Optimal Environments Jensen, Chapter 5

 Psychological Environment –Facilitator – learner relationship  Trust  Safetystudents feel good & learn  Mutual respect –It is the teacher’s duty to provide for positive psychological, emotional and social climate Visual Environment Color Vivid Images Peripherals

 36 visual messages per hour  Brain of the information  Retina  40% of all the nerve fibers connected to the brain (contrast, tilt, curvature, line ends, color and size  Attract the brain with movement, contrast and color changes Color Color Vivid Images Vivid Images Peripherals Peripherals Light Light Memory for colors recalled colors recalled better better How it affects you depend on you depend on your your personality personality Color preferences might be innate might be innate Use color!!!! Brain: High contrast and High contrast and novelty novelty 90% of input is from the visual from the visual field field Immediate response to: symbols symbols icons iconsColors, decorations, decorations, sounds, smells sounds, smells should be should be included in included in teaching in terms teaching in terms of positive of positive affirmations = affirmations = LONGER LONGER RECALL RECALL Better attendance with full with full spectrum spectrum lighting  lighting  fluorescent light fluorescent light increases cortisol increases cortisol levels  caused levels  caused stress stress Lengthy computer/ video screening  video screening  stress stress Impact on reading  Visual Environment

 Other Influences on Learning –Seasons  Length of daylight  melatonin and hormone levels  Information is transmitted direct from the eyes which sets our time clocks  concentration, energy & moods  People close to the equator, less likely to have SAD  light therapy light therapy  Best time for learning = June & August –Temperature  Heat stress dramatically lowered scores in intellectual and physical tasks  Evolution of man (standing erect) need for change in brain temperature  Individual differences are important!

 Hydration –Learning is affected by hydration –Pts. Improve when more than 20 glasses of water –Athletes and actors know it –Water is better than anything with sugar or carbonated  Plants –Create better learning by  Removing pollutants from the air  Increasing negative ionization  Charging the indoor with oxygen Areca and lady palms Bamboo and rubber plants Daisies, ficus, lillies, etc

 Aromas –Influence our moods and levels of anxiety, fear, hunger, depression and sexuality –Some aromas inspire SS to set higher goals –Experiments with rats  odors can be addictive –Olfactory receptors  produce endorphines = feelings of pleasure  Negative Ionization = cleaner air –Impact on learning –Speed recovery for asthma patients –Alpha rhythms –Reactions to sensory stimuli and serotonin levels  alertness and improved sense of well- being being

 Music –Common practice to include music in the curriculum –Calms the nervous system –Improves memory, cognition, concentration & creativity –Baroque music on low levels  relaxed and optimal learning state –Individual preferences based on experiences  Noise –Obstacle for learning –Video display terminals  hi frequency noise that introduces stress

 Enriched Environment –Give the brain something is able to do –Provide repetition to get neurons firing repeatedly and enable them to become more efficient at firing for that information –Give timely feedback –Adapt learning to each child (technology may be helpful in the differentiation process: it can track performance and give immediate feedback –Consistency and intensity –Assessment:  Predictable  Choice  Novelty  Challenge  Feedback  control