Post on 19-Dec-2015
1
Brain-Based Education in the Classroom
Michael McGarvey Southern Utah University
2
Myths or FactOnly 10% of the brain is usedWe are either right brained or left brainedHumans stop growing neural connections
shortly after birthA toddler’s brain is less active than an adult’sThe brain is almost fully developed by age
five or six
3
Parts of the Brain
4
Parts of Neuron CellCell bodyDendrites – Branchlike structures that
receive messages from other neuronsCan be thousands of dendrites on each neuron
Axon – Arm-like structure that transmits information to other neurons
Neurotransmitters – Chemicals that carry messages between neurons
(Bohlin & Reese-Weber, 2009) 5
Features of a Neuron
8
Synapse http://
www.youtube.com/watch?v=HXx9qlJetSU
9
Brain Based LearningBrain based learning starts with the learner,
not the contentWe do not learn in sequenceWe move ahead We move back to the preceding issueThen we move forward to the new
information
10
MultitaskingBrain is always multitasking
Monitoring physical well being Taking in sensory inputMuch of the brains activity is outside of our
conscious thought
11
AttentionHard to maintainThe material must be of interest to the
learnerMust be Relevant to the Learners LifeAccomplished by activating neurons where
the information is stored
12
The Role of EmotionsEmotions increase the brain activityThe stronger the emotion the stronger
the neural connectionActivities such as simulations and role
playing are emotional in natureIncreases learning because of stronger
neural connections
13
Down Side of Emotional LearningContinued 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 MemoryMemories are first processed in the
hippocampusAll 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 locationComponents of the memory must be
reassembledBrain has the capacity to create an almost
unlimited number of memories by reusing memory components
Problem in reassembly
16
Long Term Memory StorageHippocampus starts the learning process Acts as an intermediate storage site With reinforcement the memory is stored into
long term memoryMechanism is the development of strong
neural connection
17
Information stored in Neural PathwaysInformation is not stored in the neural
pathways immediatelyInformation stored must be consolidated over
a period of timeTime must pass while the neural network
(dendrites) is developedDifference between short term memories and
long term memories is the strength of the neural connection
18
Need for Sleep in Memory DevelopmentMemories take time to developDuring sleep the brain has high and low
activity periodsREM 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 NeuronsDiscovered by Rizzolati and GallassePart 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 usImitation LearningStudents 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 PatternsThe 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 mapCritical that patterns be created as quickly as
possibleLearning is creating pathways at the neural
levelInterdisciplinary 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 patternsThe brain is constantly striving to make
connections between learning and emotions
24
Matching Instruction to Brain LearningBrain Seek PatternsMust establish relevance and meaningStudents learn the best when applying
learningGive explicit examples of the application of
the conceptGive examples of how a concept may be used
when applied in different areas
25
Matching Instruction to Brain Learning (cont.)Reinforce informationReview on a regular basisConnecting 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 ClassroomUse a variety of instructional methods
Students teaching each otherActive involvementDiscussions 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 ClassroomUse novel presentationsMake the classroom a safe place
Free of emotional threatsReduce 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