1. Michael McGarvey Southern Utah University 1

2. Myths or Fact Only 10% of the brain is used We are either right brained or left brained Humans stop growing neural connections shortly after birth A toddler’s brain is less active than an adult’s The brain is almost fully developed by age five or six 2

3. Parts of the Brain 3

4. Parts of Neuron Cell Cell body Dendrites – Branchlike structures that receive messages from other neurons Can be thousands of dendrites on each neuron Axon – Arm-like structure that transmits information to other neurons Neurotransmitters – Chemicals that carry messages between neurons 4

5. Features of a Neuron (Bohlin & Reese-Weber, 2009)5

6. 6

7. Synapse (Bohlin & Reese-Weber, 2009)7

8. Synapse http://www.youtube.com/watch?v=HXx9qlJetSU 8

9. Brain Based Learning Brain based learning starts with the learner, not the content We do not learn in sequence We move ahead We move back to the preceding issue Then we move forward to the new information 9

10. Multitasking Brain is always multitasking Monitoring physical well being Taking in sensory input Much of the brains activity is outside of our conscious thought 10

11. Attention Hard to maintain The material must be of interest to the learner Must be Relevant to the Learners Life Accomplished by activating neurons where the information is stored 11

12. The Role of Emotions Emotions increase the brain activity The stronger the emotion the stronger the neural connection Activities such as simulations and role playing are emotional in nature Increases learning because of stronger neural connections 12

13. Down Side of Emotional Learning Continued stress in the learning environment causes the chemical Cortisol to be secreted which constantly stimulates the bodies systems and causes an over stressed situation 13

14. Long Term Memory Memories are first processed in the hippocampus All memories are broken down in component parts Then they are disseminated to other parts of the brain 14

15. Long Term Memory (Cont.) There is no central memory location Components of the memory must be reassembled Brain has the capacity to create an almost unlimited number of memories by reusing memory components Problem in reassembly 15

16. Long Term Memory Storage Hippocampus starts the learning process Acts as an intermediate storage site With reinforcement the memory is stored into long term memory Mechanism is the development of strong neural connection 16

17. Information stored in Neural Pathways Information is not stored in the neural pathways immediately Information stored must be consolidated over a period of time Time must pass while the neural network (dendrites) is developed Difference between short term memories and long term memories is the strength of the neural connection 17

18. Need for Sleep in Memory Development Memories take time to develop During sleep the brain has high and low activity periods REM sleep is high activity sleep Brain activity is similar to wake states without many of the motor activities During sleep the brain works through the experiences of the day Thought that consolidation of memories takes place during REM sleep 18

19. Mirror Neurons Discovered by Rizzolati and Gallasse Part of the neural network that allows us to see the world from another person’s point of view Helps us understand the behavior of those around us Imitation Learning Students tend to pickup teachers behavior 19

20. Mirror Neurons (cont.) Mechanism Mirror neutrons are activated when watching another’s activities The person then copies the behavior 20

21. The Brain Looks for Patterns The assumption is that a subject can be fragmented into little bits, and when presented with the bits, students will be able to assemble the parts and emerge with the whole--- even though they’re never provided with an inkling of the whole. (Jensen, pg. 182) 21

22. The Brain Looks for Patterns (cont.) Each pattern is added to the learner’s perceptual map Critical that patterns be created as quickly as possible Learning is creating pathways at the neural level Interdisciplinary and cross-disciplinary activities helps increase the development of patterns 22

23. The Brain Looks for Patterns (cont.) Emphasis should be placed on relevance, context, and common patterns The brain is constantly striving to make connections between learning and emotions 23

24. Matching Instruction to Brain Learning Brain Seek Patterns Must establish relevance and meaning Students learn the best when applying learning Give explicit examples of the application of the concept Give examples of how a concept may be used when applied in different areas 24

25. Matching Instruction to Brain Learning (cont.) Reinforce information Review on a regular basis Connecting new information to previous experiences Use real world problems to form neural connections (Putman pg4) Allow students time for processing information 25

26. A More Brain Compatible Classroom Use a variety of instructional methods Students teaching each other Active involvement Discussions in groups (Madrazo, et. al. 2005) Use open-ended questions (Madrazo, et. al. pg. 58) Introduce material over a period of time 26

27. A More Brain Compatible Classroom Use novel presentations Make the classroom a safe place Free of emotional threats Reduce stress by creating situations that are real life simulations (Konecki, et. Al. pg. 4) Give students time to reflect and review their work 27

28. Bibliography Andrews, D. (1997) What Brain Research Has To Tell Educators: Mandates and Metaphors. (ERIC Document Reproduction Service No. ED412873) Connell, J.D. (2009). The Global Aspects of Brain-Based Learning. Educational Horizons. 28-39. Iran-Najad, A. (1998). Brain-Based Education: A Reply to Bruer. (ERIC Document Reproduction Service No. ED429063) Jensen, E. (2008). Brain-Based Learning A new paradigm of teaching (2 nd ed.). Thousand Oaks, CA: Corwin Press. Jokerwe (2009) Synapse Animation (Video Podcast).Retrieved from YouTube http://www.youtube.com/watch?v=HXx9qlJetSU 28

29. Bibliography (cont.) Kitchens, A.W. ; et. al. (1991). Left Brain/Right Brain Theory; Implications for Developmental Math Instruction. Appalachian State University, Boone, NC. Center for Developmental Education. (ERIC Document Reproduction Service No. ED354963) Konecki, Loretta R. ; Schiller, E. (2003). Brain-Based Learning and Standards-Based Elementary Science. (ERIC Document Reproduction Service No. ED472624) Madrazo, Jr., G.M. ; Motz, L.I. (Spring 2005). Brain Research: Implications to Diverse Learners. Science Education, Vol. 14(1), 56-60. 29

30. Bibliography (cont.) Putman, A.R. (2001). Problem-Based Teaching and Learning in Technology Education. Paper presented at the Annual Conference of the Association for Career and Technical Education: 75 th, New Orleans, LA: (ERIC Document Reproduction Service No. ED465039) Sprenger, M. (2010). Brain-Based teaching-in the digital age. Alexandria, VA: ASCD. Winters, C.A. (2001) Brain Based Teaching: Fad or Promising Teaching Method. (ERIC Document Reproduction Service No. ED455218) Wolfe, P. (2010). Brain Matters Translating Research into Classroom Practice (2 nd ed.). Alexandria, VA: ASCD. http://en.wikipedia.org/wiki/Neuron 30