Enriching the Brain Jensen, Chapter 11

History We can grow a better brain (Rosenzweig, 64) when S is exposed to enriched environment = plasticity Increased dedritic branches  better communication Increased support cells (glial cells) Increased no. and strength of synapses This is based on the type and amount of usage

Information on brain gathered using fMRI Our brain changes in different ways –Genetic pre-wiring  template for the process of change –Experience expectant processes create a massive production of synapses prior to the demand (preparation to receive information) –This experience dependent process is always triggered by a environmental stimuli –This occurs when The learning is commonly needed by all species (how to gather food) Certain events will reliable occur (ring the bell to begin a class on a specific subject) Timing is relatively critical

Research results on enrichment: –Autopsy studies = graduate students have 40% more neural connections than HS dropouts –Learning experiences need to be frequent and challenging for the effect to occur –Females have greater dendritic values and variability than males –The left hemisphere had greater overall dendritic measurement than the right (not consistent) –Level of education has consistent greater effect on dendritic branching –Enrichment can make you smarter!!!! –The effects of enrichment have been robust in all ages

–Human brain can and does grow new cells (hyppocampus) –Changes can be seen after 48 hours of exposure to challenging work –Complex learning tasks are better  more parts of the brain are involved –A boring environment = thinning effect on the cortex –Human neurogenesis is possible (growing new cells)

Keys to Enrichment Challenge Novelty Feedback Coherence Time Time, standards, resources & circumstances Contrasting & new information Timely, specific & often in control Meaningful & choice Greater changes need more

Importance of Novelty –Experiments with rats Enriched environments grow heavier brains with more dendritic connections Enriched environments need to be varied and changed often (2 to 4 weeks) Increased intelligence if challenging tasks (acrobatic challenges) The real world = best enriched environment Interactions both in class and with families = important (isolated rats = no dendritic changes) Exercise = increase of blood flow to the brain, specially if by choice and viceversa with inactivity “Unfamiliar activities are the brain’s best friend”

“The best feedback is immediate, positive and dramatic” Feedback –Teacher generated –Learners’ reflections on tape –Immediate (video games) –Involve learners’ choices (generated and modified at will) General truths a about enrichment –Novel stimulation –Beware of learner’s overload –Provide proper downtime for learning –Interaction –Consistent feedback –Advanced organizers (roadmap for learning) –Remember pole bridging

Enrichment Tips for Teachers –Greet student at door –Comment on previous learning –Encourage peer teaching and interactions –Provide daily or weekly reviews –Use Vygotsky self talk –Use progress charts (individual and in teams) –Provide mock tests –Have students pair up for test preparation –Have students correct own work –Have students give group presentations