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Brain-Based Learning: Brain-Based Learning: Improving Student Improving Student Achievement Achievement

Brain-Based Learning: Improving Student Achievement

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Brain-Based Learning:Brain-Based Learning:Improving Student Improving Student

Achievement Achievement

ObjectivesObjectives

1. 1. Discuss brain research and Discuss brain research and review review how the brain processes how the brain processes informationinformation

2. 2. Discuss how the learning Discuss how the learning process process takes place.takes place.

3. 3. Discuss how we can use this Discuss how we can use this research to improve student research to improve student achievement. achievement.

What is brain-based What is brain-based learning?learning?

What it is!What it is!

Attempt to match Attempt to match the research on how the research on how the brain processes the brain processes information with the information with the strategies and strategies and processes we utilize processes we utilize when working with when working with individuals individuals

Practical Example:Practical Example:Memory TestMemory Test

1. Sharp1. Sharp

2. Thread2. Thread

3. Pin3. Pin

4. Syringe4. Syringe

5. Haystack5. Haystack

6. Eye6. Eye

7. Button7. Button

8. Knitting8. Knitting

9. Injections9. Injections

10. Points10. Points

11. Hurt11. Hurt

12. Thimble12. Thimble

13. Pain13. Pain

14. Sewing14. Sewing

Mechanics should understand cars.Mechanics should understand cars.Attorneys should understand the law.Attorneys should understand the law.Generals should understand the art of war.Generals should understand the art of war.Professionals should understand the brain.Professionals should understand the brain.

Brain Fact: Brain Fact: Composition of the brain Composition of the brain

1. Weighs 3 pounds1. Weighs 3 pounds

2. Is 2.5% of weight2. Is 2.5% of weight

3. Uses 20% energy3. Uses 20% energy

4. Uses oxygen 10 X 4. Uses oxygen 10 X fasterfaster

5. Uses glucose 10 X 5. Uses glucose 10 X fasterfaster

6. Made of 78% water6. Made of 78% water

7. Has 100 billion 7. Has 100 billion neuronsneurons

Brain Fact:Brain Fact:Adaption has been Adaption has been

outpaced outpaced

1. Adaption was slow1. Adaption was slow

2. Time allowed change2. Time allowed change

3. 203. 20thth Century change Century change

4. Survival is key 4. Survival is key

5. Safety is impacted 5. Safety is impacted

6. Food is an issue 6. Food is an issue

7. Reading for all 7. Reading for all

8. Life expectancy is 8. Life expectancy is lowered lowered

Brain Fact: Brain Fact: Brain is designed for survival Brain is designed for survival

1. Survival is primary1. Survival is primary Brain will sacrifice all, Brain will sacrifice all,

including higher order including higher order thinking skills, to survive.thinking skills, to survive.

2. Limited attention span2. Limited attention span

3. Uses unconscious 3. Uses unconscious inputinput

a. Priority control a. Priority control

b. Automatic systemsb. Automatic systems

c. Nonverbal clues c. Nonverbal clues

d. Smelld. Smell

Practical Example:Practical Example:Brain makes connections Brain makes connections

1. What is the color 1. What is the color of the igloo?of the igloo?

2. What do cows 2. What do cows drink?drink?

Brain Fact: Brain Fact: Healthy prenatal care is Healthy prenatal care is

critical critical

1. 15 million neurons per hour1. 15 million neurons per houra. 250,000 neurons per minutea. 250,000 neurons per minuteb. 4,166 neurons per secondb. 4,166 neurons per second

2. Neuron growth 2. Neuron growth a. 8 months 1,000 trillion synapsesa. 8 months 1,000 trillion synapsesb. 10 years 500 trillion synapses b. 10 years 500 trillion synapses

3. 173. 17thth week of pregnancy week of pregnancy a. One billion neurons a. One billion neurons

b. More than adultb. More than adult

4. Premature 13%4. Premature 13%5. Fourth week – folic acid 5. Fourth week – folic acid 6. Child’s brain 225% more 6. Child’s brain 225% more

activeactive7. First year 60% of nutrition7. First year 60% of nutrition8. Establishing neural pathways 8. Establishing neural pathways

Brain Fact:Brain Fact:Early Childhood – Prime Early Childhood – Prime

TimeTime

1. Cell 1. Cell migration/elaborationmigration/elaboration

2. Apoptosis 2. Apoptosis

3. Plasticity 3. Plasticity

4. Windows of opportunity 4. Windows of opportunity a. 3 months languagea. 3 months language

b. 8 months visionb. 8 months vision

5. Nature of neurons5. Nature of neuronsa. Programmed for specificsa. Programmed for specifics

b. Dependent on environmentb. Dependent on environment

Brain Fact: Brain Fact: Humans need social Humans need social

interaction interaction

1. Reduces stress by 8%1. Reduces stress by 8%

2. Isolation/smoking2. Isolation/smoking

3. Isolation/physical pain3. Isolation/physical pain

4. Need 12 positive 4. Need 12 positive commentscomments

5. Laugher creates T cells5. Laugher creates T cells

6. Talking - oxygen/blood 6. Talking - oxygen/blood

7. Designed to live 120 years7. Designed to live 120 years

8. Impacts body weight 8. Impacts body weight

9. Brain needs purpose9. Brain needs purpose

a. Retirement a. Retirement

b. Loss of spouseb. Loss of spouse

Brain Fact: Brain Fact: Stress damages the brainStress damages the brain

1. Telomeres1. Telomeresa. 1,700 at birtha. 1,700 at birthb. 300 at age 70 b. 300 at age 70

c. Lost 9 – 17 yearsc. Lost 9 – 17 years 2. Control is important2. Control is important3. Hippocampus/danger 3. Hippocampus/danger 4. Electrical/rat experiment 4. Electrical/rat experiment 5. Reduces immune system5. Reduces immune system6. Reduces T cells6. Reduces T cells7. Hardens arteries7. Hardens arteries8. Morality is compromised 8. Morality is compromised 9. Inactive kids have stress9. Inactive kids have stress10. Tunnel Vision 10. Tunnel Vision

Stress Process Stress Process

a. Designed for action (heart attacks)a. Designed for action (heart attacks)b. Increases blood sugarb. Increases blood sugarc. Activates immune systemc. Activates immune systemd. Activates clotting (platelets sticky)d. Activates clotting (platelets sticky)e. Attention becomes tunnel vision (no multi-e. Attention becomes tunnel vision (no multi-

tasking)tasking)f. Creates “flashbulb” memory (pathological)f. Creates “flashbulb” memory (pathological)g. Creates a “gas and brake” situation with bodyg. Creates a “gas and brake” situation with bodyh. Activates hypothalamus (no sense of h. Activates hypothalamus (no sense of

morality/ethics)morality/ethics)i. Stress is self-imposed i. Stress is self-imposed

Brain Fact:Brain Fact:Need to stay healthy Need to stay healthy

1. Stress in school 1. Stress in school a. 20% greena. 20% greenb. 60% red b. 60% red c. Allosteric loadc. Allosteric load

2. Continual Stress2. Continual Stressa. Trauma a. Trauma b. 1/2 neurons hippocampusb. 1/2 neurons hippocampus

3. Survey of workforce 3. Survey of workforce a. 28 % Screama. 28 % Scream

b. 14% Hurt someoneb. 14% Hurt someonec. 27% no personal friendc. 27% no personal friend

6:006:00 12:0012:00 6:006:00

Brain Fact: Brain Fact: Mirror neurons impact our Mirror neurons impact our

actions actions

1. We respond to experiences1. We respond to experiencesa. Consciously a. Consciously b. Subconsciouslyb. Subconsciouslyc. All senses impact this c. All senses impact this

2. Examples of Mirror Neurons 2. Examples of Mirror Neurons a. Yawning a. Yawning b. Charismaticb. Charismaticc. Talking softlyc. Talking softlyd. Moving slowly d. Moving slowly

3. Physically experience 3. Physically experience a. Experience motor reactiona. Experience motor reactionb. Emotional experiences b. Emotional experiences

Brain Fact:Brain Fact:Children need movement Children need movement

1. Fine/gross motor skills 1. Fine/gross motor skills a. Must have movementa. Must have movement

b. Reticular Activation Systemb. Reticular Activation System

c. 60 hours per week confined c. 60 hours per week confined

2. Cognitive processes 2. Cognitive processes a. Dependent on survivala. Dependent on survival

b. Motor needs take priority b. Motor needs take priority

3. Sensory motor deprivation 3. Sensory motor deprivation a. Inhibitory control impaireda. Inhibitory control impaired

b. Need for over-stimulus b. Need for over-stimulus

4. Impact of policies 4. Impact of policies a. Safety equipmenta. Safety equipment

b. Recess /Physical education b. Recess /Physical education

Brain Fact:Brain Fact:Brain unconsciously learns Brain unconsciously learns

1. Subconscious learning1. Subconscious learninga. Key to survival a. Key to survival

b. Unimportance of verbals b. Unimportance of verbals

c. Safety is key to all learning c. Safety is key to all learning

2. Facial expressions2. Facial expressionsa. Anger/Sarcasms 33 msa. Anger/Sarcasms 33 ms

3. Peptides 3. Peptides

4. Power of the individual 4. Power of the individual a. Affective communication a. Affective communication

b. Super collider experiment b. Super collider experiment

5. Neurological search 5. Neurological search warrantswarrants

Brain Fact: Brain Fact: Substance abuse impacts Substance abuse impacts

brainbrain

1. More harmful to youth1. More harmful to youth2. Less awareness of impact2. Less awareness of impact3. Impact basic brain 3. Impact basic brain

development development 4. Invades membrane of brain 4. Invades membrane of brain 5. Causes irreversible damage 5. Causes irreversible damage 6. Impairs neurotransmitters 6. Impairs neurotransmitters 7. Concrete principle 7. Concrete principle

Frontal Lobe: Prefrontal Frontal Lobe: Prefrontal

1. Controls thought1. Controls thought

2. Planning2. Planning

3. Decision making3. Decision making

4. Emotions 4. Emotions

5. Rational thinking5. Rational thinking

6. Creativity 6. Creativity

7. Makes us human7. Makes us human

Brain Areas: CerebellumBrain Areas: Cerebellum

1. Key to balance1. Key to balance

2. Posture2. Posture

3. Coordination3. Coordination

4. Movement4. Movement

5. Procedural memories 5. Procedural memories

6. Age 2 – adult size6. Age 2 – adult size

7. Automated 7. Automated responses responses

Brain Areas: Amygdala Brain Areas: Amygdala

a. Controls alarm systema. Controls alarm system

b. Controls emotionsb. Controls emotions

c. Evaluates dangerc. Evaluates danger

d. Unconscious emotionsd. Unconscious emotions

e. Damaged amygdalae. Damaged amygdala

* afraid of everything* afraid of everything

* afraid of nothing * afraid of nothing

Neurons: Key to LearningNeurons: Key to Learning

Neurotransmitters:Neurotransmitters:

Histamine Histamine Activates allergic reaction, runny nose & watery eyesActivates allergic reaction, runny nose & watery eyes

Cortisol Cortisol Stress, muscles tense, clotting & thought stops Stress, muscles tense, clotting & thought stops

Glutamate Glutamate Memory/learning, calm, focused, & controlMemory/learning, calm, focused, & control

AcetylcholineAcetylcholine Alertness, memory, appetite control, & growth Alertness, memory, appetite control, & growth hormones hormones

PhenylalaninePhenylalanine Bliss, infatuation, happy, & love, Bliss, infatuation, happy, & love,

PhenylethylamiPhenylethylaminene

Attention, low in ADD, autistic, & schizophreniaAttention, low in ADD, autistic, & schizophrenia

Serotonin Serotonin Mood enhancer, connections, love, appetite & self-Mood enhancer, connections, love, appetite & self-esteemesteem

Oxcytocin Oxcytocin Bonding, attachment & feelings of belonging Bonding, attachment & feelings of belonging

AngiotensinAngiotensin Thirst, kidney conserves water & makes you feel Thirst, kidney conserves water & makes you feel thirstythirsty

Brain Facts: Brain Facts: There are gender differencesThere are gender differences

1. Tendencies/not absolute 1. Tendencies/not absolute

2. Mature differently2. Mature differently

3. Different chemicals3. Different chemicals

4. Use different areas4. Use different areas

5. Designed for purposes 5. Designed for purposes

6. Structural differences (100)6. Structural differences (100)

7. Have different visual 7. Have different visual perceptionsperceptions

Gender Differences Gender Differences Brain Brain Difference Difference Impact Impact

Entire Brain Entire Brain Female brain more Female brain more active active

Utilizes brain more Utilizes brain more effectively effectively

Entire brain Entire brain Designed to Designed to protect/fightprotect/fight

Builds muscle/need to rest Builds muscle/need to rest

Amygdala Amygdala Larger in males Larger in males More aggressionMore aggression

Language Language Areas Areas

Compartmentalize Compartmentalize Rely on simple directions Rely on simple directions

Temporal Lobe Temporal Lobe 12% smaller 12% smaller Give short and clear Give short and clear directions directions

Motor Cortex Motor Cortex More active in males More active in males Need to move/physical spaceNeed to move/physical space

Cerebral Cerebral CortexCortex

More active in femalesMore active in females Multitask more effectively Multitask more effectively

Corpus Corpus Callosum Callosum

Females 20% larger Females 20% larger Multitask/use both Multitask/use both hemispheres hemispheres

Occipital Lobe Occipital Lobe Greater vision for Greater vision for females females

Can see more items/solutionsCan see more items/solutions

Impact of Educational Impact of Educational Practices?Practices?

Boys in Crisis?Boys in Crisis?

a. 70% of D’s and F’sa. 70% of D’s and F’s

b. 66% of LD diagnoses b. 66% of LD diagnoses

c. 76% of ED diagnoses c. 76% of ED diagnoses

d. 90% discipline d. 90% discipline referralsreferrals

e. 80% of the drop-outse. 80% of the drop-outs

f. 71% of suspensions f. 71% of suspensions

g. 77% of Expulsions g. 77% of Expulsions

h. 38% earn master h. 38% earn master

Boys in Crisis?Boys in Crisis?

a. Lowest literacy rate a. Lowest literacy rate in 35 nations in 35 nations

b. Female GPA 3.07b. Female GPA 3.07

c. Male GPA 2.92c. Male GPA 2.92

d. Females 57% d. Females 57% CollegeCollege

e. Males 43% Collegee. Males 43% College

f. Males - educationally f. Males - educationally fragile brain fragile brain

Things to do to Help Males Things to do to Help Males

a. Add more competitiona. Add more competition

b. Add more spatial b. Add more spatial activities activities

c. Include more male c. Include more male teachers teachers

d. Include more d. Include more gross/fine motor skillsgross/fine motor skills

e. Simple directions e. Simple directions

f. Clear limits and f. Clear limits and consequencesconsequences

Teenage Brain Development:Teenage Brain Development:Health Paradox Health Paradox

Biological ImpactBiological Impact

a. Physical zenith a. Physical zenith

b. Morbidity/Mortalityb. Morbidity/Mortality

* 200/300% increase* 200/300% increase

* Accidents/Suicides * Accidents/Suicides

c. 12 % (age 18-20) are c. 12 % (age 18-20) are alcohol dependentalcohol dependent

d. Age 15 - increase in d. Age 15 - increase in marijuana usemarijuana use

Teenage Brain Development:Teenage Brain Development:Prefrontal Cortex is Prefrontal Cortex is

developing developing

Biological Impact Biological Impact a. a. Regulation of words/ideasRegulation of words/ideas

b.b. Body language & jokesBody language & jokes

c. c. Makes bad social Makes bad social inferencesinferences

d. d. Limited social conscious Limited social conscious

e. e. Uses little common sense Uses little common sense

f. f. Can’t read social emotionsCan’t read social emotions

g. Last area to mylienate g. Last area to mylienate

h. Phineas Gage exampleh. Phineas Gage example

Teenage Brain Development:Teenage Brain Development:Amygdala is fully developedAmygdala is fully developed

Biological ImpactBiological Impacta. Acts on emotion more a. Acts on emotion more

than rational thoughtthan rational thought

b. b. Amygdala is impacted Amygdala is impacted by dopamineby dopamine

c. c. Conflict and stress is Conflict and stress is processed by amygdalaprocessed by amygdala

d.d. Reduces influence of Reduces influence of the prefrontal cortexthe prefrontal cortex

e. e. Automated verbal Automated verbal responseresponse

Teenage Brain Development:Teenage Brain Development:Bonding instinct is strong Bonding instinct is strong

Biological Impact Biological Impact a. a. Oxytocin Oxytocin (bonding) (bonding)b. b. Serotonin Serotonin

(attachment)(attachment)c. c. Testosterone (competition)Testosterone (competition)d. d. Strong need to bond or Strong need to bond or

mate with one personmate with one persone. e. Neurotransmitters impact Neurotransmitters impact

perceptionperceptionf. Neurotransmitters f. Neurotransmitters * males * males testosterone testosterone

vasopressinvasopressin * females * females oxytocinoxytocin

serotonin serotonin

Teenage Brain Development:Teenage Brain Development:Puberty is occurring earlier Puberty is occurring earlier

Biological ImpactBiological Impact a. 1860 – Age 16 – 17a. 1860 – Age 16 – 17b. 2007 – Age 13 b. 2007 – Age 13

* Energy Balance * Energy Balance * Electricity * Electricity * Stress * Stress

c. Maturation Gapc. Maturation Gap* 1800’s * 1800’s 2 years2 years* 2000’s * 2000’s 7 years 7 years

d. Post-puberty startles d. Post-puberty startles more quicklymore quickly

Teenage Brain Development:Teenage Brain Development:Engage in at-risk behaviors Engage in at-risk behaviors

Biological ImpactBiological Impacta. Brain discovers a. Brain discovers

dopamine dopamine b. b. Necessary in animals to Necessary in animals to

move out of nestmove out of nestc. c. Consistently seeks Consistently seeks

dopamine or pleasuredopamine or pleasured. d. Pleasure reinforces at-Pleasure reinforces at-

risk behaviorrisk behaviore. e. Eliminates common Eliminates common

sense approach sense approach f. f. Dopamine rush must be Dopamine rush must be

increased to impact increased to impact

Teenage Brain Development:Teenage Brain Development:Rapid growth and changes Rapid growth and changes

Biological Impact Biological Impact a. a. Sudden changes in Sudden changes in

maturity levelmaturity level

b. b. Brain becomes tired, Brain becomes tired, needs sleep, poor sleep needs sleep, poor sleep patterns – increases patterns – increases cortisol & poor memory cortisol & poor memory

c. c. Teens are unsure of who Teens are unsure of who they are they are

d. d. Corpus Callosum Corpus Callosum develops and things develops and things come togethercome together

Teenage Brain Development:Teenage Brain Development:Vulnerable to substance Vulnerable to substance

abuseabuse

Biological Impact Biological Impact a.a. Drugs act like Drugs act like

neurotransmittersneurotransmittersb. b. Decreased sensation of Decreased sensation of

drug impactdrug impactc. c. Substance abuse reduces Substance abuse reduces

dopamine (need more dopamine (need more drugs to replace drugs to replace dopamine)dopamine)

d. d. Alcohol reduces Alcohol reduces glutamate (hippocampus)glutamate (hippocampus)

e. e. Drugs alter brain Drugs alter brain formationformation

Teenage Brain Development:Teenage Brain Development:Sleep patterns are Sleep patterns are

interrupted interrupted

Biological ImpactBiological Impact

a. Second growth spurt a. Second growth spurt b. Need 8-9 hoursb. Need 8-9 hoursc. High school Studentsc. High school Students

* Get less than 7 hours* Get less than 7 hours* Sleep 11:30/Wake at * Sleep 11:30/Wake at 6:156:15

d. Lost of sleep caused. Lost of sleep cause* memory/attention loss* memory/attention loss* violence/irritability* violence/irritability* cognitive loss* cognitive loss

* Sleep may be tipping * Sleep may be tipping pointpoint

Teenage Male Brain Teenage Male Brain Scenario: Scenario:

Exposure to Confrontation Exposure to Confrontation

a. Receives sensory a. Receives sensory inputinput

b. Processed in b. Processed in thamlusthamlus

c. Sent to amygdalac. Sent to amygdala

d. Testosterone d. Testosterone confuses responseconfuses response

e. Connection to motor e. Connection to motor cortex causes cortex causes physical activityphysical activity

Teenage Brain Development:Teenage Brain Development:Time for igniting passions Time for igniting passions

Biological Impact Biological Impact

a. Romantic a. Romantic adventuresadventures

b. Social b. Social consciousnessconsciousness

c. Permanent c. Permanent values values

d. Opportunity d. Opportunity

Power of a Life Well LivedPower of a Life Well Lived

Isn’t it great that Isn’t it great that

we live in a world we live in a world in which you do in which you do not have to wait a not have to wait a single moment to single moment to make the world a make the world a better place.better place.

Ann FrankAnn Frank

God didn’t give anybody God didn’t give anybody everything - but he gave everything - but he gave everybody something. everybody something.

ContactContact

Jeff PerryJeff PerryPO Box 8179PO Box 8179

Wise VA 24293Wise VA 24293

276-328-8017276-328-8017

[email protected]@wise.k12.va.us