Bio-cognitive Cycles Jensen, Chapter 4

Bio-Cognitive Cycles Brain Time Clock Dual Cycles Memories Vary Relax to Energize Pulse Style Gender Styles Deep Rest Sleep Time

Your Brain’s Time Clock Facts: –Performance affected by biological rhythms –Regulated by The hypothalamusinfluenced by Supra chiasmatic nucleusgenes, sunlight Pineal glands& environment –Circadian rhythms correspond to 24 hours solar cycles 25 hours lunar cycles Seven day cycles Staying “in sync” Efficiency is bumped one hour each day Transplant patients

–Physiological functions impacted by the cycles: –Examples: Physical strength and body temperature  pm Sleep and alert cycles—12 hours E/two hours hormones are released into our bloodstream  affect mood  learning (women and menstruation) Breathing  alternate nostrils  hemisphere usage Overall intellectual performance in the late pm Comprehension increases as day progress Reading decreases as day progress Minerals, vitamins, glucose & hormone levels varies from day to day STM best in am and worst in pm FunctionBiological ResponsesImpact Pulse rate, blood pressure, neurotrans-mitter levels, cell division Mood Concentration level Learning Memory, accident rate, immunology, physical growth, reaction time, and pain tolerance

Inter and intra-individual differences in chronomes->we must be aware of such Key attention cycles = 90 minutes  16/day –Affect our blood flow and breathing –And we become more efficient in verbal and spatial processing  these differences are significant “Good case for alternative assessment” –At the end of each low cycle, the brain tells us to take it easy –Workers need 5-10 minute break e/1 ½ hrs. –This is congruent with the bottom of our 90 minute cycle “Good argument for scheduling…including down time” –Learners switch hemispheric dominance about 16 times during the day –The basic Rest-Activity Cycle (BRAC) correspond to our REM rest periods Hormone release

Brain learns in dual cycles Low to high energy  relaxation to tension –Which affect learning and the perceptions of ourselves –Focusing = early morning and early evening –These patterns can be modified by changing sleep and eating habits Even memory varies by the clock –Literal facts  am –Inferiential  pm Brewer and Campbell suggest that –9-11 am  tasks for the short term memory –9-12 am  tasks that require rote learning, spelling, problem solving, writing, math, theory and science –Noon to 2 pm  movement oriented tasks such as manipulatives, computer, etc.

The Relax to Exercise Learning Cycle –Losanov Activation and suppression of the cerebral limbic structures are the key aspects of accelerated teaching and learning practices Learning climate = relaxing and trusting (distressing exercises)  more information is given Anxious/low periods  reduce content –Adds The whole brain system needs to be simultaneously satisfied = activation of structural, educational learning system and the emotional systems at the same time These are the optimum functional needs of needs of the central nervous system

“Pulse Style of Learning” –Hobson Ability to maintain learning and attentiveness is affected by normal fluctuations in brain chemistry 90 minute cycles (either awake or asleep)  natural learning pulse Learning is best Focused Diffused Focused Breaks can be structured…they don’t have to be free time Difussed learning = divergent activities: –Peer teaching –Mind mapping –Project work –Toss ball –Walk

Variable Related to Optimal Content and Low Content Information Processing time (internal time) depends on the novelty and complexity of the instruction

Gender Learning Styles –Influences »Menstrual cycle  higher levels of estrogen = better verbal fluency and fine motor skills »Estrogen promote more active brain cell, sensory awareness and alertness »Brain when flooded with hormones experience feelings of pleasure, sexual arousal, well being and enthusiasm »Progesterone cycle = reduction of cerebral flow, oxygen, and glucose consumption  unmotivated behavior (also reduction of anxiety) »Prior to the menstrual period no progesterone and no estrogen  poor learning »Weeks of high learning and weeks of brain dead

Our Brain Needs Deep Rest –To get brain’s best performance  deep physiological rest (dead to the world) –Anxiety or stress = inadequate learning –Enough sleep  REM state, individual differences –Short quizzes and multiple choice  little sleep (cramming) –Performance or essay testing  good sleed the 2 nights before