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Sara Newton. Knowing Your Brain. It Just Makes Sense. http://www.educationplanet.com/search/Science_and_Engineering/Life_Sciences/Biology/Anatomy/Brain_Anatomy/Brain_Anatomy. Learning – What is It?. Define It; Measure It; What do you learn best?; How do you learn?. - PowerPoint PPT Presentation
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Knowing Your Brain Knowing Your Brain
Sara Newton
It
Just
Makes
Sensehttp://www.educationplanet.com/search/Science_and_Engineering/Life_Sciences/Biology/Anatomy/Brain_Anatomy/Brain_Anatomy
Learning – What is It?Learning – What is It?
Define It; Measure It; What do you Define It; Measure It; What do you learn best?; How do you learn?learn best?; How do you learn?
Thinking About Thinking Thinking About Thinking (Blakey (Blakey
and Spence, 1990)and Spence, 1990)
Metacognition is knowing what we know Metacognition is knowing what we know and knowing what we don’t know.and knowing what we don’t know.
A thinker’s job is management of thinking.A thinker’s job is management of thinking. Strategies include:Strategies include:
• connecting new information to former connecting new information to former knowledgeknowledge
• selecting thinking strategies deliberatelyselecting thinking strategies deliberately• planning, monitoring, and evaluating thinking planning, monitoring, and evaluating thinking
processesprocesses
It Imparts Ownership It Imparts Ownership (Howard, 1994, pp. (Howard, 1994, pp.
236-239)236-239)
Metacognition Metacognition improves learningimproves learning
Knowing which of Knowing which of your Multiple your Multiple Intelligences are Intelligences are the strongest will the strongest will help you formulate help you formulate strategies for strategies for improved learning.improved learning.
http://www.ldpride.net/learningstyles.MI.htm
It Makes Sense It Makes Sense (Visser, 1996)(Visser, 1996)
Use your stronger intelligences first Use your stronger intelligences first to build solid foundation.to build solid foundation.
Then approach from other Then approach from other perspectives to fortify.perspectives to fortify.
http://www.ldpride.net/learningstyles.MI.htm
It is Content Specific It is Content Specific (Guild, 1998)(Guild, 1998)
To learn how To learn how your brain works your brain works will make will make learning the learning the anatomy and anatomy and physiology of physiology of the brain more the brain more meaningful.meaningful.
http://www.educationplanet.com/search/Science_and_Engineering/Life_Sciences/Biology/Anatomy/Brain_Anatomy/Brain_Anatomy
What Are My Strengths?What Are My Strengths?
Perceived by Howard Gardner, Perceived by Howard Gardner, Multiple Intelligences are seven Multiple Intelligences are seven different ways to demonstrate different ways to demonstrate intellectual ability. intellectual ability. (An eighth (An eighth intelligence - the naturalist - has been added.) intelligence - the naturalist - has been added.) The following descriptions are fromThe following descriptions are from http://http://www.ldpride.net/learningstyles.MI.htmwww.ldpride.net/learningstyles.MI.htm
The ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.
Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good
sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers,
mechanics, engineers
Visual/Spatial IntelligenceVisual/Spatial Intelligence
The ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.
Their skills include: listening, speaking, writing, story telling, explaining, teaching, using
humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
Possible career interests: Poet, journalist, writer, teacher, lawyer, politician, translator
Verbal/Linguistic Verbal/Linguistic IntelligenceIntelligence
The ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.
Their skills include: problem solving, classifying and categorizing information, working with abstract
concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
Possible career paths: Scientists, engineers, computer programmers, researchers, accountants,
mathematicians
Logical/Mathematical Logical/Mathematical IntelligenceIntelligence
The ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.
Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using
body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body
Possible career paths: Athletes, physical education teachers, dancers, actors, firefighters, artisans
Bodily/Kinesthetic Bodily/Kinesthetic IntelligenceIntelligence
The ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental
sounds (e.g. crickets, bells, dripping taps). Their skills include: singing, whistling, playing musical instruments, recognizing tonal
patterns, composing music, remembering melodies, understanding the structure and rhythm of music
Possible career paths: musician, disc jockey, singer, composer
Musical/Rhythmic Musical/Rhythmic IntelligenceIntelligence
Naturalist IntelligenceNaturalist Intelligence
The ability to observe and understand patterns in the natural environment. A naturalist shows expertise in recognizing and classifying plants and animals.
Their skills include: sorting, classifying, collecting and categorizing, shrewdly
distinguishing between variations
Possible career paths: molecular biologist, medicine and herbal remedies specialist,
analyist, ecologist, urban planner
The ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.
Their skills include: seeing things from other perspectives, listening, using empathy, understanding other
people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
Possible Career Paths: Counselor, salesperson, politician, business person
Interpersonal IntelligenceInterpersonal Intelligence
The ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.
Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing
themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
Possible Career Paths: Researchers, theorists, philosophers
Intrapersonal IntelligenceIntrapersonal Intelligence
Brain Structure and Brain Structure and FunctionFunction
llustration from The three units of the human Brain - Júlio Rocha do Amaral, & Jorge Martins de Oliveira
General
to
Specific
MacLean’s Triune Brain MacLean’s Triune Brain TheoryTheory““three interconnected biological computers” MacLean
(as cited on Web Page)
#1 - The Reptilian Brain is
geared for survival.
It is the oldest brain. It consists of the structures of the brain stem - medulla, pons, cerebellum, midbrain.
This brain controls muscles, balance and autonomic functions, such as breathing and heartbeat. This part of the brain is active, even in deep sleep.
http://www.kheper.auz.com/gaia/intelligence/MacLean.htm#triuneImage from ://psyc.uwec.edu/km/375triune.htm
MacLean’s Triune Brain MacLean’s Triune Brain TheoryTheory
#2 - The Limbic System adds the capacity for emotion and coordination of movement.
concerned with emotions and instincts, feeding, fighting, fleeing, and sexual behavior.
Physiologically, it includes the the hypothalamus, hippocampus, and amygdala.
It has vast interconnections with the neocortex
MacLean’s Triune Brain MacLean’s Triune Brain TheoryTheory
# 3 - The Neocortex allows for the higher cognitive functions. MacLean refers to the cortex as "the mother of invention and father of abstract thought".
The cortex is divided into left and right hemispheres. The left half of the cortex controls the right side of the body and the right side of the brain the left side of the body.
The right brain is more spatial, abstract, musical and artistic, while the left brain more linear, rational, and verbal.
More Detail More Detail (Martini, 1998, pp. 445-473)(Martini, 1998, pp. 445-473)
Cerebellum
Cerebrum
Medulla Oblongata
Pons
Thalamus
Midbrain
Hippocampus
Amygdala
Hypothalamus
Pituitary gland
Reptilian (#1) Reptilian (#1) (Sylwester,1995, pp. 39-44)(Sylwester,1995, pp. 39-44)
Cerebellum
Medulla OblongataPons
Thalamus
Midbrain
•adjusts ongoing movement patterns on basis of sensory data and stored memories•maintain balance and equilibrium
•bridge cerebellum to brain stem•facial motor control
•process visual and auditory•maintain consciousness•reflex generation•RAS
•brain to spine •relays sensory information
•relay and processing center for sensory data(from outside the body)•hallucinations
Hippocampus
Amygdala
Hypothalamus
•Hunger, sex drive, thirst, hormones, temperature(sensory data from inside)
•Sophisticated emotions (love, joy, kindness)•filters and interprets incoming sensory data
•Connects the other two•stores new memories
Limbic System (#2) Limbic System (#2) (Nunley, 1999)(Nunley, 1999)
Neocortex #3(Cerebrum)•thin covering of cortex but 70% of brain cells•higher level functionsTemporal(hears& smells)
Occipital(sees)
Parietal(feels)
Frontal (solves, decides, moves)
Wernicke’s Area Interprets what is seen or heard
Broca’s Area Speech-breathing and vocalization
Learning PathwaysLearning PathwaysNeuron to NeuronNeuron to Neuron
The brain is a collection of The brain is a collection of specialized cells called neurons.specialized cells called neurons.
Information travels from one Information travels from one neuron to the next: axon neuron to the next: axon synapse dendrite axonsynapse dendrite axon
http://www.soton.ac.uk/~jrc3/chudler/neurok.html
Learning PathwaysLearning PathwaysSome links grow while others fadeSome links grow while others fade
•Each time you learn something new, new dendrites are grown on your neurons to communicate with other neurons. •connections = pathways•Those not used are pruned out to make way for stronger pathways.•The more a pathway is used, the easier it is to access.
“A single neuron may be involved in many pathways. So strengthening a neuron used for one project may have additional benefits if it is also used for other tasks.” (Nunley, p.25)
Learning PathwaysLearning PathwaysThoughts involve communication from manyThoughts involve communication from manyareas of the brain areas of the brain (Nunley)(Nunley)
you see the appleyou see the apple memories ofmemories of apple pie and milkapple pie and milk anticipate taste and anticipate taste and
salivatesalivate coordinate arm to coordinate arm to
bring it to mouthbring it to mouth new memory - new memory -
yuck! A wormyuck! A worm
A.p.p.l.e.
Learning PathwaysLearning PathwaysStorage of the information can vary Storage of the information can vary (Fishback, 1998)(Fishback, 1998)
Sensations enter your brain and are Sensations enter your brain and are temporarily stored in Short-Term Memorytemporarily stored in Short-Term Memory
Your brain decides whether to Your brain decides whether to consolidate the memory into Long-Term consolidate the memory into Long-Term Memory (Limbic system is an active Memory (Limbic system is an active player)player)
Memories are separated and then Memories are separated and then distributed in different regions of your distributed in different regions of your brain.brain.
Learning PathwaysLearning PathwaysStorage of the information can vary Storage of the information can vary (Martini, 1998, p.505)(Martini, 1998, p.505)
Sensory Input
Short-Term Memory
Repetition Promotes Retention
ConsolidationLong-Term Memory
? ?
Visualizing Brain ActivityVisualizing Brain Activity
CT (Computed Tomography) A beam of x-rays is shot straight through the brain.
PET- (photon/positron emission computed tomography) When radio-labeled compounds are injected in tracer amounts, their photon emissions can be detected much like x-rays in CT.
MRI (magnetic resonance imaging) When protons are placed in a magnetic field, they become capable of receiving and then transmitting electromagnetic energy.
http://www.med.harvard.edu/AANLIB/home.html
A Lot To RememberA Lot To Remember
Apply
what you
know
to
learn
morehttp://www.educationplanet.com/search/Science_and_Engineering/Life_Sciences/Biology/Anatomy/Brain_Anatomy/Brain_Anatomy