Brain based Education

1. Brain based Education Ave Maria College 2013

2. Brain based education framework By Psych. Faye Evans College Counsellor

3. Neural research • Educational techniques • Social brain • Emotional regulation Brain based education

4. Neuro-education

5. neurons

6. synapses

7. The Emotional Brain

8. Areas Educational neuroscience

9. Learning processes • Use meta-cognition in learning • Link the emotional experience in learning • The role of affect regulation • experiential learning • learningstyles • multiple intelligences • Brain integration • cooperative learning • problem-based learning • movement education, also known as embodied learning. • Meaning making instruction What areas does educational neuroscienceinclude?

10. THINKING ABOUT THINKING Declarative knowledge: • Self knowledge • World knowledge • Task knowledge • Strategy knowledge Procedural knowledge: • Planning • monitoring • Problem solving • evaluating Metacognition

11. How do we process the information?

12. Human Memory

13. working memory

14. Learning activities thatinvigoratememory

15. Learning stylesDunn & Dunn’smodel

16. Learning stylesKolb’s model

17. Right-left hemisphereBrain gym

18. INSTRUCTIONAL TECHNIQUES

19. Create openandaccepting learning spaces • Maintain a balance between challenging environments and learning. • Set a classroom that is a welcoming, relaxed, comfortable space where students can feel safe and have a down-time if necessary. • Identify students needs, focus in their areas of strengthand work with their various learning styles, capabilities, or disabilities. • A relaxed and accepting environment is essential to maximizestudents cognitive potentials. • Teaching environments that are supportive, comfortable, and non-threatening, create the BEST outcomes Relaxed alertness

20. Create learning environments that fully immerse the student in an educational experience • Create meaning through a shared experience • Enrich learning by having interactive, flexible learning spaces. • Through diverse learning opportunities create wholeness in students using embodied teaching Orchestrated immersion

21. The learner processes information actively by reflecting. • Information needs to be build and connected intentionally , linking knowledge is pivotal in learning. • Learning needs to be conceptually coherent and resonate with the students life so it can be purposeful. • Learning needs to be understood not memorised. • Learning needs to engage emotions, concepts and values. Active processing

22. CORE PRINCIPALS BRAIN BASED EDUCATION

23. The brain is a parallel processor. It can perform several activities at once • The brain perceives and retrieves multiple information through memory and neural pathways • Effective learning engages the mind-body through: movement, food, attention cycles, and chemicals that flow in the brain. • Humans search for meaning is innate • Emotions are critical in learning and drive our attention, meaning and memory • Learning involves focused attention and peripheral perception Core principals

24. Working memory plays a key role in learning • We understand best when facts are embedded in natural spatial memory • The brain is social • Complex learning is enhanced by challenge and inhibited by stress • Every brain in uniquely organized • Learning is developmental and its constructed sequentially Coreprincipals

25. Keys to a successful learning journey

26. Immerselearners in complex, interactive experiences that are both rich and real. • Take advantage of the brain’s ability to parallel process. • Offer students meaningful challengesthat resonate with their daily lives. • Learning challenges should be sensorial to stimulate a student’s mind to the desired state of alertnessand engagement. • Offer opportunities of intensive analysis of problems, creating open-mindness, flexibility and perspective. • Make learning experiential, interactive and social. • Offer space for reflection, spark their interest with humour,, activate their metacognition • Highlight students strengths and offer positive feedback to keep them motivated. Engage students

27. Key factors in Motivation • Emotions • Feedback • Past experiences • Meaning Keep students motivated

28. Reflections and applications By Debra Coyne Learning leader

29. Towards the end of a typical six- to eight-hour night of sleep, the brain gets its chance at rejuvenation, during Rapid Eye Movement (REM) sleep. This is the stage that’s crucial for learners because the brain solidifies all that was taken in the day before and clears out old, unnecessary memories to make room for new information. • “If you didn’t get a good night’s sleep it’s really hard to learn new things because you didn’t clear out all the synaptic connections,” said Carter. The brain-rejuvenating functions happen in REM sleep, a later sleep stage, so if a student doesn’t sleep enough he won’t spend much time in REM. Sleep or study?

30. As primates, we are mostly visual creatures. A good amount of cortex in primates (upwards of 30%) is dedicated to visual processing in one way or another. Put differently, things that look interesting or appealing are bound to attract curiosity. Better to associate words with images. • Research tells us that the majority of students in a regular classroom need to see information in order to learn it. Some common visual learning strategies include creating graphic organizers ,learning logs, brainstorming, mind mapping, using Wordle etc…

31. Prefer to study in a quiet environment, on their own and get annoyed with students who ‘clown around’. • Choose non fiction reading • Prefer factual questions and assignments, as opposed to open-ended questions • Take more risks. Don’t be afraid to be creative. • In English class, have a good understanding of grammar and sentence structure. Left hand brainers

32. Good with people • You make notes but may lose them • Sometimes difficult making up your mind • Like to write fiction, draw, or play music • Try to avoid teachers who lecture a lot; prefer teachers who use activities • Put information into categories for better understanding • Use images and charts when you study Right hand brainers

33. What does this look like in the classroom?

34. Music Relaxing study music Mozart for the classroom Begin a lesson with some of the illusions/images Get up and stretch every twenty minutes (Deep) breathing exercises for two minutes • Shallowed, short breathing can allow less oxygen to reach your lungs, and in doing so can increase feelings of anxiety. One way to relax when you feel anxious is to breathe more deeply. So, when you notice yourself taking shallow breaths, you can relax by changing your breathing style. What can you try in the classroom to help them achieve this relaxed alertness?

35. Ink blots Some activities to try with your students to get them thinking and talking

36. Rubin vase illusion.What did you see first?

37. Did you see the rabbit or the duck first?

38. Did you see the old lady or the young lady first?

40. The dancer Which direction is she moving? Some class room activities

41. IPods can have a long-term affect on learning as it is no longer just a sound machine for listening to music. Information delivery device - podcasts; storing and viewing photos, notes, and electronic books. Try this: Show a few Ppoint slides and allow students to listen to music or play music in back ground. Allow students 5-6 secs to look at slide while music is playing. Use images and as few words as possible. Music should be instrumental only. It can be slow and reflective or a moderate tempo. So while we’re talking about music, what about those iPods in the classroom?

42. So if you are going to allow iPods for listening to music then there are a few guidelines that come from research: • Listening to certain types of music can trigger the release of endorphins, producing a tranquil state that leads to faster learning. • No lyrics and definitely not too loud. • Music inspires emotion so art students may feel more creative when listening to music, however some research tells us students who think they can multitask, are deluded. This means performing two complex tasks at the same time such as practising ‘completing the square’ and listening to their favourite song. • Sound and scent can be powerful memory triggers So what about those iPods in the classroom?Relaxing study music

43. Texts, emails, Twitter, Facebook are all chiming, ringing, beeping, and chirping for our students attention. • It’s not going away. It exists, it permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about technology. • But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. • Teach the tools that will teach kids to focus, avoid distraction, and judge what to pay attention to. It’s a matter of training the brain. Multitasking.Is it a myth?

44. It’s multitasking while learning that has the biggest potential downside. • Why? Here are some possible reasons…. • Homework takes longer because of distractions • Mental fatigue caused by task switching • Some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways • Dozens of laboratory studies have demonstrated that when our attention is divided during saving the memory, we remember that piece of information less well. Multitasking:Here’s what I have read.

45. Weblinks/Reading list • Mindshift: How we learn • Left brain vs right brain • Why sleeping may be more important than studying Web links/reading list