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Brain-Based Education in the Classroom

Michael McGarvey Southern Utah University

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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

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Parts of the Brain

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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

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(Bohlin & Reese-Weber, 2009) 7

Synapse

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Synapse http://

www.youtube.com/watch?v=HXx9qlJetSU

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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

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MultitaskingBrain is always multitasking

Monitoring physical well being Taking in sensory inputMuch of the brains activity is outside of our

conscious thought

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Mirror Neurons (cont.)Mechanism

Mirror neutrons are activated when watching another’s activities

The person then copies the behavior

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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)

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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

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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

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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

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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

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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

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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

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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

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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.

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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