The Neuroscience of Learning: Making Teaching More Effective This presentation is a project associated with EDT7200, a Wright State University course which encourages teachers to apply Terry Doyle's concepts to their teaching approaches and learning outcomes. The Neuroscience of Learning: Making Teaching More Effective By Adrianne L. Johnson

Knowing the Science When teachers know how learning works, teaching is more effective. Understanding the neuroscience related to learning helps teachers improve their skills by providing classroom activities which enhances the neurotransmitter process involved in learning and memory. This presentation will provide an overview of this science and will suggest helpful classroom activities drawn from Terry Doyle’s book.

Change the Brain, Change the Learning Change the Brain, Change the Learning! Changing the structure of neurons helps the brain hold information longer. Learning is a cognitive process which transfers information into memory through meaningful associations. This happens through a complex process of neurotransmitter activity in the brain. When activities create these associations, chemicals called neurotransmitters are released into the brain making learning fun and memorable.

Associations Become Memories Associations Become Memories! Meaningful activities involving the body helps the brain remember information. Teachers may conceptualize learning in terms of cognitive processing and associations. Activities which enhance permanent associations include including exercise, meditation, and even video games!

In a “Student-Centered” Classroom: Students engage in activities which enhance perception and meaning. In a student-centered classroom, students are encouraged to catch their mistakes and correct them, thereby enhancing a students' perceptive and attention abilities. Strategies which help students engage in this process include creating wiki sites, retesting, and rewriting papers to solidify information in the brain for later use.

Associations Lead to Authentic Learning Associations Lead to Authentic Learning! Meaningful activities are rewarded in the brain. Students learn most effectively when the reward pathways in the brain are stimulated by classroom activities and associations. When applied to authentic learning contexts, students are more prepared to solve real-life problems because learning is "rewarded“ by positive neurotransmitters in the brain. These neurotransmitters become memories.

Evaluating Authentic Learning: Evaluate Learning in a “real-life” context through application. Teachers can evaluate authentic learning including portfolios, evaluations, and debates.

Using Neuroscience to Achieve Effective Learning: Summary Understanding the neuroscience related to learning is important in developing learning associations which lead to authentic learning experiences. The brain rewards learning through positive neurotransmitters, and this happens in the classroom when teachers restructure the learning process to engage perception, activity, and memory.

References References Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus. More information about the neuroscience of learning can be found in Terry Doyle’s book: Learner-Centered Teaching: Putting Research on Learning into Practice.