Willisnew

Judy Willis, MD, M.Ed www.RADteach.com

With thanks to Dori Digenti, MSOD, Director, Center for Teaching and Learning, for her dedication to teaching and learning and support, suggestions, and planning to make this presentation possible and pertinent

,

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Using the Developments of Neuroscience forNeuro-logical Teaching Strategies

Using the Developments of Neuroscience for

Berkshire Community CollegeMay 26, 2010

http://www.RADteach.com/

Goals for This PresentationLearn Neuroscience

Research- Compatible Strategies to:

Sustain students’ attention & memory with curiosity & prediction

Motivating sustained interestIncrease participation for memory

Knowing the Neuroscience Helps You

Evaluate “Brain-Based” Claims

AVOID SELECTING BAD CURRICULUM

RECOGNIZE NEUROMYTHS

Brain Oxygen-Boosting Miracle Pill Energizes

Mind, Mood, & Memory

“Brain Oxygen-Boosting Miracle Pill Energizes Mind, Mood, & Memory. Memory pill lights up aging brain like a Christmas Tree. 100% Energizing.”

Which of the following possible Neuromyths

do you think is TRUE ?

Predict with magic pad

PossibleNEUROMYTHS

Hold up magic pad with the first letter of a

possible neuromyths do you think is TRUE and not a neuromyth?

They are all neuromyths

Knowing the Neuroscience Helps You

Use strategies more effectively & flexibly

YOU WILL WORK SMARTER,

NOT HARDER

BECAUSE YOU KNOW MOST OF THESE

NEURO-LOGICAL

STRATEGIES ALREADY,

Judy’s “Advertisement

”

Judy’s “Advertisement

”

Are You Curious? Are You

Curious?

Is Your Brain Personally

Connected?

Is Your Brain Personally

Connected?

Not YetNot Yet

Two Tasks to Prepare for

Active Listening

becauseThe person who thinks,

LEARNS

Two Tasks to Prepare for

Active Listening

becauseThe person who thinks,

LEARNS

1. Look through your handout to see the

detail of the notes and locate major sections

You will be prepared to find pages that coincide

with the slides

1. Look through your handout to see the

detail of the notes and locate major sections

You will be prepared to find pages that coincide

with the slides

2. Write down in your notes a topic or unit you teach (consult, supervise) for which students have difficulty sustaining attention

Then hold up a “magic pad” with the first letter what you wrote in your notes

R.A.D.R = REACH ATTENTION RETICULAR ACTIVATING SYSTEM

A = ATTITUDE AND BEHAVIORAMYGDALA

D = DEVELOP MOTIVATON WITH DOPAMINE

Where We AreWhere We’re Going

Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAwareness of making progressPreassessmentPersonalization

Reaching

Problem: Reaching students’ focused attention & engagement

Solution: Get through RAS filter

Before anything can be learned and retained in memory it needs to be attended to (selected) by the brain

All learning comes through

the senses

The input must then reach the “higher

brain” for long-term conscious memory to be constructed

Let’s see what your RAS

chooses and edits to let into your conscious

brain

Attention is a process of selection.

The things you don’t attend to, don’t are unlikely to become

retrievable memory

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YOU DIDN’T “SEE” THE SENSORY INPUT

YOUR RAS DIDN’T SELECT

Count the number of times the letter “F” appears in the following slide

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS

6 times. Your RAS didn’t care about the “f’s” in “of”

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS

Your RAS edited which sensory input got your attention

a basil gimlet Ray of Light

QuickTime™ and a decompressor








Millions of bits of sensory data available every secondMillions of bits of sensory data available every second

Only about 2000 bits of sensory data can get through the RAS each secondOnly about 2000 bits of sensory data can get through the RAS each second

35

To get to the conscious

brain, sensory

input must be R.A.S.

“selected”





What is primary purpose of a brain?

Keep the body alive

Preserve the species

For SurvivalWhy a sensory filter?

To limit information intake

Preserve the brain’s survival function

For SurvivalWhat would that filter select for sensory intake?

Something that changed, is novel

For Survival

First, is the novel input a danger?

If not, can it improve survival in the future?

When students are not paying attention to the lesson it doesn’t mean they are inattentive

They are paying attention to sensory input, just not the sensory input of the lesson



What sensoryinput gets in the fox’s RAS?

What sensoryinput gets in the fox’s RAS?

Survival RAS filter is programed to alert to novel input because it correlates with survival

Survival RAS filter is programed to alert to novel input because it correlates with survival

Only when threat is not perceived is other change/novelty admitted through the RAS

Only when threat is not perceived is other change/novelty admitted through the RAS

Now curiosity alerts the RAS

to attend to other changes and novel

input

Now curiosity alerts the RAS

to attend to other changes and novel

input

Because changes and novel input may also improve survival

Because changes and novel input may also improve survival

When students are not paying attention to the lesson it doesn’t mean they are inattentive

They are paying attention to sensory input, just not the sensory input of the lesson

RAS The RAS gives priority to threatening input Therefore, if students feel threatened or stressed, their RAS prioritizes the threatening input at the expense of any academic content you would prefer they absorb.

RAS Summarize with choice ofmethod such as a narrative

first an example, then Your Turn-Collaborate and try several if time permits

RAS 1. Pair-Share: What is the RAS and why is it important. or2. Sketch your image of the RAS

or3. Create a simile

The RAS is to ...... as ....... as to .......

Summarizewith

COMIX.com

What information gets through

the RAS and where does it go?

How can you influence what gets through your students’ RAS?

How can you influence what gets through your students’ RAS?

RAS Interventions

Help students feel SAFE!

Then stimulate their curiosity with change &

noveltyS

Novelty & curiosity

Prediction for Participation

Stress of boredom/frustrationEmotional positivityAchievement PrimingAwareness of making progressPreassessmentPersonalization

Using Novelty or Change to promote

memory associations

MusicChanged room

Costume

is necessary to persue new experiences

CURIOSITY

LEARNING ONE’S ENVIRONMENT

LEARNING ONE’S ENVIRONMENT

TextText

IS NECESSARY FORSURVIVAL

IS NECESSARY FORSURVIVAL

PERSUIT OF NEW EXPERIENCES &

EXPLORING

PERSUIT OF NEW EXPERIENCES &

EXPLORING

Prediction IncreasesCuriosity, Attention, &

Memory

Prediction builds curiosity and motivation to know if their prediction is correct

Prediction invests TOP DOWN ATTENTION THE INFORMATION IS SELECTED FOR RAS INTAKE & SUBSEQUENTLY for MEMORY

CURIOSITY and DISCOVERY promote the brain to

acquire new information, correct inaccurate networks,

and predict the best future responses

Participation with Prediction =

Active Learning & Memory Building

To be surprised by or interested in the curiosity provoking experience or question, students must make a prediction in the first place

Then when predictions are wrong there is a true element of surprise.

The unexpected results are powerful stimuli to curiosity so...

There is more value/memory placed on the feedback of the correct information

To be surprised by or interested in the curiosity provoking experience or question, students must make a prediction in the first place

Then when predictions are wrong there is a true element of surprise.

The unexpected results are powerful stimuli to curiosity so...

There is more value/memory placed on the feedback of the correct information

ADVERTISEto promoteADVERTISEto promote

CURIOSITY&

PREDICTION

CURIOSITY&

PREDICTION

CURIOSITY ABOUT ADVERTISEMENTS

Predict what ADVERTISEMENTS have to do with a coming lesson

Attention investment to find out if prediction is correct

The INFORMATION that supports or refutes the prediction IS VALUED FOR INTAKE & MEMORY

Advertise in Advancefor Curiosity

“The force will be with you”

TOMORROW

Hold up yourmagic pad with

first letter of youridea

Forcefulverbs

opening sentencesexclamation points

forces of nature forces that change history

Your Turn to Predict

What topic could these photos advertise?

Time (What a Split Second Looks Like)

Gravity

Probability

Motion

Advertise for curiosity

and prediction

with videos

Videoadvertisingscience or

math formulas

Advertise slope

Advertise watercycle

Animototo make your own videos

http://animoto.com/education

Animototo make your own videos






Discrepant

Events

Discrepant

EventsAre Novel & Unexpected so RAS lets & they Promote Prediction

Are Novel & Unexpected so RAS lets & they Promote Prediction

Show or tell things that challenge students’ assumptions or prior beliefs.

HOW MANY FINGERS

DO YOU THINK YOU HAVE?

Allowance Question

Would you rather have one cent doubled everyday for 30 days or $100,000.00 ?

HOLD UP MAGIC PAD

One cent because...Day 1: $.01Day 2: $.02Day 3: $.04Day 4: $.08Day 5: $.16Day 6: $.32Day 7: $.64Day 8: $1.28Day 9: $2.56Day 10: $5.12Day 11: $10.24Day 12: $20.48Day 13: $40.96Day 14: $81.92

Day 1: $.01Day 2: $.02Day 3: $.04Day 4: $.08Day 5: $.16Day 6: $.32Day 7: $.64Day 8: $1.28Day 9: $2.56Day 10: $5.12Day 11: $10.24Day 12: $20.48Day 13: $40.96Day 14: $81.92

Day 15: $163.84Day 16: $327.68Day 17: $655.36Day 18: $1,310.72Day 19: $2,621.44Day 20: $5,242.88Day 21: $10,485.76Day 22: $20,971.52Day 23: $41,943.04Day 24: $83,386.08Day 25: $167,772.16Day 26: $335,544.32Day 27: $671,088.64Day 28: $1,342,177.28Day 29: $2,684,354.56

Day 15: $163.84Day 16: $327.68Day 17: $655.36Day 18: $1,310.72Day 19: $2,621.44Day 20: $5,242.88Day 21: $10,485.76Day 22: $20,971.52Day 23: $41,943.04Day 24: $83,386.08Day 25: $167,772.16Day 26: $335,544.32Day 27: $671,088.64Day 28: $1,342,177.28Day 29: $2,684,354.56

Day 30: $5,368,709.12Day 30: $5,368,709.12

PARTICIPANT ACTIVITY

Pair Share: Something you have done or could do to promote student curiosity and prediction?

SustainAttentionSustain

Attention

Syn-naps Relate new

information with something unusual

Syn-naps Relate new

information with something unusual

iceberg.jpg

iceberg.jpg

Write the first letter of a lesson you could connect with one of the next photos. Hold up the card when ready

BingoBingo

BINGO Activation of Prior KnowledgeSustained Curiosity/Attention Personal InterestContent Specific Vocabulary

BINGO Activation of Prior KnowledgeSustained Curiosity/Attention Personal InterestContent Specific Vocabulary

Students copy 25 words onto

individual boxes on your grid in any order for BINGO

Students copy 25 words onto

individual boxes on your grid in any order for BINGO

synapse

amygdala

When they hear one of the words spoken or see it projected on the screen they cross it out on their BINGO grid When they have 5 in a row (horizontal, vertical, or diagonal) they call out BINGO

When they hear one of the words spoken or see it projected on the screen they cross it out on their BINGO grid When they have 5 in a row (horizontal, vertical, or diagonal) they call out BINGO

AS WE GO THROUGH THE UNIT,

MAKE PREDICTIONS ABOUT

WHAT THE RADISH HAS TO

DO WITH WHAT YOU LEARN.

MAKE PREDICTIONS ANY TIME AND

CHANGE THEM IF YOU’D LIKE.

AS WE GO THROUGH THE UNIT,

MAKE PREDICTIONS ABOUT

WHAT THE RADISH HAS TO

DO WITH WHAT YOU LEARN.

MAKE PREDICTIONS ANY TIME AND

CHANGE THEM IF YOU’D LIKE.

Investigation:Grow Radishes and ObserveInfluence of

Planting Distance, Sun Exposure, Soil,

Water

Investigation:Grow Radishes and ObserveInfluence of

Planting Distance, Sun Exposure, Soil,

Water

Cross-Curricular-Science & Math of Agriculture Influences Historical Events

TRIBES THAT FARMED NEEDED GOOD SOIL AND RAIN, BUT WERE GIVEN THE WORST LAND. THEIR HARVESTS MADE THEM BITTER LIKE RADISHES.

THE NEW WORLD PEOPLE KEPT THE BEST LAND FOR THEIR OWN FARMING AND GREW GREEN, LEAFY CROPS LIKE THE LEAVES NEXT TO THE RADISHES.

Cross-Curricular-Science & Math of Agriculture Influences Historical Events

TRIBES THAT FARMED NEEDED GOOD SOIL AND RAIN, BUT WERE GIVEN THE WORST LAND. THEIR HARVESTS MADE THEM BITTER LIKE RADISHES.

THE NEW WORLD PEOPLE KEPT THE BEST LAND FOR THEIR OWN FARMING AND GREW GREEN, LEAFY CROPS LIKE THE LEAVES NEXT TO THE RADISHES.

TRIBES THAT NEEDED LARGE TERRITORIES TO HUNT WERE FORCED TO LIVE CLOSE TOGETHER, BUNCHED UP LIKE THE RADISHES.

IN THE WESTWARD MOVEMENT, THE NATIVE AMERICANS WERE TREATED UNFAIRLY. LIKE THE RADISHES, THEY WERE CALLED MEAN NAMES LIKE “RED SKINS.”

TRIBES THAT NEEDED LARGE TERRITORIES TO HUNT WERE FORCED TO LIVE CLOSE TOGETHER, BUNCHED UP LIKE THE RADISHES.

IN THE WESTWARD MOVEMENT, THE NATIVE AMERICANS WERE TREATED UNFAIRLY. LIKE THE RADISHES, THEY WERE CALLED MEAN NAMES LIKE “RED SKINS.”

Novelty & curiosityPrediction for Participation

Stress of boredom/frustration

Emotional positivityAchievement PrimingAwareness of making progressPreassessmentPersonalization

Predict: What Memory Challenge common to most

educators and students could be represented by the following 3 photos?

OVERPACKED CURRICULUM

Participating in new learning requires students to take risks beyond their comfort zones

Before students can attend to higher-order thinking they must meet lower-level needs like survival and safety (MASLOW'S HIERARCHY OF NEEDS)

Survival and Safety First

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm

Wang, Jiongjiong et al. (2005) Proc. Natl. Acad. Sci 102, 17804-17809.

Amygdala -Directs input flow

Information (sensory input) destination is determined by metabolic state of the amygdala

Reflective PFC or Reactive Lower

Brain

Information (sensory input) destination is determined by metabolic state of the amygdala

Reflective PFC or Reactive Lower

Brain

Wang, Jiongjiong et al. (2005) Proc. Natl. Acad. Sci 102, 17804-17809.

Reactive brain

PFCReflective

brain

Amygdala

Amygdala determines where

input goes

Prefrontal Cortex

Conscious, Reflective,

“THINKING”Brain

Reactive, Lower BrainFight/Flight/Freeze

Students’ emotional states (comfort or stress) impact pathway through amygdala

Reflective or Reactive brain

Negativity & Stress block information transport for processing in the thinking brain (PFC) so students are not engaged in & don’t remember the lesson

Images of threatening faces or friendly faces viewed before memory task.

A: During the relaxed state increased activity in prefrontal cortex and memory storage regions.

B: Stressed subjects show heightened activity in the amygdala and much less cortical activity.Wang, J., et al (2005) Proc. Natl. Acad. Sci. 102, 17804-9.

Subjects performing a memory recognition activity

AMYGDALAPFC

PFC

AMYGDALA

A: Positive emotional state – opens amygdala to PFC = memory

B: Stressed state – no passage to PFC = Low Memory Adapted from Hamman, et al., Cognitive Neuroscience

A: Positive emotional state – opens amygdala to PFC = memory

B: Stressed state – no passage to PFC = Low Memory Adapted from Hamman, et al., Cognitive Neuroscience

NEGATIVE EMOTIONS

Fear

STRESS FROM frustration

Stress from boredoM

AMYGDALA blocks Entry to PFC in Response to

Prefrontal cortex

Survival First:

React with

Fight-Flight-Freeze

Fear/StressAmygdala to Lower Brain for Fight, Flight, or Freeze

Fear/StressAmygdala to Lower Brain for Fight, Flight, or Freeze

flightfight

Stressed Brain

freeze

The Brain In Stress/Fear State Admits Sensory Input

to Lower Involuntary, Reactive Brain for SURVIVAL

Causes of Stress in School

fear of being wrong

test-taking anxiety

physical and language differences

frustration with difficult material

boredom from lack of stimulation

Frustration IS STRESSFUL

BOREDOM IS STRESSFUL

Consequences of flight from

Boredom orFrustration

The U.S. is now the only country in the developed world where young people are less likely to graduate than their parents

Dropouts Reason #1 BOREDOM

75% “Material wasn’t interesting” 39% “Material wasn’t relevant to me” 31% Bored in class because they have “No interactions”

40% of U.S. high school students don’t take any science beyond general biology

55% of U.S. h.s. students don’t take math beyond geometry

Donald McCabe and Jason Stephens

Consequences ofPassive Learning

Where Facts and Procedures are memorized without the engagement to achieve conceptual understanding

Novelty & curiosityPrediction for ParticipationStress of boredom/frustration

Achievable Challenge & Awareness of Incremental Progress

Personalization Emotional PositivityAchievement PrimingAwareness of making progressPreassessment

The PULL of the Achievable Challenge of Video Games

He’s so close to Level 10 to even care about going for pizza

Like video games

achievable challenge with incremental

progressis motivating

Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAchievement PrimingAwareness of making progress

PreassessmentPersonalization

Planning Units for

Achievable Challenge

Preassess

Frequent Sustained Assessment

Timely Feedback

Benefits of Pre-tests of Content Knowledge

Preview of key concepts Predictions (hypotheses, answers) motivate interest in knowing if they are correct

Memory of correct answer more sustained because of prediction

Stimulate circuits with related prior knowledge to connect with subsequent new learning

You Have Information for Planning

Misconceptions

Mastery or deficiency in prerequisite concepts, facts, procedures and/or skills

Students correct their own quizzes in class

- Immediate corrective feedback - Insight about their own foundational knowledge - what they need to review in preparation for the unit

- Accountability: possibility of same quiz

Preassessment RAD WITHOUT Your Handout

Write a word that relates to the each of the letters of RAD 1. R2. A3. D

4. Sensory input that is __________ alerts attention and that input passes the first filter to enter the brain.

5. During high stress, information is conducted through the emotion sensitive affective filter to the lower, reactive brain. There are limited sets of instructions this involuntary brain uses to direct behavior. These include: ___ ____ _____?

6. Syn-naps (brain breaks) are needed to _______?

7. The prefrontal cortex is place we want our input to reach because this 17% of the brain controls ____________________ ?

R Reach Your Students (input must pass through the Reticular Activating System or RAS)

A Attitude that aims information toward thinking brain through the Amygdala

D Develop Memory with Dopamine: Dopamine is associated with pleasurable experiences and increases focus and memory

4. Sensory input that is novel (threatening, curiousity provoking) alerts attention and that input passes the first filter to enter the brain.

Preassessment Answers

5. During high stress, information is conducted through the emotion sensitive affective filter to the lower, reactive brain. In that lower brain there are limited sets of instructions this involuntary brain uses to direct behavior. These include: Fight, Flight, Freeze

6. Syn-naps (brain breaks) are needed to replenish neurotransmitters, cool down amygdala, process new learning for memory

7. The prefrontal cortex is place we want our input to reach because this 17% of the brain controls higher thinking, long-term memory, executive functions, emotional control

Personalization forActive, Memorable

LEARNINGPARTICIPATION

MOTIVATION

Personalization

Students need to value the information so they

Want to Learn what you

Have to Teach

The “So What?”

In planning your lessons, consider:“How can I help students value the information?”

PERSONALIZEA

PERSON OR PLACECONNECTED TO

THE UNIT

Book author anecdote about Charlie

Charles DickensOliver Twist

ratio and proportion

Crown PlazaPittsfield140 feet

Dubai Towers 2000 ft

Empire State

Building1250 feet

Active Personalized Reading (It’s all about “me”...Talk back to the Text)

Before Reading PredictWhat do I already know about this topic?

As You Read Interact How is this different from what I already

know? What new ideas are here for me to

consider?

Make notes in the margin or on a post-it when

You disagree Something is not what

you expectedYou get an idea or new

insight What you predict comes next

PARTICIPANT ACTIVITY More Open Ended:

1. As a group, select a stress reducing or motivation enhancing strategy related to the

amygdala you LIKE.

2. With your group develop a plan to apply the strategy to your work (especially a challenge)

3. Individually: Fill in ideas in the “A” section RAD for your “challenge” topic in your notes

activation of prior knowledge prediction Curiosity Personal relevance

pOSITIVE MOOD INDUCTION

aCHIEVEMENT PRIMING

....AND THE BRAIN REsponds WITH LEARNING AND MEMORY

AMYGDALA opens pathway to PFC in

response to

Positive Mood Induction

In an experiment students were asked to think about the happiest day of their lives and then given math problems.

The number of math problems solved accurately in five minutes was greater in the group that remembered the happy time.

Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivity

Achievement Priming

Awareness of making progressPreassessmentPersonalization

Achievement Priming

Activates a goal to achieve and inhibits a goal to have fun in individuals with high-achievement motivation In students with low-achievement motivation, a goal to have fun was activated and a goal to achieve inhibited

Hart, W. (2009). The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals. Journal of Personality and Social Psychology. Vol. 97, No. 6, 1129–1141

Appropriate Challenge Selection is Neuro-logical for Survival

Expending effort only when there is a reasonably high probability of success is more adaptive than indiscriminately expending effort

Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAchievement Priming

Awareness of making progress

PreassessmentPersonalization

A Harvard Business School analysis of nearly 12,000 diary entries, together with the writers’ daily ratings of their motivation and emotions, showed that awareness of making progress—even incremental progress—had more impact on positive emotions and motivation than any other workday event

Progress & Motivation

Facilitate Motivation

Provide meaningful goals Support with resources, rubrics, guidance

Encouragement: Help students recognize and acknowledge their incremental progress

Note YOUR incremental progress

Covered

Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAchievement PrimingAwareness of making progressPreassessmentPersonalization

Dopamine Boosting

Neuroplasticity

Narrative Memory

Making Mistakes for Memory

NEXT

My Articles Especially Useful for College Level Teaching

Memory Enhancing Teaching and Learning. Solutions, Kappa Delta Pi Journal

Brain-Based Teaching Strategies for Improving Students’ Memory, Learning, and Test Taking Success. Childhood Education..

Highlighting for Understanding of Complex College Text. The National Teaching and Learning Forum. 14(6):

Collaboration is a Brain Turn On (2006)

My Articles Especially Useful for College Level Teaching

Memory Enhancing Teaching and Learning. Solutions, Kappa Delta Pi Journal

Brain-Based Teaching Strategies for Improving Students’ Memory, Learning, and Test Taking Success. Childhood Education..

Highlighting for Understanding of Complex College Text. The National Teaching and Learning Forum. 14(6):

Collaboration is a Brain Turn On (2006)

R.A.D.R = REACHING ATTENTION (RETICULAR ACTIVATING SYSTEM)

A = ATTITUDE AND BEHAVIOR (AMYGDALA)

D = Develop Memory & Motivation with Dopamine

The brain remembers best

when LEARNING is accompaniedby positive emotion!

Dopamine-Pleasure

Dopamine Produces/Stimulates

Positive feelings Creative imagination Inspiration Motivation Curiosity Persistence Perseverance

Dopamine Produces/Stimulates

PleasureCuriosity & InspirationMotivation

Persistence and perseverance Creative imagination

Dopamine Release Increases

With...

MovingEnjoying musicBeing read to

Feeling self-appreciation

Acting kindly

Interacting well with peers

Expressing gratitude

Experiencing humor

Optimism

Choice

Examples of IncreasingDopamine with

Choice

Movement

Positive peer interactions

Examples of IncreasingDopamine with

Choice

Movement

Positive peer interactions

CHOICE

Two groups of students were given a battery of tests to take.

Experimental group: option to select which tests to take in what

order. That group reported less anxiety

and scores were higher. STOTLAND E, BLUMENTHAL A. THE REDUCTION OF ANXIETY AS A RESULT OF THE EXPECTATION OF

MAKING A CHOICE. Canadian Journal of Psychology.

CHOICE = Ownership on the part of the learner

Allowing students choice, even small

choices, will increase dopamine. For

example:

Students choose how they

will demonstrate mastery Choose a goal to connect learning to doing

See if you can recognize

three ways humor increases

dopamine.

Movement

Positive Interaction With Peers

Intrinsic Reinforcement

Humor increases dopamine in 3 ways

MOVEMENT fordopamine

MEMORY BOOST

Moving Multiple Choice

Each wall in the classroom is an answer to a question.

Students move to the region of the room that has the answer they think is correct.

Let’s do a Ball-toss to review dopamine activating activities

Scaffolding on next slide

Let’s do a Ball-toss to review dopamine activating activities

Scaffolding on next slide

MovingEnjoying musicBeing read to

Feeling intrinsic satisfactionActing kindly

Interacting well with peersExpressing gratitudeExperiencing humor

OptimismChoice


Collaborate about aDOPAMINE RAISING

STRATEGY that could be applied to one of your challenge

topics

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brain surgery of

neuroplasticity

Judy’s Neuroplasticity “Advertisement

”

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Mental Manipulation Strengthens Neural Pathways (more myelin, dendrites, and

synapses)

Memories are more durable and stored information is more efficiently retrieved.

Practice Makes Permanent

Neuroplasticity

Neurons that fire together, wire together

= plasticity

Experience Your Neurons thatare WIRED TOGETHER

1. While sitting, lift your right foot off the floor and make clockwise circles

2. Now, while doing this, draw the number '6' in the air with your right hand.

Your foot changed direction, and it will do it again if you try again

Repeatedly activating those networks (mental manipulation, practice) increases strength and permanence

The drop in dopamine-pleasure with a recognized

mistake is the way the brain changes itself to avoid future

mistakes

• Timely feedback is needed to provide students with the accurate information with which to change their misdirecting neural networks.

Then they need opportunities to use the revised network & build understanding to maintain the correct long-term memory.

Mistake Video Advertisement

You miss 100% of all the shots you

don’t takeWayne Gretzky

Increasing ParticipationChanges the BRAIN but...

How can we increase active learning when

Students Fear

Mistakes?

Reduce Mistake Fear

To Increase the Risk-taking of Participation

Reduce Mistake Participation Fearwith no wrong answerquestions such as.....

How many legs?

225

bird head or rabbit head?



226

Is the next slide a

PROFILE OF MAN OR

A Man on Horseback?





229

PROFILE OF MAN & WOMAN OR SEATED COUPLE WEARING SOMBREROS?

HOW MANY HORSES DO YOU SEE?

Students need opportunities to develop multiple and flexible perspectives.

People or

houses watching the guitar

player?

To Increase the Risk-taking of Participation

Explain the brain changes that let us learn from mistakes

Brain Owners Manual Explain the brain changes that let us learn from mistakes(its how they learned

to walk, talk, ride a bike)

Once the information gets to the conscious, cognitive brain - PFC

it must can be mentally manipulated to become

• Preserved, Retrievable Long-term Memory

2. Conceptual, Transferable Knowledge

Once the information gets to the conscious, cognitive brain - PFC

it must can be mentally manipulated to become

• Preserved, Retrievable Long-term Memory

2. Conceptual, Transferable Knowledge

Mental Manipulation Recognizing PATTERNS & making

associations meshes with NEUROPLASTICITY

Similarities and differencesPut data into CategoriesAnalogiesGraphic Organizers

Transfer of knowledge

photos

http://www.serdarkalkan.com/yeni_buluslar.htm

http://fotogaleri.hurriyet.com.tr/GaleriDetay.aspx?cid=9209&p=3&rid=2

MY WEBSITE FOR ACCESS TO ARTICLES I’VE WRITTEN, BOOK CHAPTERS, AND TO MY EMAIL

www.RADTeach.comWEBSITE FOR VISUAL

ILLUSIONS

www.weirdomatic.com

http://www.RADTeach.com/

http://www.weirdomatic.com/strange-illusions.html

http://www.weirdomatic.com/strange-illusions.html

Video AddressesA Vision of Students Today –Cultural Anthropology class at Kansas State University

http://www.youtube.com/watch?v=dGCJ46vyR9o

Ball Pass Video:

www.dothetest.co.uk/basketball.html



The End...for now

Willisnew

Education

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