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The New Science of Learning
Developed by Professor Terry Doyle Ferris State University
www.learnercenteredteaching.wordpress.com
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/7/29/2019 Bowling Green 2013 Presentation Feb 15
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Slides are available for download at:
www.learnercenteredteaching.wordpress.com
Bowling Green State University
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/7/29/2019 Bowling Green 2013 Presentation Feb 15
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Here is Our Challenge?
We as teachers cant make informed decisionsabout which teaching approaches or tools to use
if we dont first understand how our studentslearn.
To understand how our students learn we mustunderstand how their brains take in, process, andretrieve information as well as the numerousfactors that affect these processes.
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Two Vital Questions
1. What is the best use of our time in helping
students master the learning outcomes of our
courses?
2. What would make us happy that our
students still knew and could apply from the
content and skills of our course six months to
a year later?
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What was Then
Guido Sarducci Five Minute University
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Facing a New World
In 1973 28% of jobs in
the United States
required a 4 year
college degree.
In 2013 60 % of jobs
require a 4 year college
degree.
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Facing a New World
High School Graduate
1.4 million= 40,000 peryear
Bachelors Degree2.4 million= 70,000 peryear
Professional Degree4.2 million=120,000 peryear
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Facing a New World
U.S. Department of
Labor reports that an 18
years old today willhave 10-14 different
jobs by the time they
are 38.
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Facing a New World
It is estimated that
between the dawn of
civilization and 2003
there were five exabytes
(an exabyte = 1 quintillion
bytes) of data collected.
(Don Tapscott, Design Your Mind)
Today 5 exabytes of data
gets collected every two
days.
Soon it will be five
exabytes every few
minutes.
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Facing a New World
Currently there are 320
million Chinese honor
students and 280
million Indian honorstudents many of who
will be competing for
the same jobs our
college students want.
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A Caution!
Brain systems relation to complex cognitionand behavior can only be explainedsatisfactorily by a comprehensive blend oftheories and facts related to all the levels oforganizationof the nervous system, frommolecules and cells to physical and socialenvironments.
(Antonio Damasio, Head of the
Department of Neurology at the
University of Iowa Medical Center)
Beware of
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The Future of Teaching and Learning Research
Mind, Brain and Education
Education Neuroscience PsychologyPedagogy Cognitive Neuroscience Development Psychology
Special Ed Neuroethics Neuropsychology
Gifted Ed Neuropsychology
Developmental Neuroscience
Biology Chemistry Social ScienceBiopsychology Neurochemistry Sociology
Neurobiology Psychopharmacology Anthropology
Genetics Toxicology Philosophy
Math
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The Human Brain
Forget that Right-Left Brain Myth
The human brain works
as a complex design of
integrated systems notthrough specialized and
competing right and left
brain functions.
(Tokuhama-Espinosa, Mind Brain and
Education Science, 2011
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The Human Brain
The human brain weighsabout three (3) pounds
Contains 86 billionneurons
These neurons can make40 quadrillionconnections
(Ratey, 2001, Goldberg, 2009)
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Neuroscience and Learning
We have accumulatedenough knowledgeabout the mechanismsand molecular
underpinnings ofcognition at thesynaptic and circuitlevels to say something
about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter, 2011)
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We are Born to Learn
The brain was meant to explore and learn
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The Definition of Learning
Learning is a change
in the neuron-
patterns of the
brain.
(Goldberg, 2009)
www.virtualgalen.com/.../ neurons-small.jpg
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Attention Drives the Changes
One of the strongestfindings inneuroplasticity, thescience of how the brain
changes its structure andfunction in response toinput, is that attention isalmost magical in itsability to physically alter
the brain and enlargefunctional circuits.
(Merzenich and colleagues, UCSF, 2011)
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Dendrite Growth
The picture show the
dendritic growth that
has taken place as new
learning occurs .See the new cellular
material!
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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Time and Effort
Smilkstein, 2012
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Teachers Definition of Learning
Learning is the ability to use information aftersignificant periods of disuse
andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Basic Finding from Mind, Brain and
Education Research
It is the one who does
the work who does thelearning( Doyle , 2008).
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Preparing to Learn
Findings fromneuroscience over thepast decade has led to anew paradigmconcerning improvingstudents learning.
The simple but importantshift is our understanding
is ---that if the brain isprepared to learn greatersuccess can be expected.
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Preparation for Learning Means Students Have
Addressed these Five Areas
The brain needs tofunction effectively:
1.Oxygen
2. Hydration3.Food (glucose)
4. Exercise
5. Sleep
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Oxygen Use by the Brain
Although the brainrepresents only 2% of
the body weight, it
receives 15% of the
cardiac output and 20%
of total body oxygen
consumption.
( Magistretti,Pellerin andMartin )
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Oxygen Use by the Brain
Every breath you takeconverts to energy.Human cells use nutrientsfrom food and oxygen to
create Adenosine Tri-Phosphate (ATP), theenergy source that fuelscell function.
Too little oxygen = lessenergy.
( Magistretti,Pellerin andMartin )
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Water and the Brain
One of the mostfascinating aspects ofneurons is that they storewater in tiny balloon-like
structures calledvacuoles.
Water is essential for
optimal brain health andfunction
(Norman ,2012)
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Water and the Brain
Water is needed for thebrain's production ofhormones andneurotransmitters.
Nerve transmissionrequires one-half of allthe brains energy.
(Allen, Advanced Learning and Development
Institute)
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Water and the Brain
When you lose too
much water your brain
cells lose efficiency.
(Gowin2010)
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Why the Brain Needs Water
Dehydration can impair
short-term memory
function and the recallof long-term memory.
(Gowin, 2010)
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Water and the Brain
Even mild levels ofdehydration canimpact schoolperformance.
( Norman, 2012)
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Food and the Brain
Inhaling carbohydratescauses blood glucoselevels to yo-yo.
As a result the brain,which relies on glucosefor energy, is left eitherglutted or gasping,
neither of which makesfor optimal cognitivefunctioning.
( Hallowell,2011)
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Food and Learning
Learning is helped when
we rely on the complex
carbohydrates found in
fruits, whole grains, andvegetables. In general, a
balanced diet.
(Hallowell,2011)
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Web MD Food Recommendations for
Health Brain Function
Blueberries
Avocadoes
Dark Chocolate
Nuts and seeds
Beans
Fresh brewed Tea
Whole Grains
Wild Salmon
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Movement and Learning
Natural selection
developed a human
brain to solve problems
of survival in outdoor,unstable environments
while in almost
constant motion.
(Medina, 2008)
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Movement is Best for Learning
We need to rethink our
learning environments
to allow for a great dealmore movement.
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Exercise and Learning
Exercise is the single
most important thing a
person can do to
improve their learning.
(John Ratey, 2008, Spark, The
Revolutionary New Science of
Exercise and the Brain)
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Exercise and Learning
Exercise increasesproduction ofneurotransmitters that help:
1.Focus and Concentration
2. Attention
3.Motivation
4. Patience
5. Mood (more optimistic)
(Ratey, 2008)
EnergyCalm
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Exercise Increases Production of BDNF
BDNF(Brain-derived neurotrophic factor )
Enhances the wiring of
neurons.
(Ratey, 2008)
Miracle Grow for the
Brain
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Exercise Produces BDNF
Improves brain health
Is a stress inoculator
Makes the brain cells
more resilient
(Ratey, 2008)
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BDNF and Exercise
In particular BDNF seems to be important for
long term memories (Ratey, 2008)
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Exercise, Stress and Learning
Students rarely know
that toxic levels of
stress erode the
connections betweenthe billions of nerve
cells in the brain or that
chronic depression
shrinks certain areas ofthe brain.
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Exercise, Stress and Learning
Conversely exercise
unleashes a cascade of
neurochemicals and
growth factors that canreverse this process,
physically bolstering the
brain's infrastructure.
(Jesper Mogensen , Department ofPsychology, University of Copenhagen.
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Exercise and Stress
"In fact, the brainresponds like muscles do,growing with use andwithering with inactivity.
Exercise causes neurons(dendrites) to grow andbloom, thus enhancing
brain function at afundamental level." Jesper Mogensen ,Department of
Psychology, University of Copenhagen
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Short Term Stress
Acute stress activates
selective CRH
molecules (corticotropin)
releasing hormones,which disrupt the
process by which the
brain collects and stores
memories. (Baram,2010)
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H Sl Aff O S d
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How Sleep Affects Our Students
Learning and Memory
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Memories are made during Sleep
Most sleep researchers
now agree that sleep
plays an important role
in the formation of longterm memories .
(Stickgold, 2005).
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Memories and Sleep
Final 2 hours of sleepfrom 6-8 hours are reallycrucial for memories tobe laid down as stableresidents in your brain.
During this time period inREM sleep your brainreplays the memories
from the day over andover again so theybecome stable in yourmemory (Maas, 2011).
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Learning Readiness and Sleep
During sleep sleepspindles," which arebursts of brain waves,may be networkingbetween key regions ofthe brain to clear a pathto learning.
(Walker, 2010).
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Learning Readiness and Sleep
These electrical impulseshelp to shift memoriesfrom the brain'shippocampus -- which haslimited storage space -- to
the nearly limitlessprefrontal cortex's , thusfreeing up thehippocampus to take infresh data (new learning).
(Walker, 2010) Sleep is the key to having abrain that is ready to learn
http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm7/29/2019 Bowling Green 2013 Presentation Feb 15
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Learning Readiness and Sleep
"A lot of that spindle-
rich sleep is occurring
the second half of thenight, so if you sleep six
hours or less, you are
shortchanging yourself
and impeding yourlearning."(Mander,
2011)
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Rehearsal of Learning before Sleep
A 2012 study out of theUniversity of Notre Dameconfirms that sleeping
directly after learningsomething new isbeneficial for memory.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Rehearsal of Learning before Sleep
it would be a good
thing to rehearse any
information you need toremember just prior to
going to bed.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Sleep and Creativity
Sleep also seems to
reorganize memories,
extracting the
emotional details andreconfiguring the
memory to help us
produce new and
creative ideas.
(Wagner, U., Gais, S., Haider, H., Verleger, R., &
Born, J. (2004).
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Awake but Off Line
New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake theneurons used forimportant mental taskswitch off.
(Chiara Corelli,2011 Nature)
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Awake but Off Line
This is likely to have
consequences on
mental performance
and we likely function
less well the longer
weve been awake.
(Chiara Corelli,2011, Nature)
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Less Sleep Equals Lower GPA
2012 study from the
University of Arkansas Sleep
and Learning Lab concluded
that students that
consistently got less thanthe recommended 7-8
hours of sleep each night
had lower GPAs than
students with 7-8 hours ofsleep.
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No Eight Oclock Classes
The University of
Arkansas study went so
far as to recommendthat college and
universities consider
not offering 8 am
classes.
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Naps Help Learning
Humans are supposedto nap. Twenty to thirtyminutes is ideal.
(Dement, 2009)
A NASA study found pilotswho napped for 27 minutesin the afternoon improved
their flying performance by34% .
(Dinges, 2005).
Dinges,D.(
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Rest after Learning Improves Recall
Neuroscientist LilaDavachi of NYU foundthat during rest periodsfollowing new learningthe areas of the brainused during newlearning were just asactive as they werewhen they were learningthe task
Dr Lila Davachi, NYU's Department of Psychologyand Center for Neural Science.
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Significance of this Finding
The greater thecorrelation between restand learning the greaterthe chance ofremembering the task in
later tests.
Taking a (coffee) breakafter class can actually
help you retain theinformation you justlearned." Dr Lila Davachi
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
1. When the
information or
skill is made tohave personal
relevance.
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
2. That content
should be made to
respond to the
survival needs of
the learner.
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
3. The teaching that
engages the brain in
multimodal, multi-sensory, experiential
and diverse activities
promotes learning.
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
4. Time on task.
Learning something
new takes much longerthan most students
think. It requires a great
deal of practice.
What Teaching Actions
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What Teaching Actions
Promote Learning
5. When teachers
embed facts in a
meaningful context they
make the learning
process much easier
and enhance the
likelihood of recall in
the future.
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
6. The brain doesnt learn
in a linear structured
and predictable fashion.
The use of various
sensory channels at the
same time are best
especially for hard tolearn concepts
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm Promote Learning
7. The human brainseeks and quicklydetects novelty.
Teacher who know thiscan design novelactivities that willenhance classroom
learning and long termrecall.
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Multisensory Learning
Our Senses Work Together
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Our Senses Work Together
to Enhance Learning
The traditional belief amongneuroscientists has beenthat our senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween the senses are the
rule, rather than theexception.
Aaron Seitz Journal Current Biology, 2006
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Senses Create Multiple Pathways
The more senses
used in learning and
in practicing what
has been learnedthe more pathways
are available for
recall.
ll h ll
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Smell Enhances Recall
Proust Effect is the
unusual ability of smell
to enhance recall.
Best results when
smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212
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Smells during sleep can enhance recall
Smells that youassociate with a
particular new learning
released during sleep,
make the memories for
that learning stronger.
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Vision Trumps All
Vision trumps all other senses
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Vision Trumps All
Text and oralpresentations are not
just less efficient than
pictures for retaining
information they are
way less efficient.
(Brain Rules p.234)
ll
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Vision Trumps All
Oral information has arecall of about 10%after 72 hours.
Add a picture and therecall increases to 65%.
(Brain Rules, P.234)
d l
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Reading as a Multisensory Activity
Reading is the slowestway we enter
information into our
brains.
The reasons is it carries
a very heavy visual load.(Dehaene, 2009)
It is often done as a
unisensory action.
di l i i i
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Reading as a Multisensory Activity
Solutions --Make readingmultisensory.
1. Get students to
annotate-the use oftouch( the pencil) andmovement( the hand)improves attention and
helps comprehension.
R di M l i A i i
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Reading as a Multisensory Activity
2. Suggest studentsread certain challenging
parts aloud while
continuing to
annotatenow there
are 3 senses involved.
R di M l i A i i
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Reading as a Multisensory Activity
3. Keep a smell near
that can be associatedwith the reading to aid
recall.
P d L i
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Patterns and Learning
P tt d L i
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Patterns and Learning
The brain is a pattern
seeking device that
relates whole conceptsto one another and
looks for similarities,
differences, or
relationships betweenthem.(Ratey, 2002, pg.5)
P tt d L i
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Patterns and Learning
Real learning is
pleasurable to the
brain; the activity ofdetecting patterns is
also pleasurable.
(Zadina, 2010)
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Which of the following
slides is easier toremember and WHY?
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SLIDE ONE
4915802979
Slid T
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Slide Two
(491) 580-2979
Slid O
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Slide One
NRAFBINBCUSAMTV
Slid T
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Slide Two
NRA NBC FBI USA MTV
F ili P tt
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Familiar Patterns
Clustering is used to organize
related information into groups.
Information that is categorized
becomes easier to remember and
recall. In Teaching Reading
Topic
Main Ideas-concepts, issues
Significant Details
Important ExamplesLists
Names, Dates, Places
Terms, Definitions
Common Patterns for Learning
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm7/29/2019 Bowling Green 2013 Presentation Feb 15
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Common Patterns for Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Memory Formation ,Recall and
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Memory Formation ,Recall and
Forgetting
Cramming
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Cramming
The short-termadvantage of studypractice shows thatcramming can improveexam scores.
Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003
However, if the goal ofpractice is long-termretention of coursematerial, cramming
appears to be anirrational behavior.
Cognitive Load
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Cognitive Load
When our cognitive loadexceeds the capacity of
our working memory, our
intellectual abilities take a
hit.
Information zips in and
out of our minds so
quickly we cannot get a
good mental grip on it.
(Neuroscientist Torkel Klingberg)
Cognitive Load
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Cognitive Load
Cognitive load alsoincreases our distractedness
We have to remember what
it is we are to concentrateon ---
lose you hold on that andyou will find distraction
more distracting
(Neuroscientist Torkel Klingberg)
Cognitive Load
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Cognitive Load
Information overload isnot just a metaphor it is
a physical state when
learning is important
we need to turn the
information faucet
down to a trickle.
(Nicholas Carr, What the Internet is doing to
our Brains)
Cognitive Load
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Cognitive Load
The more we make ourstudents aware of how
fragile working memory
is, the better they will
be able to monitor and
manage their cognitive
load.
(Nicholas Carr, What the Internet is doing
to our Brains)
Helping Students to Remember what They
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Need to Know
Two Rules
1. Repetition over time(distributive practice)
2.Elaboration of material
Listen to the Music
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Listen to the Music
Do you know the lyrics tosongs that you did not try to
learn and do not want to
know the lyrics to?
YES
Practice over Time
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Practice over Time
Practice, Use ,Repetition, Review,
Reflection or other
meaningful ways we
engage with new
learning over time is a
major key to its recall.
Cumulative Exams
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Cumulative Exams
Cumulative examsrequire students to go
back and relearn and
recall important
information they need
to know.
It promotes practiceover time
Elaborations are the Key
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Elaborations are the Key
For better or worse, our
recollections are largely
at the mercy of our
elaborations
(Daniel Schacter author of the Seven
Sins of Memory)
Elaboration is a Major Key to Recall
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Elaboration is a Major Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images, Charts
Step Five: Recoding
Keeping Memories
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Keeping Memories
The best way to minimize memory decay is to useelaborative rehearsal strategies
Visualizing
Singing Writing
Semantic Mapping
Drawing Pictures Symbolizing
Mnemonics.
Why Students Forget
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Why Students Forget
Review helps to limit the 3 Sins ofMemory thatcommonly occur among students.
1. Blockinginformation stored but cant be
accessed (Schacter, 2001)
2. Misattribution attributing a memory to the
wrong situation or source (Zola, 2002)
3. Transience memory lost over time65% of a
lecture is lost in the first hour (Schacter, 2001)
Emotion and Memory
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Emotion and Memory
Emotional arousalorganizes and coordinatesbrain activity (Bloom, Beal &Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activity
in the areas of the brainthat form memories (S.Hamann , Emory University.)
Multitasking Slows Learning
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Multitasking Slows Learning
It is not possible tomultitask when it
comes to activities
that require thebrains attention.(Foerde Knowlton Poldrack, 2006)
Multi-tasking
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Multi tasking
Multi-tasking violateseverything we know abouthow memory works .
The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that these
regions probably competewith each other.
(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )
Multitasking
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Multitasking
Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.
When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
New Technology
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New Technology
Serious Games
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Serious Games
A serious game is a gamedesigned for a primarypurpose other than pureentertainment.
The "serious" adjectiverefers to products used byindustries like defense,education, scientific
exploration, health care,emergency management,city planning, engineering,religion, and politics.
Virtual Textbooks
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game7/29/2019 Bowling Green 2013 Presentation Feb 15
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The Future is Here--Almost
Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that
artist.
That's key, because, like agreat documentary, itmakes learning about
what can be a fairlynarrow subject intosomething painless.
Art Textbook
Neuroscience and Technology
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Neuroscience and Technology
Neuroeducational.net
A website that is
devoted to howneuroscience is driving
the use of technology
especially serious
games
Cognitive EnhancementsHow Can
?
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We Get Smarter?
Greater cognitive capacitymeans--
1.More synapses
2.Higher levels of
neurogenesis especially inthe memory forminghippocampus
3. Increased production of
BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)
Cognitive Enhancements
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Cognitive Enhancements
Both neurogenesis andsynapse formation
boost learning,
memory, reasoning, and
creativity.
(Yaakov Stern of Columbia
University)
We can get smarter!
Meditation and Cognitive
h
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Enhancement
One form of cognitiveenhancement ismeditation.
Meditation can increasethe thickness of brainregions that controlattention and processsensory signals from the
outside world
(Neuroscientist Amishi Jha of theUniversity of Miami)
Meditation and Cognitive
E h
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Enhancement
The training has shownsuccess in enhancingmental agility andattention by changing
brain structure andfunction so that brainprocesses are moreefficient, the quality
associated with higherintelligence (NeuroscientistAmishi Jha of the University of Miami)
Caffeine + Sugar and Learning
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Caffeine Sugar and Learning
The combination of caffeineand sugar enhancedattention, learning andmemory.
Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental
Nicotine Promotes Cognitive
E h t
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Enhancement
Nicotine enhancesattentionthat key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.
Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, andworking memory, among other
basic cognitive skills.(Martha Farah, University of Pennsylvania)
Scientists at the National Institute on
Drug Abuse reported in a 2010
analysis of 41 double-blind, placebo-
controlled studies.
Adderall is a Cognitive Enhancements
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g
There are cognitive benefitsof stimulants like Adderall ,at least in some people forsome tasks.
Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.(Martha Farah of the University of
Pennsylvania)
Adderall and Ritalin are Cognitive
E h t
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Enhancements
Adderall has strongereffects on the prefrontal
cortex and can
therefore improve
concentration andminimize fatigue much
more so than caffeine.
Adderall and Ritalin have Side Effects
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Adderall is not withouthealth risks.
Side effects includedifficulty sleeping,
seizures, high blood
pressure, loss of
appetite, depression,and many others.
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Treating Developmental Disorders
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g p
"Showing that it'spossible to rewire a
brain's white matter has
important implications
for treating readingdisabilities and other
developmental
disorders, including
autism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
References
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