1. The Art of Changing the Brain James E. Zull Publisher: Stylus, Arlington, VA Available at: Amazon.com 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 5

6. Learning (and forgetting) change the brain Draginski et al, Nature, Regensburg 6

7. WHAT MAKES CHANGE? USE OR DISUSE EMOTION 7

8. The Art—part I USE WIDESPREAD AREAS OF CORTEX 8

9. The three functions of cerebral cortex SensingIntegrating Action 9

10. Two kinds of integration Back brain: integrate information and data to produce complete pictures and facts, and store memories of images, faces, stories, etc—Red 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, etc—Ladder under red dots in green trees = predict apple picking 10

11. 11 Flow of signaling in cortex

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13. Confirming the cycle Thorpe, S.J. et al, Science, Toulouse, 13

14. FOUR PILLARS OF LEARNING EXPERIENCE-GET INFORMATION REFLECT-MAKE MEANING CREATE-PREDICT ACT-TEST 14

15. THE ART-PART II ASK “HOW ARE MY STUDENTS FEELING?” 15

16. SCREENING FOR THE NEGATIVE after LeDoux, Emotional Brain 16

17. AMYGDALA-CORTEX CROSSTALK 17

18. The joy of learning is as indispensible in study as breathing is in running. -- Simone Weil 18

19. 19 DOPAMINE PATHS-REWARD IN THE FRONT? (Nolte, J.)

20. REWARD IN MOVEMENT 20

21. THE ART-PART III USE EXISTING NEURONAL NETWORKS 21

22. BUILDING ON PRIOR KNOWLEDGE 22

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

24. Network model Kurt Fischer (skills) 24

25. 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 25

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27. SOME REASONS CYCLE WORKS Four times (at least) the chance of remembering Its metacognitive Produces episodic memory 27

28. METACOGNITION Awareness of each element Importance of last step Awareness of process 28

29. BECOMES A STORY (EPISODIC MEMORY) 29

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31. Teaching apps Gaelle’s 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 A’s.” 31

32. Teacher as travel guide—an 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 brain—mental travel as a teaching strategy 32

33. 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 Don’t repeat errorsAnticipation Scanning for dangerA bunch more…… 33

34. NETWORKS COME FROM EXPERIENCE 34

35. Synapse change-increases and decreases 35

36. Intelligence and cortex change 36

37. Learning by losing-efficiency 37

38. The prepared brain 38

39. MEMORY OF SEQUENCE-NOVICE 39

40. WORKING MEMORY AS GATEKEEPER 40

41. OPEN DISCUSSION 41