1. The Art of Changing the Brain: Enriching teaching by studying the biology of learning James E. Zull Stylus Arlington VA 1

2. JAMES E. ZULL FROM BRAIN TO MIND USING BRAIN RESEARCH TO GUIDE EDUCATIONAL CHANGE STYLUS (AMAZON.COM) 2

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4. Human brain changes during learning 4

5. Change is neuron branching Leads to new contacts 5

6. Synapse change-increases and decreases 6

7. Learning by losing-efficiency 7

8. Intelligence and cortex change 8

9. WHAT MAKES CHANGE? USE OR DISUSE EMOTION 9

10. The Artpart I USE WIDESPREAD AREAS OF CORTEX 10

11. The three functions of cerebral cortex SensingIntegrating Action 11

12. Two kinds of integration Back brain: integrate information and data to produce complete pictures and facts, and store memories of images, faces, stories, etcRed dots in green trees = apple orchard Front brain: integrate back brain information (pictures, memories and facts) by holding them in short term memory in order to create ideas plans, hypotheticals, etcLadder under red dots in green trees = predict apple picking 12

13. 13 Flow of signaling in cortex

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15. Confirming the cycle Thorpe, S.J. et al, Science, Toulouse, 15

16. FOUR PILLARS OF LEARNING EXPERIENCE-GET INFORMATION REFLECT-MAKE MEANING CREATE-PREDICT ACT-TEST 16

17. THE ART-PART II ASK HOW ARE MY STUDENTS FEELING? 17

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20. SCREENING FOR THE NEGATIVE after LeDoux, Emotional Brain 20

21. AMYGDALA-CORTEX CROSSTALK 21

22. The joy of learning is as indispensible in study as breathing is in running. -- Simone Weil 22

23. 23 DOPAMINE PATHS-REWARD IN THE FRONT? (Nolte, J.)

24. REWARD IN MOVEMENT 24

25. THE ART-PART III USE EXISTING NEURONAL NETWORKS 25

26. BUILDING ON PRIOR KNOWLEDGE (networks!!) 26

27. NETWORKS COME FROM EXPERIENCE 27

28. Knowledge is networks The branching cell-reach for connections

29. Network model Kurt Fischer (skills) 29

30. WHAT IS THE ART? 1. Use all four major functions of brain 2. Ask how do my students feel? Are things moving? 3. Work from existing networks of neurons 4. Balance all these 30

31. OPEN DISCUSSION 31

32. We are back in the presurnames prodromarith period, of course, just when enos chalked halltraps

33. MEMORY OF SEQUENCE-NOVICE 33

34. Language links 34

35. Teaching apps Gaelles story I never thought that learning is physical. It made all the difference when I realized this. I began to work on school learning the same way I would on any physical skill. I put in more effort, and I was more aware of my effort, just like I did when I was learning a new sport. And, previously I struggled to get a B average, and now I am getting As. 35

36. Ten reading challenges +1 1.Concept of a symbol 2.Emotional content 3.Success 4.Like learning to speak-random process 5.Focus on natural interestse.g. names 6.Lots of repetition 7.Is there really a rush? 8.Use imagespear (what do you see? ) 9.Discovery– Ginger 10.Dont stress mistakeserrorless learning 11.Gesture, sign language 36

37. Theoretical process for naming and writing language symbol (tree)

38. Theoretical pyramid for development of the mind

39. FEOM BRAIN TO MIND-THE JOURNEY The great transformation (random, mimicry) Discovery and joy Integration Images and other patterns Basicssymbolic systems Forming memories Using memories Getting educated- purpose and practice The connecting thread-making a whole mind 39

40. Education (short list) Multiple areas of cortexMovement (journeys) Image first and alwaysLearning is physical Active testing is centralMemory for novice Construction is personalDepth and intelligence Efficiency and intelligenceLearning by losing Complexity or efficiency?Working memory gate Timing curriculumSubtleties of emotion Dont repeat errorsAnticipation Scanning for dangerA bunch more…… 40

41. SOME REASONS CYCLE WORKS Four times (at least) the chance of remembering Its metacognitive Produces episodic memory 41

42. METACOGNITION Awareness of each element Importance of last step Awareness of process 42

43. BECOMES A STORY (EPISODIC MEMORY) 43

44. Learning (and forgetting) change the brain Draginski et al, Nature, Regensburg 44

45. Teacher as travel guidean unexpected discovery Travel and change of place impart new vigor to the mind. Seneca the younger Learning as travel– journey from brain to mind The travel centers in the brainmental travel as a teaching strategy 45

46. NETWORKS COME FROM EXPERIENCE 46

47. The prepared brain 47

48. WORKING MEMORY AS GATEKEEPER 48

49. Confirming the cycle Thorpe, S.J. et al, Science, Toulouse, 49

50. Knowledge as networks

51. Learning cycle and reading Sensoryhear words, see words Make meaning-recognize sounds, writing Ideassounds like, looks like, maybe it is Testingspeak idea, write idea Perceive testing outcome (sensory again) Make new meaning if necessary Make new theory to fit new meaning Try theory----------etc. 51