1. Brain Research & Learning Differences d - Figure 2.5 - Another Look at The "Unexpected Visitor" Reprinted by permission of the publisher from Eye Movements and Vision by Alfred L. Yarbus � 1967 by Plentum Publishers, Inc.

2. Recognition Networks the “what” of learning Represents – “knowing” the world – Building content knowledge: facts – Identify patterns of sound, light, taste, smell, and touch

3. Recognition Bottom-Up – Extract visual details – Sounds – Letters by features Top-Down – Higher-order information: background information; context, and pattern – i.e. – “phonic wars” balanced approach of whole word and phonics

4. Differences in Recognition These three functional magnetic resonance images (fMRI) show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. Blue indicates a low to moderate level of activity, red indicates a high level of activity, and yellow indicates an extremely high level of activity. As you can see, each of these three individuals shows a unique pattern of brain activation. Brain Imaging Showing Individual Differences

5. Strategic Networks the “how” of learning Strategy for cognition and learning Identify a goal Design a suitable plan Execute the plan Self-monitor Correct or adjust actions - Figure 2.7 - Strategic Networks This schematic drawing of the lateral surface of the human brain shows the regions primarily responsible for strategy. Frontal Lobe

6. Strategic Networks Parallel nature of strategic process – cannot teach in isolation i.e. tennis Top-Down Processing Cortex to muscles: using key board Bottom-Up Processing Muscles to cortex

7. Individual Differences in Strategic Networks Motor difficulties – unable to use keyboard, to scan text, or turn pages Speech difficulties – language challenges in oral presentations Impulsive – difficult to self-monitor and complete tasks

8. Affective Networks the “why” of learning Helps us engage in learning Attach emotional significance to objects and emotions Affective Networks This medial view of the brain shows the limbic lobe, site of the affective networks. The limbic lobe includes primitive cortical tissue (stippled area), the fontal lobes, and underlying cortical structures (hippocampus and dentate gyrus, not shown). Frontal Lobe Limbic Lobe

9. Individual Differences Students preoccupied with emotional concerns have little left over for learning Severe outside environmental factors can serve as a barrier to learning What motivates the student: think about how a child likes to read…

10. Implications for Teachers Each learner is different and has his/her own strengths and weaknesses How can we effectively acknowledge the different needs of the students? Explore the strengths and weaknesses of the students and create a classroom learning profile to foster student success

11. NETWORKNetwor k Students— Strengths Students— Weaknesses Students— Preferences/Interests Recognition (Learning “what”) Strategy (Learning “how”) Affect (Learning “why”) Class Learning ProfileBlank Template Grade: Teacher:. Subject: Standard: Goal: Classroom Learning Profile