What Neuroscience Has To Teach Us-part 2

What Neuroscience has to Teach Us-Part 2

Sleep 

7. Sleep

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The brain needs sleep to process information

Stress 

8. Stress

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Stress diminishes/ harms brain function

Multiple Senses 

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9. The brain works best when multiple senses are involved

We Use all our Senses 

The study's lead investigator -- Assistant Professor of Psychology Aaron Seitz –

• • says the traditional belief among neuroscientists has been that the five senses operate largely as independent systems. • • However, mounting data suggest interactions between vision, hearing, smell, touch and taste are the rule, rather than the exception, when it comes to how the human brain processes sensory information and thus perceives things. 

Journal Current Biology, 2006

20 Ounces of Coke

74 grams of sugar or 2.7 oz

A Burger King Wopper

47 grams of fat

Using all Our Senses to Learn • Those in multisensory environments always do better than those in unisensory environments • • They have more recall with better resolution that lasts longer, evident even 20 years later. • 

(John Medina, Brain

Using all Our Senses to Learn • Studies from the National Institutes of Child Health and Human Development have shown 

• that for children with difficulties learning to read, a multisensory teaching method is the most effective

Smell and Learning • Proust Effect is the unusual ability of smell to enhance recall 

• Best results when smells are congruent with the

Smell and Learning • Emotional details or autobiographical memories have the best recall results from using using smell  

( pg 212)

•

Im et her at th e tu lip fe stiva l

Smell and Sleep • Smell can improve declarative memory during sleep

• • Research using rose scent during sleep enhanced recall of simple memory card matches that were learned while smelling the rose scent by

Multimedia Exposure and Learning Cognitive Psychologist Richard Mayer— • 1. students learn better from words and pictures than from words alone 

Temporal Congruity Principle • • • Students learn better when words and pictures are presented simultaneously rather then successively

Spatial Congruity Principle • • • Students learn better when words and pictures are near to each other on the page rather than far from each other.

Coherence Principle • • • • Students learn better when extraneous material is excluded

Modality Principle • • Students learn better from animation and narration than from animation and screen text

Vision Trumps All 

•

10.Vision trumps all other senses

Vision Trumps All • The more visual the input becomes the more likely it is to be recognized and recalled • • This is called the Pictorial Superiority Effect

Vision Trumps All • Text and oral presentations are not just less efficient than pictures for retaining certain kinds of information they are way less efficient  p.234

Vision Trumps All • Oral information has a recall of about 10% after 72 hours --add a picture and the recall increases to 65% • P.234

Vision Trumps All • Humans pay a lot of attention to the size of things and to things in motion.

Questions • How can we teach to our students senses? • • What kinds of assignments would engage our students senses? • •

Men’s and Women’s Brains are Different 

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11. There are differences in the brains of men and women

Men and women respond differently to acute stress

• • • • •

• • • • •

• Men activate the amygdala in the right hemisphere of the brain and record the gist of the event

• Women activate the amygdala in the left hemisphere and remember the details of the

The Brain was Designed to Learn 12. The brain was meant to explore and learn • 

Patterns and Learning 

• Which of the following slides is easier to remember and WHY?

SLIDE ONE

4915802979

Slide Two • 

(491) 5802979

Slide One   

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NRAFBINBCUS AMTV

Slide Two • • • 

NRA NBC FBI USA MTV

Which is easier? • Counting backwards from 100 • •  OR • • Reciting the alphabet backwards

Reading a textbook • 90% of the time the 1st sentence of a paragraph is the Main Idea of the paragraph •

Reading Patterns Lists Sequences Definitions Cause and Effect Similarity and Difference • Spatial Order • • • • •

Similarity and Difference 

The most common pattern used in American schools is similarity and difference.

Information Learned in a Complete Pattern • When information is learned as part of a whole (a complete pattern) it becomes easier to recall.   

• 

Stimulating any part of the pattern can lead to the recall of the whole pattern.

Baseball Players’ Positions

Patterns and Learning • 

•

Patterns and Learning • However, if all a person did was memorize the names in order 1-9… trouble!!!

Questions • What is the pattern(s) of your content area? • • How can you use this pattern(s) to enhance students’ understanding of your content?

References Bjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J. Metcalfe & A. Shimamura (Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.  Bloom, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: The  classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay. Caine, Renate; Caine, Geoffrey. Education on The Edge of Possibility. Alexandria, VA: Association for Supervision and Curriculum Development, 1997. Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY, Grosset/Putnam Diamond, Marion. (1988). Enriching Heredity: The Impact of the Environment on the Brain. New York, NY: Free Press. Damasio AR: Fundamental Feelings. Nature 413:781, 2001. .D. O. Hebb,1949 monograph, The Organization of Behavior Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NY Medina, John, Brain Rules, Pear Press, 2008 Sylwester, R. A Celebration of Neurons An Educator’s Guide to the Human Brain, ASCD:1995 Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999 . 

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References       

How People Learn by National Research Council editor John Bransford, National Research Council, 2000 Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001 Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown Ratey, J. MD :A User’s Guide to the Brain, Pantheon Books: New York, 2001 Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002 Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),

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Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain Areas Sidarta Ribeiro, Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783. Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron. 52 (6): 1109-1120 Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.

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The End