HOW THE BRAIN FUNCTION AND ITS RELATIONSHIP WITH THE LEARNING PROCESS……

The Brain…..

Our Brain • Brain is the most important part in our body.

Everything that we do in our daily life such as studying, singing, drawing and dancing are control by the brain.

• Our brain are made up of 78% water, 10% fat and 8% protein.

• Our brain contain 100 billion of neurons.

• In fact, human only use 6% of their brain!!!!!!

Parts of our BRAIN…..

FRONTAL LOBEFunction for ;

- Motor function .

- Conscious thought .

- Planning and problem solving.

- Concentration and attention span.

- Reasoning and critical thinking.

- Judgments.

- Impulse control.

- Emotional response and empathy.

Damage cause ;

- Cause drastic changes in personality and behavior.

-Weakness or loss movement in various area of the body.

- Difficulty with fine motor skill.

-Difficulty with concentration , memory , problem solving and expression through speech.

PARIETAL LOBEFunction for ;

- Control voluntary movement.

- Cognition.

- Information processing.

- Pain and touch sensation.

- Spatial orientation and body position.

- Integration of different senses that allow understanding a single concept.

- Visual attention and face recognition.

Damage cause;-Problem with visual attention and

motor skills.

- Inability to voluntarily control the gaze(OCULAR APRAXIA).

- Inability to integrate components of a visual scene(SIMULTANAGNOSIA).

- Problems with hand/eye coordination (OPTIC ATAXIA).

OCCIPITAL LOBE

Function for;- Main centre for visual processing

- Visual perception.

- Color recognition.

- Depth perception.

- Motion detection.

Damage cause;- Leaving a person unable to

interpret anything in their visual field .

- Problems with vision.

- Difficulty with identifying colors .

- Inability to recognize words , drawn objects or movement of objects.

- Difficulty with locating objects in environment.

- Difficulty recognizing familiar faces , loss of visual memory.

CEREBELLUMFunction for;

-Coordination of fine movement.

- Balance and equilibrium.

- Some memory for reflex motor arts.

- Muscle tone.

Damage cause;- Loss of coordination of fine motor

movements ( ASYNERGIA ).

- Tremors , dizziness and vertigo.

- Loss of ability to walk , staggering , inability to judge distance (DYSMETRIA).

- Slurred speech (DYSPHONIA).

- Inability to make rapid or alternating movements (ADIADOCHOKINESIA).

- Abnormal eye movements (NYSTAGMUS).

- Weak muscles(HYPOTONIA).

Function for;- Coordinates and relays motor control

signal sent between the brain and body.- Controls life supporting function of

nervous system. - Breathing.- Heart rate.- Autonomic nervous system.- Alertness and sleep.- Arousal.- Sense of balance (VESTIBULAR

FUNCTION).- Reflexes to seeing and hearing.

Damage cause;- Decrease vital capacity.- Difficulty with swallowing(DYSPHAGIA).- Difficulty with balance and movement.- Dizziness and nausea (VERTIGO).- Sleeping problem (INSOMNIA,SLEEP

APNEA).-Difficulty with organization and

perception to the environment.

Temporal lobeFunction for;

- Hearing ability and auditory perception.

- Understanding spoken language and rhythm.

- Memory acquisition and learning.

- Some visual perception.

- Categorization and ordering of objects.

- Speech.

- Emotional responses.

Damage cause;- Disorders of visual perception , difficulty

with recognizing faces (PROSOPAGNOSIA ).

- Disturbance of auditory sensation and perception , difficulty with understanding speech (WERNICKE APHASIA ).

- Short-term memory loss and impaired long-term memory.

- Altered sexual behavior.

- Impaired organization and categorization of objects.

- Persistent talking (with right lobe damage).

- Altered personality and behavior .

How the memory work in learning?????

Memory is sustained by

use.Memory is constructed and stored by patterning.

Teaching grows brain cell

TEACHER…

The caretakers of development of the brain of the students.

The teacher have opportunity to help children build their brain beyond the boundaries.

IQNot fixed after birth and continue to be pruned or constructed in response in learning and experiences throughout the lives.

TEACHING GROWS BRAIN CELLS

IQ is not fixed after the birth.

Environmental stimuli constantly change the structure and function of neurons and their

connection.

It was once believed that brain cell

growth steps after age 20.

NEUROIMAGING research reveals that structure in the sensitive limbic system that determine the part of brain

will receive input and determine response output.

NEUROPLASTICITY state that interneuron

connections continue through learning and

experiences throughout our life.

MEMORY

Memory is constructed and stored by patterning.

Memory is sustained by used.

Memory is constructed and stored by PATTERNING.

HIPPOCAMPUS-location where the

brain turns data from senses into learned

information.This encoding process

requires prior knowledge with similar pattern to

the new input if a short-term memory is to be

constructed.

The probability of encoding increase when teacher work to clearly

demonstrate the relationship between new and old learning.

Teachers can help to increase working

memory efficiency through a variety of

interventions correlated with neuroimaging

response.

The experiences appear to be increase

executive function facilitation of working

memory.

Memory is sustained by USED.

The short-term memory is still needs to be activated multiple times to increase its durability.

The more time the action is repeated , the more dendrites interconnected , resulting in greater memory storage and

recall efficiency.

The construction of concept memory networks requires

opportunities for students to transfer learning into practiced.

These transfer activities activated memories to new

stimuli and with other knowledge to solve novel

problems.

As the information pool expands, these students will continue to comprehend new information, consolidate it into their neural

networks and develop new application.

Brain cannot process billion information in seconds so filters in the brain protect it from become overloaded.

Sensory information

Thinking brain

Can consciously process and reflect information.

When stress level are down and your interest

is high.

Reactive brain

Reacts to information instinctively rather than

through thinking.

When you are anxious , sad , frustrated, bored and

overwhelmed.

Reticular activating system (RAS)

AMYGDALA

HIPPOCAMPUS

Interacting with friends is one of the activity that can active the brain.

Positive mood enhance the brain.

HOW THE BRAIN WORKS????AND HOW STUDENTS CAN

RESPOND????

MAJOR ELEMENTS OF BRAIN

RATICULAR ACTIVATING SYSTEM(RAS)

The first filter of the data. Receive input from sensory nerves and meet at spinal cord.

# keep yourself physically healthy and well rested and good emotion.

DOPAMINE

The most important neurotransmitters of the brain. Carry electrical messages across the gap of the neuron. It released during

enjoyable time.

# DO enjoyable activities such as laughing can increase level of dopamine.

THE LIMBIC SYSTEM

THE AMYGDALA

System for routing information based on

emotional state.

#slow down and relaxed. Stay calm and peace.

THE HIPPOCAMPUSThe brain links new sensory input to stored memory to

make new rational memory.

# reviewing and practicing something that learned

before. Repeated stimulation makes memory stay in the

brain.

TEACHER Fun activities during lessons can enhance the brain of the students . Effective learning will occur.

Teacher must have relevant tools , resources and strategies to increase the mood of learning in the classroom.

TERMS IN NEUROSCIENCE

AFFECTIVE FILTER

An emotional state of stress in children when they nor responsive to

learning and storing new information.

AMYGDALA

Function as a brain centre for responding

only to anxiety and fear.

AXON

The tiny fibrous extension of the

neuron away from the cell body to the target

cells.

CEREBRAL CORTEX

It mediate all conscious activity and also involved

in perception and voluntary motor activity.

BRAIN MAPPING

Measures electrical activity representing brain activation along

neural pathways.

CEREBELLUM

Very important for motor movement and motor-vestibular memory and

learning.

CENTRAL NERVOUS SYSTEM

The portion of the nervous system

comprised of the spinal cord and brain.

TERMS IN NEUROSCIENCE

COGNITION

Refers to thinking and all of the mental processes related to

thinking.

DENDRITES

Conduct electrical impulses toward the

neighboring neurons.

DOPAMINE

A neurotransmitter most associated with attention , decision making , executive

function and reward-stimulated learning.

GLIA

It nourish , support and complement the activity of neurons in

the brain.

EXECUTIVE FUNCTIONS

Cognitive processing of information that exercise conscious control over emotions and thoughts.

FUNCTIONAL MAGNETIC

RESONANCE IMAGING (fMRI)

Uses the paramagnetic properties of oxygen-

carrying hemoglobin in the blood to demonstrate the structure of brain that

are activated during various activity.

FUNCTINAL BRAIN IMAGING(NEUROIMA

GING)

Reveals neural activities in particular brain regions

and networks of connecting brain cells.

TERMS IN NEUROSCIENCE

GRAPHIC ORGANIZERS

The diagrams that are designed to coincide with

the style of brain of patterning

GRAY MATTER

The cortex or outer layer of the brain that appears

darker gray.

HIPPOCAMPUS

Takes the sensory inputs and integrates them with rational or associational

patterns from preexisting memories.

LIMBIC SYSTEM

Involved in regulation of emotion , memory and

processing complex socio-emotional

communication.

MYELIN

Increases the efficiency of nerve impulse travel and

grows in layers in response to more stimulation of a

neural pathway.

METACOGNITION

Knowledge about our own information processing and

strategies that influence learning that can optimize

future learning.

LONG-TERM MEMORY

Created when short-term memory is strengthened

through review and meaningful association

with existing patterns and prior knowledge.

TERMS IN NEUROSCIENCE

MYELINATION

The formation of the myelin sheath

around the nerve fiber.

NEURONAL CIRCUITS

This is where the repeated stimulation of grouped neuronal connections

placed.

NEURONSSpecialized cells in the

brain and throughout the nervous system that control storage and

processing information.

OCCIPITAL LOBES

The posterior lobes of the brain process optical input

among other functions.

NUMERACY

The ability to reason with numbers and other mathematical concepts.

NEUROTRANSMITTER

Transport information across synapses and also

circulate through the brain to influence larger

regions of the brain.

NEUROPLASTICITY

Refers to the remarkable capacity of the brain to change its molecular , microarchitectural and

functional organization in response to injury or

experience.

OLIGODENDROCYTES

The GLIA that specialized to form the myelin sheath around

many axonal projections.

TERMS IN NEUROSCIENCE

PARIETAL LOBES

Function for process sensory data among

other function.

POSITRON EMISSION

TOMOGRAPHY (PET SCANS)

Functional imaging technique in learning

research.

PREDICTION

Is what the brain does with the information it patterns.

Successful prediction is one of the best problem-

solving strategies the brain has.

RETICULAR ACTIVATING

SYSTEM (RAS)

Filters all the incoming stimuli whether attended

to or ignored.

RAD LEARNING

One of the main brain systems that build better

brain. Short for REACH AND DISCOVER.

PREFRONTAL CORTEX

The hub of neural networks with intake and output to almost all other

regions of the brain.

TERMS IN NEUROSCIENCE

ROTE MEMORY

This type of memorization is the

most commonly required memory task for children in school.

SEROTONIN

A neurotransmitter used to carry

messages between neurons.

VENN DIAGRAM

A type of graphic organizer used to

compare and contrast information.

SYNAPSE

The gaps between nerve endings where

neurotransmitter carry information the space

from one neuron to another.

SHORT-TERM MEMORY

This memory can hold and manipulated

information for use in immediate future.

Enjoyable environment and variety ways of learning provided by TEACHERS

enhance student brain and enable them to focus in

learning process.

CONCLUSION

• Neuroscience is the most important knowledge that must be teach to the future teachers .

• This field tells us how the brain function and it relationship to the learning process.

• Optimum environment that enhance the brain of students must be provided to increase the effective in learning.

• This will lead the students to achieved success.