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8/14/2019 Part 2 Brain
1/34
Questions
How could we introduce movementinto our classes?
How do we get our students toengage in aerobic exercise?
How do we redesign learningenvironments to keep learnersactive and moving?
8/14/2019 Part 2 Brain
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The Brain is Social
2. Survival isaccomplished byworking with other
brains
Groups of brainsalmost always
outperform a singlebrain
8/14/2019 Part 2 Brain
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The Brain is Social
Group work hastremendouspotential to aid
understandingand learningifthe groupsunderstand their
roles and whatthey are trying toaccomplish
8/14/2019 Part 2 Brain
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Brains are Wired Differently
3. All brainsare wired
differently
Ourexperiencesmake us
different
8/14/2019 Part 2 Brain
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Brains are Wired Differently
It is thesedifferences that
can makeworking togetherin teams andgroups such a
powerful learningexperience
8/14/2019 Part 2 Brain
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8/14/2019 Part 2 Brain
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Lapses in StudentsAttention
One explanation forthe lapses instudents' attentionis that the"information
transfer" model ofthe traditionallecture does notmatch what currentcognitive science
research tells us ofhow humans learn.
8/14/2019 Part 2 Brain
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Lapses in StudentsAttention
Research tells us thebrain handles
information byreducing it intomeaningful chunks thatwe call categories.
Learning consists offitting this reducedinformation intoalready existingcategories or,sometimes, of forming
new ones.
8/14/2019 Part 2 Brain
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Multitasking Slows Learning
It is notpossible to
multitaskwhen itcomes toactivities thatrequire thebrainsattention
8/14/2019 Part 2 Brain
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Multitasking
Studies withcollege studentsand adults show
if the challengedemands a lot ofattention, mentalperformance is
particularly poor. (David Walsh of the National Institute
on Media and the Family)
8/14/2019 Part 2 Brain
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Multi-tasking
Multi-tasking violates everything we know abouthow memory works
There is objective scientific evidence that multi-tasking impairs learning.
The imaging data indicated that the memorytask and the distraction stimuli engage
different parts of the brain and that theseregions probably compete with each other.
(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation ofcompeting memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-
11783.)
8/14/2019 Part 2 Brain
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Multitasking
Our brain works hardto fool us intothinking it can domore than one thingat a time. It cant.
When trying to do twothings at once, thebrain temporarilyshuts down one task
while trying to dothe other.
8/14/2019 Part 2 Brain
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Multitasking
It is highly likely,though not yetstudied, that the
delays andconfusionmagnify withincreases in the
number ofdifferent thingsone tries to dosimultaneously.
8/14/2019 Part 2 Brain
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Memory
5 +6. Memory
Repetitionandelaboration are
necessary formemoryformation and
recall
8/14/2019 Part 2 Brain
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Sleep and Memory
. "Periods of slow-wave sleep arevery long and produce a recalland probably amplification of
memory traces. Ensuingepisodes of REM sleep, whichare very short, trigger the
expression of genes to storewhat was processed duringslow-wave sleep."
Sidarta Ribeiro, Duke University, 2004
8/14/2019 Part 2 Brain
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8/14/2019 Part 2 Brain
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Sleep and Memory
This means
Less sleep
Less time for memory formation
Bad for learning
8/14/2019 Part 2 Brain
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Questions
How could we introduce movementinto our classes?
How do we get our students toengage in aerobic exercise?
How do we redesign learningenvironments to keep learnersactive and moving?
8/14/2019 Part 2 Brain
19/34
8/14/2019 Part 2 Brain
20/34
The Brain is Social
Group work hastremendouspotential to aid
understandingand learningifthe groupsunderstand their
roles and whatthey are trying toaccomplish
8/14/2019 Part 2 Brain
21/34
Brains are Wired Differently
3. All brainsare wireddifferently
Ourexperiencesmake us
different
8/14/2019 Part 2 Brain
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8/14/2019 Part 2 Brain
23/34
Attention and Learning
4. Thebrain can
only payattention toone thing at
a time
8/14/2019 Part 2 Brain
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Lapses in StudentsAttention
One explanation forthe lapses instudents' attentionis that the"information
transfer" model ofthe traditionallecture does notmatch what currentcognitive scienceresearch tells us ofhow humans learn.
8/14/2019 Part 2 Brain
25/34
Lapses in StudentsAttention
Research tells us thebrain handles
information byreducing it intomeaningful chunks thatwe call categories.
Learning consists offitting this reducedinformation intoalready existingcategories or,sometimes, of forming
new ones.
8/14/2019 Part 2 Brain
26/34
Multitasking Slows Learning
It is notpossible tomultitaskwhen itcomes toactivities thatrequire thebrainsattention
8/14/2019 Part 2 Brain
27/34
Multitasking
Studies withcollege studentsand adults show
if the challengedemands a lot ofattention, mentalperformance is
particularly poor. (David Walsh of the National Instituteon Media and the Family)
8/14/2019 Part 2 Brain
28/34
8/14/2019 Part 2 Brain
29/34
Multitasking
Our brain works hardto fool us intothinking it can domore than one thingat a time. It cant.
When trying to do twothings at once, thebrain temporarilyshuts down one task
while trying to dothe other.
8/14/2019 Part 2 Brain
30/34
Multitasking
It is highly likely,though not yetstudied, that the
delays andconfusionmagnify withincreases in the
number ofdifferent thingsone tries to dosimultaneously.
8/14/2019 Part 2 Brain
31/34
Memory
5 +6. Memory
Repetitionandelaboration are
necessary formemoryformation and
recall
8/14/2019 Part 2 Brain
32/34
Sleep and Memory
. "Periods of slow-wave sleep arevery long and produce a recalland probably amplification of
memory traces. Ensuingepisodes of REM sleep, whichare very short, trigger the
expression of genes to storewhat was processed duringslow-wave sleep."
Sidarta Ribeiro, Duke University, 2004
8/14/2019 Part 2 Brain
33/34
8/14/2019 Part 2 Brain
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