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

The Art of Changing the Brain:

Enriching teaching by studying the biology of learning

James E. Zull

Stylus

Arlington VA

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JAMES E. ZULL

FROM BRAIN TO MIND

USING BRAIN RESEARCH TO GUIDE EDUCATIONAL CHANGE

STYLUS(AMAZON.COM)

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Human brain changes during learning

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Change is neuron branchingLeads to new contacts

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Synapse change-increases and decreases

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Learning by losing-efficiency

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Intelligence and cortex change

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WHAT MAKES CHANGE?

USE OR DISUSE

EMOTION

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The Art—part I

USE WIDESPREAD AREAS OF CORTEX

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The three functions of cerebral cortex

Sensing Integrating Action

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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

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Flow of signaling in cortex

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Confirming the cycleThorpe, S.J. et al, Science, Toulouse,

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FOUR PILLARS OF LEARNING

• EXPERIENCE-GET INFORMATION

• REFLECT-MAKE MEANING

• CREATE-PREDICT

• ACT-TEST16

THE ART-PART II

ASK “HOW ARE MY STUDENTS FEELING?”

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SCREENING FOR THE NEGATIVE

after LeDoux, Emotional Brain

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AMYGDALA-CORTEX CROSSTALK

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The joy of learning is as indispensible in study as breathing is in running.

-- Simone Weil

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

REWARD IN MOVEMENT

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THE ART-PART III

USE EXISTING NEURONAL NETWORKS

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BUILDING ON PRIOR KNOWLEDGE (networks!!)

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NETWORKS COME FROM EXPERIENCE

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Knowledge is networksThe branching cell-reach for

connections

Network modelKurt Fischer (skills)

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WHAT IS THE ART?

1. Use all four major functions of brain2. Ask “how do my students feel?” Are things moving?3. Work from existing networks of neurons4. Balance all these

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• OPEN DISCUSSION

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We are back in the presurnames prodromarith period, of course, just when

enos chalked halltraps

MEMORY OF SEQUENCE-NOVICE

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Language links

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Teaching appsGaelle’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.”

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Ten reading challenges +11. Concept of a symbol

2. Emotional content

3. Success

4. Like learning to speak-random process

5. Focus on natural interests—e.g. names

6. Lots of repetition

7. Is there really a rush?

8. Use image—”spear” (what do you see? )

9. Discovery– “Ginger”

10. Don’t stress mistakes—”errorless learning”

11. Gesture, sign language36

Theoretical process for naming and writinglanguage symbol (tree)

Theoretical pyramid for development of the mind

FEOM BRAIN TO MIND-THE JOURNEY

The great transformation (random, mimicry)

Discovery and joy

Integration

Images and other patterns

Basics—symbolic systems

Forming memories

Using memories

Getting educated- purpose and practice

The connecting thread-making a whole mind 39

Education (short list)Multiple areas of cortex Movement (journeys)

Image first and always Learning is physical

Active testing is central Memory for novice

Construction is personal Depth and intelligence

Efficiency and intelligence Learning by losing

Complexity or efficiency? Working memory gate

Timing curriculum Subtleties of emotion

Don’t repeat errors Anticipation

Scanning for danger A bunch more……40

SOME REASONS CYCLE WORKS

Four times (at least) the chance of remembering

Its metacognitive

Produces episodic memory

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METACOGNITION

Awareness of each element

Importance of last step

Awareness of process42

BECOMES A STORY

(EPISODIC MEMORY)

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Learning (and forgetting) change the brainDraginski et al, Nature, Regensburg

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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

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NETWORKS COME FROM EXPERIENCE

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The prepared brain

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WORKING MEMORY AS GATEKEEPER

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Confirming the cycleThorpe, S.J. et al, Science, Toulouse,

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Knowledge as networks

Learning cycle and reading

Sensory—hear words, see words

Make meaning-recognize sounds, writing

Ideas—sounds like, looks like, maybe it is

Testing—speak idea, write idea

Perceive testing outcome (sensory again)

Make new meaning if necessary

Make new theory to fit new meaning

Try theory----------etc.51