Brain Research and DLM: An Brain Research and DLM: An OverviewOverview

Beverly J. Irby, Ed.D.Beverly J. Irby, Ed.D.Professor and ChairProfessor and Chair

Sam Houston State UniversitySam Houston State UniversityRafael Lara-Alecio, Ph.D.Rafael Lara-Alecio, Ph.D.Professor and DirectorProfessor and DirectorTexas A&M UniversityTexas A&M University

November 4, 2005November 4, 2005

Basic Brain InformationBasic Brain Information

The brain research that we can The brain research that we can currently rely on comes from currently rely on comes from cognitive psychology which has a cognitive psychology which has a well-established 50-year connection well-established 50-year connection to education as opposed to a less to education as opposed to a less than 20-year connection between than 20-year connection between cognitive psychology and cognitive psychology and neuroscience (Bruer, 1997). The neuroscience (Bruer, 1997). The latter allows us to “see how mental latter allows us to “see how mental functions map onto the brain functions map onto the brain structures” (Bruer, 1997, p. 4).structures” (Bruer, 1997, p. 4).

Neuro-Neuro-science science and and EducationEducation

There are three well-established findings in There are three well-established findings in developmental neurobiology:developmental neurobiology:

1. Starting at infancy and continuing into later 1. Starting at infancy and continuing into later childhood, there is a dramatic increase in the childhood, there is a dramatic increase in the number of synapses that connect neurons in the number of synapses that connect neurons in the brain.brain.

Biology 101Biology 101

Neurons have specialized projections called Neurons have specialized projections called dendrites and axons. Dendrites bring dendrites and axons. Dendrites bring information information toto the cell body and axons take the cell body and axons take information information awayaway from the cell body. from the cell body. Information from one neuron flows to Information from one neuron flows to another neuron across a synapse. The another neuron across a synapse. The synapse is a small gap separating neurons. synapse is a small gap separating neurons.

SynapseSynapse The synapse consists The synapse consists

of: of: 1. a presynaptic 1. a presynaptic

ending that contains ending that contains neurotransmitters, neurotransmitters, mitochondria and mitochondria and other cell organelles,other cell organelles,2. a postsynaptic 2. a postsynaptic ending that contains ending that contains receptor sites for receptor sites for neurotransmitters neurotransmitters and,and,3. a synaptic cleft or 3. a synaptic cleft or space between the space between the presynaptic and presynaptic and postsynaptic postsynaptic endings.endings.

2. There are experience-dependent 2. There are experience-dependent critical periods in the development critical periods in the development of sensory and motor systems. of sensory and motor systems.

3. In rats, at least-- complex, or 3. In rats, at least-- complex, or enriched, environments cause new enriched, environments cause new synapses to form (Bruer, 1997, p.4).synapses to form (Bruer, 1997, p.4).

Additionally, myelinazation of axons Additionally, myelinazation of axons which carry the signals occur at which carry the signals occur at different time periods (Markezich, different time periods (Markezich, n.d.)n.d.)

So, what does this So, what does this mean?mean?

The brain knows how to developmentally The brain knows how to developmentally scaffold itself. For example, in Broca's scaffold itself. For example, in Broca's area, the region in the brain for language area, the region in the brain for language production, it has been determined that production, it has been determined that when this becomes myelinated, children when this becomes myelinated, children develop speech and grammar. In develop speech and grammar. In Wernicke's area, the center of language Wernicke's area, the center of language comprehension, myelination occurs a comprehension, myelination occurs a good 6 months before Broca's area even good 6 months before Broca's area even starts. This is very clever, since you need starts. This is very clever, since you need to be able to understand language before to be able to understand language before you can produce it. you can produce it.

And what else does this And what else does this mean?mean?

Starting in early infancy, there is a rapid Starting in early infancy, there is a rapid increase in the number of synapses or increase in the number of synapses or neural connections in children’s brains. neural connections in children’s brains. Up to age 10, children’s brains contain Up to age 10, children’s brains contain more synapses than at any other time more synapses than at any other time their lives. their lives.

Early childhood experiences fine-tune Early childhood experiences fine-tune the brain’s synaptic connections (Bruer, the brain’s synaptic connections (Bruer, 1997, p. 4). 1997, p. 4). http://www.sesameworkshop.org/sesamhttp://www.sesameworkshop.org/sesamestreet/games/flash.php?contentId=921estreet/games/flash.php?contentId=92152775277

Synaptic PruningSynaptic Pruning

Childhood experiences reinforce and Childhood experiences reinforce and maintain synapses that are maintain synapses that are repeatedly used, but snip away at the repeatedly used, but snip away at the unused synapses.unused synapses.

Therefore, the time of high synaptic Therefore, the time of high synaptic density and experiential fine-tuning is density and experiential fine-tuning is a critical period in the child’s a critical period in the child’s cognitive development – the time cognitive development – the time when the brain can efficiently acquire when the brain can efficiently acquire and learn a range of skills (Buer, and learn a range of skills (Buer, 1997, p. 4).1997, p. 4).

During the critical period:During the critical period:

The classroom must be particularly rich The classroom must be particularly rich and stimulating as this is a critical and stimulating as this is a critical window of opportunity for brain window of opportunity for brain development.development.

This natural acquisition period– means This natural acquisition period– means that the earlier we teach concepts the that the earlier we teach concepts the better (Hirsch, 1996, p.23); in particular, better (Hirsch, 1996, p.23); in particular, those concepts should be taught in a those concepts should be taught in a meaningful and relevant way (Lara-meaningful and relevant way (Lara-Alecio & Irby, 2001).Alecio & Irby, 2001).

So, What does this So, What does this mean?mean?

The implication is that if information is The implication is that if information is presented to children in ways that fit presented to children in ways that fit each child’s learning style, children are each child’s learning style, children are capable of learning more than currently capable of learning more than currently believed (Education Commission of the believed (Education Commission of the States, 1996, p. vi.). States, 1996, p. vi.).

Additionally, this urges us to begin the Additionally, this urges us to begin the study of languages, advanced study of languages, advanced mathematics, logic, and music as early mathematics, logic, and music as early as possible– three or four (Bruer, 1997).as possible– three or four (Bruer, 1997).

http://www.lindabook.com/afrogstahttp://www.lindabook.com/afrogstalevideo.htmllevideo.html

Connections to DLM: Connections to DLM: Brain Research and DLM Brain Research and DLM LessonsLessons

Components of DLM are Components of DLM are purposefully and strategically purposefully and strategically placed based on what we know placed based on what we know about the brain and its about the brain and its development.development.

Morning Circle Time and Morning Circle Time and ResearchResearch

Morning Circle Time– Builds an atmosphere of Morning Circle Time– Builds an atmosphere of trust and intellectual safety.trust and intellectual safety.

Some of the brain research has focused less Some of the brain research has focused less on the physical and biochemical structure of on the physical and biochemical structure of the brain and more on the mind-- a complex the brain and more on the mind-- a complex mix of thoughts, perceptions, feelings, and mix of thoughts, perceptions, feelings, and reasoning. Studies that explore the effects of reasoning. Studies that explore the effects of attitudes and emotions on learning indicate attitudes and emotions on learning indicate that stress and constant fear, at any age, can that stress and constant fear, at any age, can circumvent the brain's normal circuits. A circumvent the brain's normal circuits. A person's physical and emotional well-being are person's physical and emotional well-being are closely linked to the ability to think and to closely linked to the ability to think and to learn effectively. Emotionally stressful home or learn effectively. Emotionally stressful home or school environments are counterproductive to school environments are counterproductive to students' attempts to learn. students' attempts to learn.

When the teacher speaks directly When the teacher speaks directly and personally to the child, and personally to the child, synapses fire. The repetition of synapses fire. The repetition of these kinds of positive early these kinds of positive early interactions actually helps the brain interactions actually helps the brain reinforce the existing connections reinforce the existing connections and make new ones (Honig, 1999). and make new ones (Honig, 1999). This action on the part of the This action on the part of the teacher prevents synapse pruning.teacher prevents synapse pruning.

Morning Circle TimeMorning Circle Time

In addition to the mental well being that In addition to the mental well being that the circle time fosters, this time is usually the circle time fosters, this time is usually introduced with a song or a chant.introduced with a song or a chant.

It is best when the songs and activities It is best when the songs and activities are relevant to the child’s life/culture. are relevant to the child’s life/culture.

By exposing children to complex musical By exposing children to complex musical sounds (Mozart, not hard rock) or the sounds (Mozart, not hard rock) or the simple children’s tunes in DLM, children simple children’s tunes in DLM, children will develop the same areas of the brain will develop the same areas of the brain required for math and spatial reasoning required for math and spatial reasoning (DeBord, 1997). (DeBord, 1997).

Letter KnowledgeLetter Knowledge Exposure to unfamiliar speech sounds is initially Exposure to unfamiliar speech sounds is initially

registered by the brain as undifferentiated neural registered by the brain as undifferentiated neural activity. activity.

Neural activity is diffuse, because the brain has not Neural activity is diffuse, because the brain has not learned the acoustic patterns that distinguish one learned the acoustic patterns that distinguish one sound from another. sound from another.

As exposure continues, the listener (and the brain) As exposure continues, the listener (and the brain) learns to differentiate among different sounds and learns to differentiate among different sounds and even among short sequences of sounds that even among short sequences of sounds that correspond to words or parts of words. correspond to words or parts of words.

Neural connections that reflect this learning process Neural connections that reflect this learning process are formed in the auditory (temporal) cortex of the are formed in the auditory (temporal) cortex of the left hemisphere for most individuals. left hemisphere for most individuals.

With further exposure, both the simple and complex With further exposure, both the simple and complex circuits (corresponding to simple sounds and circuits (corresponding to simple sounds and sequences of sounds) are activated at virtually the sequences of sounds) are activated at virtually the same time and more easily (Genesee, 2000). same time and more easily (Genesee, 2000).

Neural NetworksNeural Networks

As connections are formed among adjacent As connections are formed among adjacent neurons to form circuits, connections also begin to neurons to form circuits, connections also begin to form with neurons in other regions of the brain that form with neurons in other regions of the brain that are associated with visual, tactile, and even are associated with visual, tactile, and even olfactory information related to the sound of the olfactory information related to the sound of the word. These connections give the sound of the word. These connections give the sound of the word meaning.word meaning.

Some of the brain sites for these other neurons are Some of the brain sites for these other neurons are far from the neural circuits that correspond to the far from the neural circuits that correspond to the component sounds of the words; they include sites component sounds of the words; they include sites in other areas of the left hemisphere and even sites in other areas of the left hemisphere and even sites in the right hemisphere. The whole complex of in the right hemisphere. The whole complex of interconnected neurons that are activated by the interconnected neurons that are activated by the word is called a neural network (Genesee, 2000).word is called a neural network (Genesee, 2000).

Learning New Learning New Letters/WordsLetters/Words

The flow of neural activity is not unidirectional, The flow of neural activity is not unidirectional, from simple to complex; it also goes from from simple to complex; it also goes from complex to simple. complex to simple.

For example, higher order neural circuits that For example, higher order neural circuits that are activated by contextual information are activated by contextual information associated with the word associated with the word doggiedoggie can prime the can prime the lower order circuit associated with the sound lower order circuit associated with the sound doggiedoggie with the result that the word with the result that the word doggiedoggie can can be retrieved with little direct input. be retrieved with little direct input.

Complex circuits can be activated at the same Complex circuits can be activated at the same time as simple circuits, because the brain is time as simple circuits, because the brain is receiving input from multiple external sources: receiving input from multiple external sources: auditory, visual, spatial, motor. auditory, visual, spatial, motor.

At the same time that the auditory circuit for the At the same time that the auditory circuit for the word word doggiedoggie is activated, the visual circuit is activated, the visual circuit associated with the sight of a dog is also associated with the sight of a dog is also activated. activated.

Simultaneous activation of circuits in different Simultaneous activation of circuits in different areas of the brain is called parallel processing.areas of the brain is called parallel processing.

Students' vocabulary acquisition Students' vocabulary acquisition can be enhanced when it is can be enhanced when it is embedded in real-world complex embedded in real-world complex contexts that are familiar to them. contexts that are familiar to them. Students need time and Students need time and experience ("practice") to experience ("practice") to consolidate new skills and consolidate new skills and knowledge to become fluent and knowledge to become fluent and articulated. articulated.

Movement and MusicMovement and Music

Music seems to involve the brain at Music seems to involve the brain at almost every level.  Even allowing for almost every level.  Even allowing for cultural differences in musical tastes, cultural differences in musical tastes, researchers have found evidence of researchers have found evidence of music's remarkable power to affect music's remarkable power to affect neural activity no matter where they neural activity no matter where they look in the brain, from primitive look in the brain, from primitive regions in all animals to more regions in all animals to more recently evolved regions thought to recently evolved regions thought to be distinctively human (Los Angeles be distinctively human (Los Angeles Times, 1998). Times, 1998).

MovementMovement Movement is the only thing that unites all Movement is the only thing that unites all

brain levels and integrates the right and left brain levels and integrates the right and left hemispheres of young learners. hemispheres of young learners. The locomotion The locomotion centers of the brain are paired, facing one another centers of the brain are paired, facing one another along the top of the right and left hemispheres, so along the top of the right and left hemispheres, so that the center controlling the left leg parallels the that the center controlling the left leg parallels the center controlling the right leg, and so forth. For center controlling the right leg, and so forth. For this reason, movement ties in both hemispheres, this reason, movement ties in both hemispheres, allowing young children almost their only allowing young children almost their only opportunity to apply both sides of the brain to an opportunity to apply both sides of the brain to an effort and attempt to pass information between the effort and attempt to pass information between the right and left hemispheres. For this reason many right and left hemispheres. For this reason many young children (and older kinesthetic learners) must young children (and older kinesthetic learners) must move to learn. They are able to pay attention and move to learn. They are able to pay attention and learn only if they are free to wiggle around; sitting learn only if they are free to wiggle around; sitting still is a strain.still is a strain.

FingerplayFingerplay

By a couple of months of age, babies can By a couple of months of age, babies can process the emotional contours of process the emotional contours of language (prosody), which means they language (prosody), which means they tune in to the emotional variations in your tune in to the emotional variations in your voice. (In fact, toddlers can memorize voice. (In fact, toddlers can memorize nursery rhymes because rhymes have nursery rhymes because rhymes have prosody!)  As the preschool teacher raises prosody!)  As the preschool teacher raises his/her voice an octave and draws out his/her voice an octave and draws out his/her vowels, the child's brain responds his/her vowels, the child's brain responds by sending even more chemical and by sending even more chemical and electrical impulses across the synapses electrical impulses across the synapses (Honig, 1999). (Honig, 1999).

Effective ESL StrategiesEffective ESL Strategies

The bilingual brain develops more densely, The bilingual brain develops more densely, giving it an advantage in various abilities and giving it an advantage in various abilities and skills, according to Andrea Mechelli of London's skills, according to Andrea Mechelli of London's Wellcome Department of Imaging Wellcome Department of Imaging Neuroscience. Neuroscience.

The brain has two types of tissue visible to the The brain has two types of tissue visible to the naked eye, termed gray and white matter. naked eye, termed gray and white matter. Gray matter makes up the bulk of nerve cells Gray matter makes up the bulk of nerve cells within the brain. Studies have shown an within the brain. Studies have shown an association with gray matter density (or association with gray matter density (or volume and intellect), especially in areas of volume and intellect), especially in areas of language, memory, and attention. language, memory, and attention.

Brain imaging showed that bilingual speakers Brain imaging showed that bilingual speakers had denser gray matter compared with had denser gray matter compared with monolingual participants (Hitti, 2004). monolingual participants (Hitti, 2004).

Practice/Learning Practice/Learning CentersCenters

Children learn best through Children learn best through interaction with their environment interaction with their environment and through active participation, a and through active participation, a learning center is an optimal way learning center is an optimal way to structure and extend the to structure and extend the learning of your students. learning of your students.

Thematic integrative, cooperative, Thematic integrative, cooperative, workstations help develop the workstations help develop the child’s brain connectivity (Caine & child’s brain connectivity (Caine & Caine, 1991).Caine, 1991).

Reflect and AssessReflect and Assess Caine and Caine (1991) recommend a learning Caine and Caine (1991) recommend a learning

environment that includes three key factors: environment that includes three key factors: immersion in complex experiences, low threat/high immersion in complex experiences, low threat/high challenge, and active processing. challenge, and active processing.

Complex experiences include the range of Complex experiences include the range of emotions and levels of thinking that aid in the emotions and levels of thinking that aid in the brain’s learning process.  brain’s learning process. 

Environments that present high challenge in the Environments that present high challenge in the absence of threat promote the brain’s desire to absence of threat promote the brain’s desire to search for meaning and patterns, to make search for meaning and patterns, to make connections. connections.

Finally, active processing refers to metacognition, Finally, active processing refers to metacognition, or how you know what you know.  or how you know what you know. 

This means providing time for reflection, This means providing time for reflection, verbalizing, and more reflection. verbalizing, and more reflection.

Outside/Physical ActivityOutside/Physical Activity

General physical activity stimulates brain General physical activity stimulates brain development because it supplies the brain development because it supplies the brain with glucose, its main energy source. with glucose, its main energy source. However, according to Gabbard at Texas A&M However, according to Gabbard at Texas A&M University, [A]t this point it is still quite unclear University, [A]t this point it is still quite unclear as to the specific types and amounts of as to the specific types and amounts of experience necessary to stimulate the experience necessary to stimulate the formation of particular neural connections (A formation of particular neural connections (A cautionary note on brain research, 2000). cautionary note on brain research, 2000).

We do know that physical activity and We do know that physical activity and movement enhance fitness, foster growth and movement enhance fitness, foster growth and development, and help teach children about development, and help teach children about their world. their world.

Story TimeStory Time

Reading aloud, sharing music and Reading aloud, sharing music and rhymes have an incredible impact rhymes have an incredible impact on later learning. on later learning. 

Young children need real Young children need real interactions in order to learn.  interactions in order to learn. 

Using melodic voice tones to ensure Using melodic voice tones to ensure children's involvement and learning children's involvement and learning and develops neural networks. and develops neural networks.

Things to RememberThings to Remember The brain is not rigid at birth, but "plastic" meaning The brain is not rigid at birth, but "plastic" meaning

that it has the "ability to change its structure and that it has the "ability to change its structure and chemistry in response to the environment." chemistry in response to the environment."

The environment and genetics are equally The environment and genetics are equally important.  "The environment affects how genes important.  "The environment affects how genes work and genes determine how the environment is work and genes determine how the environment is interpreted." interpreted."

The brain seeks connections.  There are critical The brain seeks connections.  There are critical development periods in which the brain is "wired" development periods in which the brain is "wired" for learning a particular skill (not a new idea, but for learning a particular skill (not a new idea, but now supported by current brain research). now supported by current brain research).

The brain is superactive between ages 4 and 10, The brain is superactive between ages 4 and 10, called the "wonder years of learning." Brain called the "wonder years of learning." Brain research supports early education efforts and research supports early education efforts and parental education efforts. parental education efforts.

Caine and Caine’s 12 Caine and Caine’s 12 PrinciplesPrinciples

The brain is a parallel processor in which thoughts, The brain is a parallel processor in which thoughts, experiences, and emotions operate simultaneously and experiences, and emotions operate simultaneously and interact with other modes of information. interact with other modes of information.

Learning engages the entire physiology.  Physical Learning engages the entire physiology.  Physical health, sleep, nutrition, moods, and fatigue, all affect health, sleep, nutrition, moods, and fatigue, all affect the brain’s memory. the brain’s memory.

The search for meaning is innate.  The brain needs and The search for meaning is innate.  The brain needs and automatically registers the familiar while simultaneously automatically registers the familiar while simultaneously searching for and responding to additional stimuli. searching for and responding to additional stimuli.

The search for meaning occurs through patterning, The search for meaning occurs through patterning, organizing and categorizing information in meaningful organizing and categorizing information in meaningful and relevant ways. and relevant ways.

Emotions are critical to patterning.  Emotion cannot be Emotions are critical to patterning.  Emotion cannot be separated from cognition.  Emotion motivates us to separated from cognition.  Emotion motivates us to learn, to create.  learn, to create. 

12 Principles cont.12 Principles cont. Every brain simultaneously perceives and creates Every brain simultaneously perceives and creates

wholes and parts. wholes and parts. Learning involves both focused attention and peripheral Learning involves both focused attention and peripheral

perception. Learning happens all the time, everywhere. perception. Learning happens all the time, everywhere. Learning involves conscious and unconscious Learning involves conscious and unconscious

processes.  Learners become their experience and processes.  Learners become their experience and remember what they experience not just what they are remember what they experience not just what they are told.  Meaning is not always available on the surface.  It told.  Meaning is not always available on the surface.  It often happens intuitively. often happens intuitively.

The brain uses at least two kinds of memory: spatial The brain uses at least two kinds of memory: spatial memory and rote memory. memory and rote memory.

The brain understands and remembers but when facts The brain understands and remembers but when facts and skills are embedded in natural spatial memory. and skills are embedded in natural spatial memory.

  Learning is enhanced by challenge and inhibited by Learning is enhanced by challenge and inhibited by threat.  threat. 

  Each brain is unique with individual learning styles and Each brain is unique with individual learning styles and ways of learning. ways of learning.

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