Lecture 3 CHS 485

1. Comprehensive School Health Education Lecture 3 CHS 485

2. ContentsBrain research basic principles related to learning. Authentic learning Characteristics of school health education program

3. New and traditional teaching * Today’s state-of-the-art health education curricula reflect the growing body of research that emphasizes • Teaching functional health information (essential knowledge) • Shaping personal values and beliefs that support healthy behaviors • Shaping group norms that value a healthy lifestyle • Developing the essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors. • Less effective curricula often overemphasize teaching scientific facts and increasing student knowledge.

4. Brain Based Learning and Teaching • Our greatest short coming in education these past few years has been to ignore the brain research. • Brain research is richly available to us that affirms that implementing multi-sensory activities, pursuing meaningful tasks, exploring a variety of skills with real world applications is optimal learning and that it needs to be practiced regularly. • A student sitting at a desk, taking notes and regurgitating curriculum content uses approximately 3% of their brain's capacity.

5. Brain Based Research • Brain-based research shows that using all senses maximizes the learning experience. • Interacting, manipulating, exploring, collaborating, discussing openly and sharing for meaningful reasons while having ample time to nurture a greater depth of reasoning and creativity is optimal learning.

6. What happens inside your brain when you learn something new? • Brain cells are called neurons. • You are born with at least 100 billion neurons. • Dendrites (fibers) grow out of the neurons when you listen to/write about/talk about/ practice something.

7. Learning is natural • Neurons know how to grow dendrites. • Learning = Growth of dendrites. • New dendrites take time to grow; it takes a lot of practice for them to grow.

8. Connection form between dendrites • When two dendrites grow close together, a contact point is formed. A small gap at the contact point is called the synapse. • Messages are sent from one neuron to another as electrical signals travel across the synapse.

9. Practice builds strong connections • Special chemicals called neurotransmitters carry the electrical signals across the synapse. • When you practice something, it gets easier for the signals to cross the synapse. That’s because the contact area becomes wider and more neurotransmitters are stored there.

10. Practice builds strong connections • When practicing something, the dendrites grow thicker with a fatty coating of myelin. • The thicker the dendrites, the faster the signals travel. The myelin coating also reduces interference.

11. Practice builds strong connections • With enough practice, the dendrites build a double connection. • Faster, stronger, double connections last a very long time. You remember what you learned!

12. Short term memory is very short • If you learn something new and do it only once or twice, the dendrite connection is very fragile and can disappear within hours. • Within 20 minutes, you remember only 60%. • Within 24 hours, you remember only 30%. But if you practice within 24 hours, and then practice again later, you remember 80%.

13. Twelve Basic Principles Related to Learning • Brain is a parallel processor • Learning engages the entire physiology • Learning is developmental • Each brain is unique • Every brain perceives and creates parts and wholes simultaneously • Learning always involves conscious and unconscious processes

14. Twelve Basic Principles Related to Learning • The search for meaning is natural and intrinsic • Emotions are critical to learning • Learning is enhanced by challenge and inhibited by threat • The search for meaning occurs through patterning • We can organize memory in different ways • The brain is a social organ

15. The Brain is a Parallel Processor • Both hemispheres work together • Many functions occur simultaneously • Thoughts, intuitions, pre-dispositions, and emotions operate simultaneously and interact with other modes of information. Good teaching takes this into consideration. • Edelman(1994) found when more neurons in the brain were firing at the same time, learning, meaning, and retention were greater for the learner.

16. Learning Engages the Entire Physiology • This means that the physical health of the child -- the amount of sleep, the nutrition -- affects the brain. So do moods. • An adolescent who does not get enough sleep one night will not absorb much new information the next day. • Fatigue will affect the brain's memory. • Food, water, and nutrition are critical components of thinking. • We are “holistic” learners - the body and mind interact

17. Learning is Developmental • Depending upon the topic some students can think abstractly, while others have a limited background and are still thinking on a concrete level. • Building the necessary neural connections by exposure, repetition, and practice is important to the student.

18. Each Brain is Unique • We are products of genetics and experience • This looks at learning styles and unique ways of patterning. • We have many things in common, but we also are very, very different. We need to understand how we learn and how we perceive the world. • The brain works better when facts and skills are embedded in real experiences

19. Each Brain Perceives and Creates Parts and Wholes Simultaneously • Some think more easily inductively while others find deductive thinking more comfortable - use both • Shank (1990) Telling stories is one of the most influential techniques because you give the information, ground the meaning in structure, provide for emotion, and make the content meaningful. Our brain loves storytelling. • How might you make use of this?

20. Learning Involves Conscious and Unconscious Processes • We learn much more than we ever consciously understand. Most of the signals that are peripherally perceived enter the brain without our awareness and interact on unconscious levels. • This is why we say that learners remember what they experience, not just what they are told. • The brain and body learn physically, mentally, and affectively • Body language as well as actual language communicate

21. The Search for Meaning Is natural • This means that we are naturally programmed to search for meaning. • The brain needs and automatically registers the familiar while simultaneously searching for and responding to additional stimuli. • What does this mean for education? • Provision must be made to satisfy the hunger for novelty, discovery, and challenge. At the same time lessons need to be exciting and meaningful and offer students an abundance of choices.

22. The Search for Meaning Is Innate • Capitalize on this quality! • Present ideas, experiences that may NOT follow what one expects: • Speculate • Question • Experiment • Hypothesize

23. Emotions Are Critical to Learning • In the brain you can't separate out emotion from cognition. Emotions trigger the chemicals active in the brain cells. This permits or inhibits communication between the cells. • Anxiety floods your body with adrenaline “fight or flight”. • Adrenaline makes it hard for the neurotransmitters to carry messages across the synapses in your brain • That causes “blanking out” on a test.

24. Emotions affect learning • Endorphins make you feel calm. • Your body produces endorphins when you relax, exercise, laugh, or learn new things. • If you practice producing calming hormones, it will help when you are under stress.

25. Learning is Enhanced by Challenge and Inhibited by Threat • When the learner is empowered and challenged, you begin to get the maximum possibility for connections. That is why the brain needs stability as well as challenge. • Excess adrenaline can suppress learning • Stress should be kept to a manageable level • Provide challenge opportunities to “grow” and to make changes • Have high, but reasonable expectations

26. The Search for Meaning Comes Through Patterning • Patterning refers to the organization and categorization of information. • The brain resists having meaningless patterns imposed upon it. By "meaningless" we mean isolated and unrelated pieces of information. • When the brain's natural capacity to integrate information is evoked in teaching, vast amounts of seemingly unrelated or random information and activities can be presented and assimilated. The brain tries to make sense of the information by reducing it to familiar patterns. • The brain is capable of taking in enormous amounts of information when that information is related in a way so the brain can pattern appropriately.

27. Brain Organizes Memory In Different Ways • Retrieval often depends upon how the information was stored. • Relevancy is one key to both storage and retrieval • Connect to what students know, what they are interested in • Provide and get examples

28. Memory • When objects and events are registered by several senses, they can be stored in several interrelated memory networks. • This type of memory becomes more accessible and powerful. • Conversation helps us link ideas/thoughts to our own related memories. Students need time for this to happen!! • Storytelling - Conversations • Debates - Role playing • Simulations - Songs • Games - Films

29. Brain Friendly techniques to improve Memory • Connect to prior knowledge experience, or skill (discuss common experience) • Develop personal relevance (create real life situations) • To go from short to long term memory, information must make sense (map concepts visually) • Elaborate and extend key concepts ( stimulate concepts with gross motor activities)

30. The Brain is a Social Brain • The brain develops better understanding when learning is shared with others • When students have to talk to others about information, they retain the information longer and more efficiently. • Make use of small groups, discussions, teams, pairings, and question and answer situations.

32. Authentic learning • Authentic learning is real life learning. It is a style of learning that encourages students to create a tangible, useful product to be shared with their world. • Authentic learning engages all the senses allowing students to create a meaningful, useful, shared outcome. They are real life tasks, or simulated tasks that provide the learner with opportunities to connect with the real world.

33. What is Authentic Learning? • Authentic Learning is an approach to teaching in which the students work on realistic problems, participate in activities that solve real life problems, and create products that have real life meaning. • The learning environments are multidisciplinary, similar to a real world application (managing a city, building a house, flying an airplane, setting a budget, solving a crime).

34. Authentic Approach • Hands On- Students are allowed to perform as they construct meaning and acquire understanding. • Minds On- Activities allow students to develop thinking processes and encourage them to answer questions. • Authentic- Students are presented with problem solving activities that incorporate authentic real life questions and issues.

35. Is It Happening in Your Classroom?Authentic Characteristics • Learning is real world oriented and has meaning beyond the school setting. • Students use higher order thinking skills and learn concepts as well as basic facts. • The classroom is learner centered and allows for a variety of learning styles. • Students have ownership of their learning. • Instruction uses hands on approaches.

36. Is It Happening in Your Classroom?Authentic Characteristics • Learning is active and student driven. • Teachers act as coaches or learning facilitators. • Allows students to receive help if they need it and work independently when they can accomplish a task on their own. • Students often work together and have opportunities for discussions. • Students produce a product that is directed towards a real audience.

37. Ready Set Action! Students • Take advantage of every opportunity to learn • Develop skills needed to seek information and solve problems • Keep an open and questioning mind • Learn to work with others, share responsibilities, and value new experiences

38. Ready Set Action! Parents and Communities • Support teachers by establishing high expectations • Encourage the curiosity of children • Provide opportunities for learning in the home • Make sure all homework is completed • Create partnerships between schools and community places

39. Ready Set Action! Teachers • Commit to professional development to learn new strategies • Establish high achievement standards for ALL students • Model good learning habits • Use technology to enhance classroom experiences

40. Thank you …