1. Brain Research Adam Pawelczyk MATH 1314.C03

2. Schema Theory Schema – “a representation or construct in our mind of something we have learned” Learning through Schemas - your mind recognizes the situation (information) one way, and then is allowed to build off of that base

3. Schema (cont.) Humans have a schema or set of schemas for everything they have learned. – One cannot think about something new unless there is a schema that allows for one to think about that topic. How are schemas formed?

4. Constructivist Theory Constructivist Theory – learning can only occur through direct interaction with a subject. As learning occurs, neurons in the brain grow more dendrites, thus increasing the number of synapses.

5. Constructivist Cont. The more synapses the faster and more thoroughly the signal can be processed, hence increasing the learning process. Image Source: http://www.gcarlson.com/images/synapse.jpg

6. Constructivist (cont.) One can only learn when ACTIVELY INVOLVED with what they are trying to learn. – It is the only time dendrites can grow and synapses can form. Hence the only time schemas can form. If learning is to occur, then the situation must be unique. – Learning occurs through trial and error. Image Source: http://www.gcarlson.com/images3/nervecomplex.jpg

7. Planning Model Stage 1 – “Stimulates students to activate any related knowledge they already have.” Stage 2 – “Guides students to start constructing new knowledge on the knowledge stimulated in Stage 1” Image Source: http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs/think.gif

8. Planning Model (cont.) Stage 3 – “Guides students to consolidate the first growth of new knowledge.” Limited understanding, but essential to learning more complex concepts down the road. Stage 4 – Students allowed to delve deeper, more complex understanding is formed.

9. Planning Model (cont.) Stage 5 – Critical thinking stage Understanding becomes increasingly complex Stage 6 – Stage in which understanding is fine tuned Understanding is improved.

10. Sources http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs/thin k.gif http://www.gcarlson.com/images/synapse.jpg http://www.gcarlson.com/images3/nervecomplex.jpg “Implications of Brain Research for Students (and Their Teachers)”. AMATYC Conference. Nov. 11, 2005.