Learning Theory News

“” We are searching for

environments, activities,

and techniques that nat-

urally generate positive

feelings and that auto-

matically lead students

to say, “I have to learn.””

- J. Zull (2011, p. 55)

In This Issue

How exercise ena-

bles and energizes

executive function

Emotions have an

impact on the mind

as they occur in the

here and now

How elaborative en-

coding requires sub-

stantial attention and

is influenced by

memory

…… and much more!

The three “E’s” that Every Teacher Should Know Written By: Courtney Salmela

We may know that there are many methods to develop the

learning brain, but we should also be asking, “What insights into the

science of learning should teachers bring to class to make learning

relevant and real.” This newsletter will inform you of some of the

most recent findings and discoveries when looking at how the ado-

lescent brain develops and learns through exercise, emotion, and

elaborative encoding. There are other important components of the

learning process that this newsletter will also touch base with in-

cluding long-term memory, the transformation of an experience,

and the connection between feelings, consciousness, and reason-

ing.

Research displays and illustrates remarkable evidence for what

exercise does for thinking and learning. More than that, scientists

have been finding more evidence “that the human brain is not only

capable of renewing itself but that exercise speeds the pro-

cess” (Reynolds, 2012, p. 190). Continue to the next page for more

information...

Duluth’s Educational Newsletter February 2016

[“When educators learn about how the brain appears to process, recognize, remember, and transfer information at the level

of neural circuits, synapses, and neurotransmitters, and then share that knowledge with students, the empowerment of both

enriches motivation, resilience, memory, and the joy of learning” (Willis, 2010, p.47).]

Some things to note about aerobic ex-ercise

1. The effects of aerobic exercise peak after 12 weeks of a consistent routine. It boosts “executive function,” where toning and weight lifting

showed little benefit in this area (Medina, 2015).

2. Most researchers encourage endurance workouts such as walking, running, cycling, or swimming. Various growth factors must be carried from the periphery of the body into the brain to start a molecular cascade, and this requires a significant change in blood flow (Reynolds, 2012, p.200).

3. The Brain Derived Neurotrophic Factor (BDNF) is a protein that is re-leased during Heart Zone 3 exercise. “BDNF is a protein produced in the brain and elsewhere in the body. Pumped out in greater profusion during and after exercise, its known to help neurons develop and thrive. It allows the brain to consolidate short-term memories into long –term ones ( Reyn-olds, 2012, p.193).

4. Exercise is important at any age, and the cool thing is– it doesn’t an enormous amount to reap the benefits. Reynolds suggests that the bene-fits received from exercise occurs within “the first 20 minutes.”

Exercise and Neuroplasticity The brain fires and wires

based on an individual’s ex-

perience and knowledge.

The pre-frontal cortex (PFC)

is the center for critical

thinking and executive deci-

sion making; exercise im-

proves the blood flow to the

brain, creating new blood

vessels and an increased

flow of oxygen that allows

an enhanced performance

of the PFC and neuronal

connections. A study per-

formed in Naperville had

students participate in an

hour of PE before school

and the results showed that

these students had an in-

creased attention span,

working memory, and pro-

cessing speed (Ratey,

2008). “Exercise stimulates

the blood vessels to create

a powerful, flow regulating

molecule called nitric oxide.

As the flow improves, the

body makes new blood ves-

sels, which penetrate deep-

er and deeper into the tis-

sues of the body. The more

you exercise the more tis-

sues you can feed and the

more toxic waste you can

remove” (Ratey, 2008, p. 21

-22).

Memory

The hippocampus plays a huge role in how we create and process memories. While exercise can increase blood

flow and neurogenesis, neurologists believe that the loss of neurons in the hippocampus may be a primary cause of

cognitive decay (Reynolds, 2012, p. 187). However, much of what we remember and how it is processed has to do

with our emotional response and experience. We have “somatic markers” that are low intensity feelings in the body

that accompany particular experiences, with these emotions also have an effect on the mind “as they occur in the here

and now” (Zull, 2011, p. 56– 57). Somatic markers can tag a specific memory when the environment does not interfere

and they amygdala is in a positive state; the body’s emotional state makes the brain more engaged. When looking at

what experiences make it into higher cognitive thinking, we need to consider the amygdala. Joy can contribute to an

outcome where we engage the cerebral cortex that provides the power to provide more accurate and deeper under-

standings of experience (Zull, 2011, p. 60). Read on for more about emotion, memory and cognition...

EX

ER

CIS

E

Positive Risk Taking and Long Term Memory

Memories don’t seem to

be located in any particular

place in the brain, but the re-

call and formation of memo-

ries have been localized to

specific parts of the cerebral

cortex, and explicit memories

require the hippocampus

(Zull, 2002, p. 80). Putting

students’ emotions at the

front of their learning will al-

low them to take interest in

the lesson. Each individual

has a different emotional

need, teachers need to con-

sider the concrete-abstract

and the reflective/active

spectrums to identify with

student needs.

“Not only is knowing a feel-

ing, getting to knowing is full

of feeling” (Zull, 2002, p.73).

There are existing connec-

tions between our reasoning

centers and the emotion cen-

ters of our brain. Feelings

are also essential for ration-

ality.

We want to encourage stu-

dents with positive reinforce-

ment and encourage them to

take risks that put them out

of their comfort zone just

enough. Positive risk taking

can have a substantial influ-

ence on student learning,

where feeling can help keep

them engaged and motivat-

ed.

What is the relationship be-tween emotion and cognition? Emotional processes related to the body and its relation-

ship to higher reasoning/ rational thought can be though of as

a combined experience of emotional thought. Rational

thought can inform emotional thought, which is the pathway

for social and moral emotions. Thoughts trigger emotions

which play out in the mind and body; “the platform for learn-

ing, memory, decision making, and creativity, exist in both so-

cial and nonsocial situations (Immordino-Yang, 2012, p. 74).

Teachers must actively manage the social and emotional cli-

mate of the classroom, where task irrelevant emotions play

an important role, and too much irrelevant emotion can un-

dermine student ability to balance academic learning.

Emotion and Exercise:

partners that release

neurotransmitters

Exercise can powerfully af-

fect our body, “exercise reg-

ulates the release of the

three neurotransmitters

most commonly associated

with the maintenance of

mental health: serotonin, do-

pamine, and norepineph-

rine” (Medina, 2008, p.17).

Serotonin aids in the balanc-

ing emotions, norepineph-

rine is the release of commitment, and dopamine is the feel

good (confident > scared) chemical; keep in mind that the hypo-

thalamus is responsible for chemical signals. When looking at

how our body responds to emotion with the release of dopa-

mine, “the increased dopamine release in response to the satis-

faction of a correct response reinforces the memory of the infor-

mation used to answer the question, make a prediction, or solve

the problem” (Sousa, 2010, p.55). An emotionally charged

event (ECS) is the best-processed kind of external stimulus that

persist much longer in our memories (Medina, 2008, p. 80).

Read more about the ECS...

Elaborative

Encoding

“Achievable challenges in

the classroom, at the ap-

propriate level for stu-

dents’ abilities, are moti-

vating and build mastery

by lowering the barrier,

not the bar” (Willis/Sousa,

2012, p. 48).

“The brain’s first sensory

intake filter, the reticular

activating system (RAS),

is a primitive network of

cells in the lower brain

stem through which all

sensory input must pass if

it is to be received by the

higher brain” (Willis/

Sousa, 2012, p.48).

Teachers can gain access

through the RAS once a

threat is removed and

build novelty into learning

new information by:

Modulating your voice

when presenting infor-

mation.

Vary font size on print-

ed material

Add photos to bulletin

boards

Mark key points on a

chart in color

(Willis, 2012, p.51)

ECS to the PFC

Emotionally charged events can be divided into two categories: those that no two people experience identically, and those that eve-rybody experiences identically” (Medina, 2008, p. 81). How the emotionally competent stimuli (ECS) can engage prefrontal cortex rationality can be explained through our experiences. Exercise and emotion change the way we see the world; emotion is central to cognition where learning can be conscious or unconscious (competent learning). Emotiton is the most effective at facilitating the development of knowledge when it is relevant to the task at hand, and without emotion learning is impaired (Glisczinski, 2016).

When an emotional experience triggers the amygdala it chooses fight, flight, or freeze. When the amygdala the PFC is shut down until further processing. Teachers should strive to create a space for emotional reactions; where students can make mistakes and devel-op “fail forward” learning.

If curriculum does not support the development of emotional reac-tions and accommodate the reactions when they occur and allow them to influence decisions and behavior in the classroom, then the effective integration of emotion and cognition in learning will be compromised (Sousa, 2012, p.78). “For effective cognition to man-ifest itself in the classroom and beyond, emotions need to be a part of the learning experience all along” (Sousa, 2012, p.78).

This leads to the mindful journey to Transformative Learning Ex-periences (TLEs)

Transformation Experience

There is a “transformation of experience” that occurs when changing data into knowing

occurs. We use our experiences to produce new thoughts and actions and ultimately cre-

ate a future (Zull, 2002, p. 33). The transformation of the source knowledge from outside

ourselves to inside is created from the brain’s ability to create our experiences into

knowledge and understanding. “If we bring our entire brain into learning, we will find con-

trol passing from others to ourselves . We will know what we need for further learning and

we will take charge of getting it rather than remaining dependent on others” (Zull, 2002, p.

33).

The structure of our brains tells us about specific areas for receiving, remembering, and

integrating information from outside sources. And in addition, there is a second part of the

brain for acting, modifying, creating, and controlling– and when it comes to transforming

an experience, we must use both parts of the brain to learn.

Exercise acts directly on the molecular machinery

of the brain itself. It increases neurons’ creation,

survival, and resistance to damage and stress

(Medina, 2016).

“Emotion is probably the most important factor for learning. Our feelings determine the energy with which we begin new challenges and where we will direct that energy” (Zull, 2011, 77).

“SO WHAT?”

Emotion

Exercise

Transforming data into knowledge requires balance in the brain, and

it is a three-step-process: 1) we transform our past (experiences,

data, etc.) into the future (action, creation, etc.); 2) transformation of

the source of knowledge from the outside to within ourselves. This is

when we turn our experience into understanding a knowledge, a

change from receiver to producer; and 3) transformation of

power. We control our own learning and what we do with it (Zull,

2002, 32-33).

Elaborative Encoding

Works Cited

Immordino-Yang, Mary Helen. (2010). Mind, brain, and education: Neuroscience implications for the classroom.

Bloomington, IN: Solution Tree Press. p. 68-83.

Glisczinski, Dan J. (2016). Lecture.

Medina, J. (2015). Exercise | Brain Rules |. (n.d.). Retrieved February 25, 2016, from http://www.brainrules.net/

exercise?scene=

Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear

Press.

Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Lit

tle, Brown.

Reynolds, G. (2012). The first 20 minutes: Surprising science reveals how we can exercise better, train smarter, live

longer. New York: Hudson Street Press.

Sousa, D. A. (2010). Mind, brain, and education: Neuroscience implications for the classroom. Bloomington, IN: So

lution Tree Press.

Willis, Judy. (2010). Mind, brain, and education: Neuroscience implications for the classroom.

Bloomington, IN: Solution Tree Press. p. 44-66.

Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Sterling, VA: Stylus Pub.

Zull, J. E. (2002). The art of changing the brain: Enriching teaching by exploring the biology of learning. Sterling,

VA: Stylus Pub.

Photos:

Brain Photo on Page 1: http://www.bing.com/images/search?

q=brain+photo&view=detailv2&&id=08C36E290373F7D6EA8DEE0CD791DCBD7FB14489&selectedIndex=0&ccid=Lz5x%

2bYnF&simid=608007266521777742&thid=OIP.M2f3e71f989c52ca6501eeebf25baf18ao0&ajaxhist=0

Kids with iPads on Page 1: http://www.bing.com/images/search?

q=Student+learning+&view=detailv2&&id=9ED1D8D5BDA4C69C3CA0C825623DADE7137A9C5E&selectedIndex=54&ccid=dkspBlII&s

imid=608038701380796956&thid=OIP.M764b29065208e397e2e567c7fff072f3o0&ajaxhist=0

Brain on Treadmill Page 2: http://www.bing.com/images/search?

q=exercise+brain&view=detailv2&&id=24062A9FEA361916B5869CB9575D8F3DA058DF1E&selectedIndex=16&ccid=jFLA7L8x&simid

=608010749730948682&thid=OIP.M8c52c0ecbf3109100ee430f743beca41o0&ajaxhist=0

Neurotransmitters Page 3: http://www.bing.com/images/search?

q=Emotion+and+Brain+Chemistry&view=detailv2&&id=7AF1463928D9582F5EF26328AF277C23D58CB6A3&selectedIndex=9&ccid=Xp

LSxlLZ&simid=608052866174487732&thid=OIP.M5e92d2c652d93b18bd7cef4bef30c899o0&ajaxhist=0

Encoding: http://www.bing.com/images/search?

q=elaborative+encoding&view=detailv2&&id=4D9D2C89F4DBFCE0C4E5645C28C7516C0C52DCF2&selectedIndex=2&ccid

=XNjTnQLT&simid=607986079450334396&thid=OIP.M5cd8d39d02d3c24e62710802adc1d319o0&ajaxhist=0

Brain Page 5: http://www.bing.com/images/search?

q=labeled+brain+cortex+hippo&view=detailv2&&id=69EE291F74278ED10A728F37842353BFB223D65D&selectedIndex=1&

ccid=b1u%2bvzID&simid=608022711218212378&thid=OIP.M6f5bbebf32039f32f70ff440defd545cH0&ajaxhist=0