1. A Bit of Brain Research: Teaching, Learning, & Intelligence Part 1: The Role Classroom Environment Plays in Learning Mathematics

2. What do you think? Why is the classroom environment and culture so important for learning math? How could this be a part of our physical bodies?

3. There is a physical reason why culture and environment plays such a powerful role in learning math – and it’s found deep inside our brains.

4. Every bit of information we take into our brains is first routed through our amygdala:

5. Our amygdala determines whether we should prepare to incorporate this information into our brains – or flee from danger!

6. What happens to learning when the “flight” instinct takes over? Students work to preserve themselves both physically and emotionally. Learning is put on hold.

7. How much stress do we need to learn? Moderate stress levels are best for learning. In moderate stress situations, the brain stays alert and ready to learn – but not ready to flee!

8. How much stress do we need to perform at our best? Low stress environments are best for testing and other types of performance.

9. Why is the classroom environment and culture so important for learning math? Because without a safe learning environment where risk-taking is encouraged, it is very difficult – and sometimes even impossible – to learn at all!

10. A Bit of Brain Research: Teaching, Learning, & Intelligence Part 2: Mindsets – Getting Past Fear

11. What do you think? How do you feel when learning math? If you ’ re good at math, how did you become good at it? If you feel you ’ re not particularly strong in math, why do you suppose that ’ s so? What do you know about how learning happens inside your brain?

12. What happens to our brains when we learn? Learning physically alters the brain: Our brain’s cells, called neurons, develop new and more complex connections.

13. Learning physically alters the brain’s cells

14. The parts of neurons that communicate with each other, the axons and synapses, multiply and create new connections:

15. The networks inside our brains change from simple to complex:

16. Dr. Carol Dweck’s Research: New York City 7 th graders were taught how the brain changes as it learns via a slide show called “Brainology,” similar to what you just saw. These students formed the “test group.” Other students were taught study skills. This became the “control group.”

17. What happened to the test group? Students who found out how the brain changes as it learns developed what Dweck calls a “growth mindset,” a belief that intelligence changes and grows as people learn things – that intelligence is not determined genetically but builds over time through hard work.

18. What else happened to the test group? While the general student population’s math grades declined during middle school, those of the test group actually increased. Teachers reported that students were seeking help when they became confused instead of giving up. These students were interested in tackling even very difficult and challenging math problems.

19. What happened to the control group? Most of the control group kept a “fixed mindset,” the belief that one’s intelligence is pretty much fixed at birth. During middle school, their math grades declined. Even students who were strong in math were afraid to tackle new and more difficult math problems.

20. Dweck’s Conclusions: Even our “toughest” students want to be smart. When students are given information about how to become smarter, they take advantage of learning opportunities. These students are also less worried about preserving their image of being “smart.” They realize that image doesn’t matter. What matters is how hard they work.

21. Most of us were not brought up in a culture, or family that believed in a “growth mindset.” How does the idea of a growth mindset affect us as teachers? How might it change our interactions with our students?

22. Why is the concept of Mindsets so powerful for learning math? Because if our students believe they are not genetically endowed with “the math gene,” why should they even try to learn? And, if they believe they are endowed with “the math gene,” why would they risk looking dumb by trying to solve really hard math problems?

23. A Bit of Brain Research: Teaching, Learning, & Intelligence Part 3: How the Brain Learns

24. THINK-INK-PAIR-SHARE Why is it important to write thoughtful lesson plans? What kinds of lessons make the strongest and most memorable connections in the brain.

25. HOW THE BRAIN LEARNS Based on James E. Zull’s book The Art of Changing the Brain. Front of the Brain Abstract Hypothesis EXPLAIN Reflective Observation Active Testing EXPLOREEXTEND & EVALUATE Concrete Experience ENGAGE ↑ LEARNING STARTS HERE Back of the Brain

26. Learning Follows a Process Very Similar to th 5 E’s 1.ENGAGE 2.EXPLORE 3.EXPLAIN 4.EXTEND 5.EVALUATE

27. Notice the Two Periods of Reflection Needed for Learning 1.ENGAGE 2.EXPLORE 3.EXPLAIN 4.EXTEND 5.EVALUATE

28. What does a 5 E’s lesson look like? Take a look at our handout of this lesson.

29. What surprised you the most about the Inquiry or 5 Es Cycle?

30. A Bit of Brain Research: Teaching, Learning, & Intelligence Part 4: Becoming an Expert

31. What do you think? How long does it take to become an expert in something? This could be chess, golf, football, mathematics, rare stamps, etc. Brainstorm with a partner and then share with another pair.

32. How long does it take to become an expert?

33. It takes approximately 10,000 hours.

34. How long does it take to become an expert? It takes approximately 10,000 hours. It take about 10 years.

35. How long does it take to become an expert? It takes approximately 10,000 hours. It take about 10 years. All of this with deliberate practice - BUT deliberate practice is not practice as we usually think of practice.

36. What is Deliberate Practice? Working on one aspect of quality at a time. Knowing exactly what “great” is. Setting goals, reaching them, setting new goals. Putting in much more practice time!

37. What implications does this information have for our students? What implications, too, does this information have for us as teachers?

38. BIBLIOIGRAPHY Colvin, Geoffrey. Talent is Overated. New York: Penguin Press, 2008. Dweck, Carol. Mindset: The New Psychology of Success. New York: Ballantine Books, 2007. Gladwell, Malcolm. Outliers. New York: Little, Brown & Co., 2008 Nisbett, Richard E. Intelligence and How to Get It. New York: W.W. Norton & Company, 2009. Sousa, David A. How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin Press, 2008. Yoder, Velma and D’Arcangelo, Marcia. The Brain and Mathematics. Alexandria, VA: ASCD, 2001. Zull, James E. The Art of Changing the Brain. Sterling, VA: Stylus, 2002.