Sister Sky, Incorporated55 East Lincoln, Suite 102

Spokane, WA 99208

A Resource of the Administration for Native Americans

Language, Learning, and the Brain

Friday, November 30th, 201810:30AM – Pentagon I/II

Cree F. Whelshula, B.A., TTA Director Cree Whelshula (enrolled member of the Coeur d’Alene Tribe; raised Colville) is the Training and Technical Assistance (TTA) Director for the Native Language Community Coordination (NLCC) Center. She serves as in-house expert on native language revitalization efforts, second language acquisition, and best teaching practices.

Cree utilizes her diverse experience in mentor- apprentice, immersion, early childhood development, and administrative partnerships to support the needs of the NLCC cohort in various capacities.

Cree Whelshula has been around language her whole life. At the age of seven, she began learning in a formal capacity with Elder Fluent Speakers of nslxcin (Okanogan Salish). These Elder Fluent Speakers traveled to her school in Inchelium WA, on the Colville Indian Reservation, to deliver language lessons to her class. Her parents were second language learners and teachers as well.

Cree’s first job at the age of 15 was developing labels in nslxcin for Head Start classrooms, and has worked exclusively in language ever since in positions such as: Teacher Trainee, Immersion Teacher, University Instructor, Head Start Teacher, Curriculum Developer, and Program Manager.

The Brain’s Developmental StagesMonth 1

• Every healthy child is born with 100 billion brain cells. Each one of these cells makes up to 20,000 connections. Whether these cells make connections, or whether they die, depends on if a child lives in an enriched environment (Buzan, 1984; Diamond, 1988; Ornstein, 1984, 1986)

• Enriched being defined as an environment that provides plenty of sensory stimulation

• As a baby’s sense react to his or her environment, he or she develops new synaptic connections at the phenomenal rate of up to three billion a second (Kotulak, 1996)

• Everything that a baby experiences is absorbed by the brain and stored in its memory cells (Dryden & Vos, 1997)

Vos, Jeannette

Cloer, Dan. “The Synaptic Connection.”

The First 6 Months

•Babies will babble using the sounds in all of the languages in the world. A child, however, will learn to talk using only the sounds and words he or she picks up from his or her environment. A child will discard the ability to speak in languages he or she does not hear.•At this time, infants will start to show preference for the sounds of their native language.

Vos, Jeannette

Purves, Dale

8 Months

A baby’s brain has about 1,000 trillion connections. After that, the number of connections begin to decline; unless the child is exposed to stimulation through all his or her senses.

Vos, Jeannette

6-12 Months

While the first 6 months of an infants life they can hear the sounds in all the languages of the world, somewhere between 6-12 months they begin to lose that ability (approximately 10 months).

Babbler

Use it or lose it - Pruning

•As an infant’s brain develops, it begins to prune synaptic connections that it does not use, and it strengthens connections that it does use.•There are approximately 6,000 phonemes world-wide. Pruning allows the child to understand more clearly the phonemes in their own language(s): Approximately 30-60 vs 6,000

Multilingual Children's Association

The Development of Language: A Critical Period in Humans

Neuroscience. 2nd edition

Around Age 10

•About half of the connections have died off in the average child. •Five hundred trillion will last throughout an individual’s lifetime. (Dryden & Vos, 1997)

Vos, Jeannette

Up to Age 12

•Once a child reaches age 12, the brain has laid down all major foundations. •Thoughts• Language •Attitude•Aptitudes

Vos, Jeannette

Humor

Hormones

•Cortisol: A hormone triggered by stress that can shut down learning, shrink the brain, cause anxiety and depression. •Endorphins: Feel good chemical released by the brain that triggers the “reward center”. It improves your immune system, increases brain wave activity to “gamma frequency”, which is an amped recall and memory. There are various types of endorphins.

What Happiness Looks Like

Protein dragging an endorphin

As humor reduces cortisol, it increases the mood state that is conducive to learning.

Liebler, John.

Movement

Movement Increased blood flow

More oxygen to the brain

Higher mental

performance

The 6 Pathways to The Brain

BrainTouch

Taste

Smell Sight

Sound

Doing

Vos, Jeannette

Sensorimotor

Sensorimotor is engaging all six pathways (sense and movement) to the brain to active whole brain function; the more you can engage all of the sense, the better!

The Cerebellum

Cognitive Function(language)

Coordination of Voluntary Movements

Maintenance of Balance &

Posture

Motor Learning

“Although the cerebellum accounts for approximately 10% of the brain’s volume, it contains over 50% of the total number of neurons in the brain.”Knierim, James

Brain Derived Neurotrophic Factors (BDNF)

•BDNF is a neurotrophin (protein) that gets secreted in the body.•“Brain-derived neurotrophic factor (BDNF) plays an important role in neuronal survival and growth, serves as a neurotransmitter modulator, and participates in neuronal plasticity, which is essential for learning and memory.”

Bathina, Siresha and Undurti N Das

Exercise & BDNF

Sleiman, Sama F et al.

A research article published by through the US National Library of Medicine National Institutes of Health demonstrated that exercise triggers the release of BDNF and also reduces stress and anxiety.

Gross Motor

“Exercise can also enhance cognition because it increases the chemical levels of brain-derived neurotrophic factor (BDNF), stimulates neurons synapses or the chemical transmission of information, and increases transgression resistance hormones, which improve learning and mental performance.”

Sleiman, Sama F et al

Endorphins & Exercise

•Engaging in physical activity like running, sports, yoga, triggers the production of endorphins. •Endorphins are what gives the feeling of “runners high”.

Anxiety and Depression Association of America

Improved Brain Function (Medina 2008)

• Increased capacity for learning with the growth of an estimated 9,000 cells (neurons) daily• Increased neurons in the hippocampus, the learning and memory center of the brain•Protection of the brain functions for increased health• Increased connections among existing neural pathways• Increased brain organization and integration

Blaydes, Jean, and Debby Mitchell

Enhanced Cognition (Etnier 1997)

• Enhanced mental performance, memory, learning, attention, decision making, and multitasking• Increased adaptivity, efficiency, and ability to reorganize neural pathways based

on new experiences• Increased executive function to enhance higher-level mental skills that inhibit

impulses, shift focus, control emotions, initiate, plan, organize, and monitor• Improved arousal and vigilance that in educational terms translates to focus• Improved perception• Improved cellular function (learning translates from short-term to long-term

memory and learning becomes automatic)• Decreased distraction• Improved process of putting thought into action• Improved ability to put patterns into sequences (letters into words, words into

sentences).

Blaydes, Jean, and Debby Mitchell

Improved Memory

•Enhanced short-term working memory and increased long-term potentiality•Physiological strengthening of the brain as the result of dendritic branching•Staved-off symptoms and signs of dementia

Blaydes, Jean, and Debby Mitchell

Reduced Stress

•Reduced test anxiety•Decreased symptoms of depression after just three days of exercise•Improved adaptation to challenges in a changing environment•Decreased toxic effects of high levels of stress•Reduced neuronal death caused by chronic stress

Blaydes, Jean, and Debby Mitchell

Balanced Mood and Behavior• Improved attention, motivation, self-esteem, cooperation• Ameliorated learned helplessness• Improved resilience and self-confidence• Increased ability to withstand stress and frustration• Fewer behavior problems• Increased coping skills when presented with a new situation• Increased self-discipline and self-esteem• Reduction or elimination of the need for ADHD medications and antidepressants• Regulated mood through the natural balance of neurotransmitters• Regulated sleep patterns for increased alertness during school hours• Intrinsic sense of reward, motivation, and satisfaction• Impulse control• Joyful attitude• Increased state of happiness and life satisfaction

Blaydes, Jean, and Debby Mitchell

Improved Social Skills and Behavior

•Lower levels of drug use in teens•Better family relationships•Noticeable improvement in key personal, social, cooperative, and communication skills•Improved attention, impulsivity, motivation, self-esteem, and cooperation

Blaydes, Jean, and Debby Mitchell

Improved Academic Performance (Dwyer et al. 2001)

• Improved reading and math scores• Improved reading comprehension and analysis•Higher IQ scores•Higher grade-point average in adolescents•Enhanced creativity• Intensified focus in classroom• Improved problem-solving skills•Reduced truancy and dropout rates

Blaydes, Jean, and Debby Mitchell

Activities to Implement

•Walking•Stretching•Dancing•Seat-changing•Yoga•Energizers•Jumping Jacks

How Much Movement?

•If you are unable to incorporate movement into the lesson itself, it is good to take “movement breaks” at least once every 30 minutes (15 minutes is ideal).•Movement breaks can last from 30 seconds to 2 ½ minutes.

Music

A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.

Baker, Mitzi

•“young children provided with instrumental instruction score significantly higher on tasks measuring spatial-temporal cognition, hand-eye coordination and arithmetic.” Part of this is due to the amount of overlap between music skills and math skills. •the part-whole concept that is necessary for understanding fractions, decimals and per cents is highly relevant in understanding rhythm. •A literate musician is required to continually mentally subdivide beat to arrive at the correct interpretation of rhythmic notation

Music

Gupta, Arvind

“Musical experience strengthens many of the same aspects of brain function that are impaired in individuals with language and learning difficulties, such as the neural timing precision which allows differentiation between speech syllables”

Music

Kraus, N. and B. Chandrasekaran

Example of Music & Math

Head Start Children at Jemez Pueblo Immersion School

Music therapy utilizing improvisation on hand drums helped veterans modulate their "often misdirected, exaggerated, and unrecognized emotions," with the goal being generalization of these skills to everyday life. Drumming provided an opportunity for the men to express and control their feelings and helped build a sense of connectedness and group mission (Burt, J. W. (1995).

Music

Outdoor Learning

Outdoor exploration stimulates all of the senses. It allows them to observe cause and effect, varying textures, sensations, temperatures, and observe natural phenomena which stimulate or reinforce neural connections.

•Facilitates gross motor activities•Facilitates cooperative play•Facilitates dramatic play•“ …children swing in sync with one another, they are developing cooperation skills that are an important feature of social and emotional development.”

Outdoor Learning

Sunlight

•Human skin produces beta-endorphin in response to UVB exposure. Light signals received through the eye regulation production of melatonin and serotonin for circadian rhythm control and also play a role in seasonal affective disorder.•Essentially every tissue and cell in the body has vitamin D receptors•Vitamin D plays a major role in the production of Oxytocin

Social / Relational

•Our brains are naturally social. As children, we learn by observation and imitation of adults.•Having social/emotional connections with people triggers the production of oxytocin in the brain.

•Positive social interaction reduces production of cortisol and increases production of oxytocin.•Positive touch like a hug, hand shake, hand on the shoulder can trigger oxytocin production.

Social / Relational

Questions To Ask Yourself?

•Can we move?•Is it fun?•Can we take this outside?•Is this a safe learning environment?•Can we make a song or dance for this activity?•How can students learn together?

limlmt!

•Questions? Comments?

NLCC TTA Center Contact Information

Cree Whelshula: Training & Technical Assistance DirectorCell: (509) 822-8424, Email: cree@sisterskyinc.com

Helen Goodteacher: Project CoordinatorCell: (509) 993-5062, Email: helen@sisterskyinc.com

Maria Griffin: Center DirectorCell: (509) 993-4278, Email maria@sisterskyinc.com

Toll free number: 1-877-842-8502Toll number: 509-413-1284

Address: 55 E. Lincoln Rd., Spokane, WA 99208Website: www.ananlcc.org

Citations• Babbler. psych.colorado.edu/~colunga/P4684/Babbler3.pdf.

• Baggerly, Carol A., et al. “The Overlooked Importance of Vitamin D Receptors.” LifeExtension.com, 22 June 2015, www.lifeextension.com/magazine/2013/8/the-overlooked-importance-of-vitamin-d-receptors/page-01.

• Blaydes, Jean, and Debby Mitchell. “Learning Through Movement and Music: How Exercise Benefits the Brain.” Human-Kinetics, www.humankinetics.com/excerpts/excerpts/learn-how-exercise-benefits-the-brain.

• Bryant, Sharon. “Benefits of Learning and Playing Music for Adults.” NAMM Foundation, 1 June 2014, www.nammfoundation.org/articles/2014-06-01/benefits-learning-and-playing-music-adults?gclid=Cj0KCQjwxvbdBRC0ARIsAKmec9Y_UJgkTZYtO-Nm8gsydnjpBc566MkCPiALf66BDa3notgvvHOzxOUaApmqEALw_wcB.

• Cloer, Dan. “The Synaptic Connection.” The Synaptic Connection, 2004, www.vision.org/visionmedia/article.aspx%3Fid%3D321.

• Fallis, Jordan. “25 Effective Ways to Increase Oxytocin Levels in the Brain.” Optimal Living Dynamics, 24 Feb. 2018, www.optimallivingdynamics.com/blog/25-effective-ways-to-increase-oxytocin-levels-in-the-brain.

• Gupta, Arvind. “The Interesting Connection between Math and Music.” Www.vancouversun.com, 4 July 2009, www.vancouversun.com/Entertainment/interesting+connection+between+math+music/1473881/story.html.

• “The Benefits of Movement in the Classroom.” Literacy and Language Center, Literacy and Language Center Media, 29 Apr. 2016, literacyandlanguagecenter.com/the-benefits-of-movement-in-the-classroom/.“Learning from Nature.” Learning from Nature | Institute for Learning and Brain Sciences (I-LABS), 21 July 2017, ilabs.washington.edu/i-labs-news/learning-nature.

• Moberg, Kerstin U. “The Oxytocin Factor.” Google Books, books.google.com/books?hl=en&lr=&id=Ehed6dPMqakC&oi=fnd&pg=PR9&dq=oxytocin%2Band%2Brelationships&ots=vZhHx-1xky&sig=UbJgZia2wYpuJYF7hfIu1ojgp3k#v=onepage&q=oxytocin%20and%20relationships&f=false.

• Multilingual Children's Association. “ 0-12 Months: All About SOUNDS .” First Year Language Development; Multilingual Children's Association, www.multilingualchildren.org/milestones/first_year.html.

• Purves, Dale. “The Development of Language: A Critical Period in Humans.” Neuroscience. 2nd Edition., U.S. National Library of Medicine, 1 Jan. 1970, www.ncbi.nlm.nih.gov/books/NBK11007/.

• Vos, Jeannette. “Can Preschool Children Be Taught a Second Language?” article_print, www.earlychildhoodnews.com/earlychildhood/article_print.aspx?ArticleId=60.

• “Well, You Can Tell by the Way I Use My Walk... Scientific Illustration.” Medical & Scientific Video Animation & Illustration by John Liebler, 14 Feb. 2018, www.artofthecell.com/animation/well-you-can-tell-by-the-way-i-use-my-walk.

• “What Is Brain-Based Learning? Explanation and Examples.” Concordia University-Portland, 8 Nov. 2017, education.cu-portland.edu/blog/classroom-resources/brain-based-learning-explained/.

• Bathina, Siresha and Undurti N Das. “Brain-derived neurotrophic factor and its clinical implications” Archives of medical science : AMS vol. 11,6 (2015): 1164-78.

• Sleiman, Sama F et al. “Exercise promotes the expression of brain derived neurotrophic factor (BDNF) through the action of the ketone body β-hydroxybutyrate” eLife vol. 5 e15092. 2 Jun. 2016, doi:10.7554/eLife.15092

• Knierim, James. “Chapter 5: Cerebellum.” Cerebellum (Section 3, Chapter 5) Neuroscience Online: An Electronic Textbook for the Neurosciences | Department of Neurobiology and Anatomy - The University of Texas Medical School at Houston, The John Hopkins University, nba.uth.tmc.edu/neuroscience/m/s3/chapter05.html.

• The Benefits of Movement in the Classroom.” Literacy and Language Center, Literacy and Language Center Media, 29 Apr. 2016, literacyandlanguagecenter.com/the-benefits-of-movement-in-the-classroom/.

• Baker, Mitzi. “Music Moves Brain to Pay Attention, Stanford Study Finds.” News Center, Stanford Medicine, 1 Aug. 2007, med.stanford.edu/news/all-news/2007/07/music-moves-brain-to-pay-attention-stanford-study-finds.html.

• Anxiety and Depression Association of America