David Ausubel

  20. If we want to make information meaningful to students, we have two options… Find an experience they’ve had and hook the new information to it, or… 1 2 Create a new experiencewith them.

  21. A Model of Information Processing Working Memory Long-Term Memory Sensory Memory Eyes Ears Nose Tongue Skin Not transferred to next stage and therefore forgotten

  22. If we want to make information meaningful to students, we have two options… Find an experience they’ve had and hook the new information to it, or… 1 2 Create a new experiencewith them.

  23. Unforgettable Learning Share a memory of an experience you had as a child… or at least ten years ago… that you remember vividly.

  24. Sight Sensory Memory Sound Smell Taste Touch

  25. An Example of Vivid Memory Based on High Sensory Input Age eight, with her older brother…

  26. Six Kinds of Sensory Input • BEING THERE • IMMERSION • HANDS-ON (The Real Thing) • HANDS-ON • (Representational Items) • 2ND HAND • SYMBOLIC # $ + ! “ ” + E=MC2 =

  27. SYMBOLIC

  28. SECOND-HAND

  29. HANDS-ON (REPRESENTATIONAL)

  30. HANDS-ON(THE REAL THING)

  31. IMMERSION

  32. BEING THERE

  33. Six Kinds of Sensory Input • BEING THERE • IMMERSION • HANDS-ON(The Real Thing) • HANDS-ON • (Representational Items) • 2ND HAND • SYMBOLIC # $ + ! “ ” + E=MC2 =

  34. Meaning and Relevance? Rhymes with Orange by Hillary B. Price

  35. SHOE

  36. Cathy

  37. A Model of Information Processing Working Memory Sensory Memory Long-Term Memory Eyes Ears Nose Tongue Skin Not transferred to next stage and therefore forgotten

  38. Remember? There are three factors that strongly influence whether or not the brain pays attention to incoming stimuli… 1 Novelty 2 Whether or not the information has meaning and relevance 3 Whether or not the information has an emotional component or hook

  39. Understanding Emotion Emotional arousal occurs when a small set of structures in the unconscious part of the brain determines that a stimulus is important. The arousal sets off a chain of chemical changes in the body and brain that have a strong impact on attention and memory.

  40. Neocortex Thalamus Thalamus Amygdala Amygdala Incoming Signal

  41. Emotion is a double-edged sword! At times it can impede learning. At times it can enhance learning. Anything that engages the emotional system… automatically becomes meaningful & relevant!

  42. How Emotion Negatively Affects Learning Surviving is not just something to do in the presence of a wild beast. Social and learning situations are often survival encounters. When the brain perceives a situation to be threatening, the stress response (fight or flight) is activated.

  43. Fight, Flight, or Freeze… Noradrenalin and adrenalin are released, resulting in: • Increase in heart rate • Increase in blood flow to the extremities • Blood clotting agents dispersal throughout the body • Activation of sweat and salivary glands • Dilation of pupils • Arousal of hair follicles • Increased production of glucose in the liver • Mobilization of the skeletal muscles There’s more…

  44. Fight, Flight, or Freeze… Cortisol is released, resulting in… • Temporary suspension of the digestive system • Temporary suspension of the reproductive system • Temporary suspension of the immune system The environment must be physically and psychologically safe for optimal learning to occur!

  45. How Emotion Positively Affects Learning Adrenalin not only activates the stress response; it also stamps the memory of an event with extra vividness. Anything a teacher does that evokes the emotional interest of students will naturally engage their adrenalin systems and result in stronger memories.

More Related