1. http://www.youtube.com/watch?v=Sw6LFQhx u_E

2. Neuroscience in Teaching and Learning By Sadaf Murad February 7, 2014

3. By the end of my presentation learners will be able to understand:  Significance of Neurosciences in teaching process  Fundamental of brain mechanism to enhance students learning process.  Role of Zone of proximal development (ZPD) and Reticular Activating System(RAS) in learning process.  Ways to incorporate neurosciences principles in class room teaching for effective learning Objectives

4. Significance of Neurosciences in Teaching

5. Significance of Neurosciences in Teaching

6. Our brain is composed with billions of neurons, dendrites, neurotransmitters and neural chemicals. In our brain we have; Zone of Proximal Development (ZPD) Reticular Activating system (RAS) Prefrontal zone (PFC), Amygdala Dopamine and other neurotransmitters Brain Impact on Learning

7. Zone of Proximal Development ZPD

9. Prefrontal Cortex (PFC) Lower Involuntary Brain

10.  By the end of my presentation learners will be able to understand:  Significance of Neurosciences in teaching process  Fundamental of brain mechanism to enhance students learning process.  Role of ZPD and RAS in learning process.  Ways to incorporate neurosciences principles in class room teaching for effective learning RAS filter the sensory inputs to enter in the brain. It is a virtual editor that grants attention and admission to a small fraction of all available sights, sounds, and tactile sensations available at any movement. RAS (Reticular Activating System

11.  By the end of my presentation learners will be able to understand:  Significance of Neurosciences in teaching process  Fundamental of brain mechanism to enhance students learning process.  Role of ZPD and RAS in learning process.  Ways to incorporate neurosciences principles in class room teaching for effective learning RAS (Reticular Activating System

12. How To Use The Neuroscience In Classroom Teaching Reduce Fear of Mistakes Students learn at most when they make mistakes. They revisit their previous correct/incorrect information and make correction. When students make mistake and become curious to know the reason behind their incorrect answer that response go to their RAS system to PFC and their dopamine level also get rise up and then that knowledge becomes part of their long- term memory.. Hunter (2011).

13. Use Of Appropriate Tone And Activities To Activate RAS RAS system can be stimulate by building novelty into new learning information through:  Change in voice (high and low tone),  Teacher personal appearance and content appearance,  Marking key points in color, variation in font size  Music, dance, photos,  Experiential and reflective learning,  Peer feedback, active interaction, discussion,  Use of multisensory learning approach. Willis, J. (2010). RAS system can be stimulate by building novelty into new learning information through:  Change in voice (high and low tone),  Teacher personal appearance and content appearance,  Marking key points in color, variation in font size  Music, dance, photos,  Experiential and reflective learning,  Peer feedback, active interaction, discussion,  Use of multisensory learning approach. Willis, J. (2010).

14. Relate the new knowledge with prior knowledge so that it retain and become part of long-term memory. Incorporate the previous knowledge via resembling them with personal or real world experiences. Activities like brain storming, videos, reflection, and class discussion will also help students to thread in the new knowledge with prior information. Willis, J. (201o).

15. CONT…… Other ways to use principles of Neuroscience in class room teaching for effective learning are; 1.Motivation 2.Use humour 3.Graphical ways to organize information 4.Positivity 5.Use of Games 6.Frequent feedback Willis, J. (201o).

17. http://www.youtube.com/watch?v=5ZTm- iYUpm4

19. Hunter, W. J. (2011). Use Your Head: Neuroscience Research and Teaching. College Quarterly, 14(3). Shim, J. (2005). Automatic Knowledge Configuration by Reticular Activating System. In Advances in Natural Computations. Springer: Berlin/Heidelberg. Pages 1170-1178. Willis, J. (2010). Nurturing Students’ Brains for the Future. In D. Sousa (Eds.),.Mind, Brain, Education: Implications for Educators.(pp. 259-265). Bloomington, IN : Solution Tree Press, c2010.