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How Teaching Changes the Brain
TIRP III May 11, 2013
Barbara A. Toney
Do you get sick of hearing:
“Why do I have to learn this” and “When am I ever going to use this?”
Coming up: The definitive answer to these questions that will stop them from asking them ever again.
Major concepts• Good, bad, short-term or long-term, something is
always happening in kids’ brains.
• The choices you make as an educator will be a major influence on students- good or bad.
• You can only make good choices when you are informed about which
ones matter the most.
Answer Search• Your Task: Fill in the Blanks on
your Notes• How? Every 30 seconds find a new
partner (just one) and exchange answers.
• Repeat to completion
Guess Which FactorsActually Change Our Brains?
Bad moods Playing an InstrumentDistress Daily WalksLearning DiabetesMusic Gene ExpressionTrauma Watching TVNutrition Hands on ScienceExercise BoredomMedications Sleep
Old (outdated) ParadigmOld (outdated) Paradigm
““Our brains stay Our brains stay mostly the same. mostly the same.
Except we lose brain cellsExcept we lose brain cells every day.” every day.”
(this is old and mostly wrong)(this is old and mostly wrong)
““Our brains stay Our brains stay mostly the same. mostly the same.
Except we lose brain cellsExcept we lose brain cells every day.” every day.”
(this is old and mostly wrong)(this is old and mostly wrong)
A New View of the Human Brain
The human brain is dynamic, not fixed.The brain (depending on your age) is:• making connections • adding new neurons • pruning excess neurons • allowing neurons to die • changing its chemistry • re-organizing itself every single day!
Cell Structure
Brain Chemistry
Neurogenesis
Cell Survival/Function
Brain Activity
Gene Expression
Blood Flow
Teaching Changes Cell Structures (length & volume)
Jacobs, et al., 1993
Learning Experiences Physically Learning Experiences Physically Alter Student Brain CellsAlter Student Brain Cells
Dendrites Add “Spines” asDendrites Add “Spines” asResponse to Environmental InputResponse to Environmental Input
Ma
jew
sk
a,
et
al.
20
06
Teaching Changes How Cells Connect
Simple to Complex
From simple to complex neural networks; that’s
the process when we
develop expert knowledge in a
topic
Learning Changes Location of Blood Flow in Our Brains
Note changes in activation L-R in subjects learning to play a game
Hai
er e
t al.(
1992
)
Activities and Exercise Change the Brain
Standing,Standing, a Simple Activity, a Simple Activity,Increases CirculationIncreases Circulation
(which improves cognition)(which improves cognition)
Nearly any kind of activity that boosts circulation also improvesbrain function and cognitionVaynman S, and Gomez-Pinilla (2006)
Neurogenesis Neurogenesis (the production of (the production of brand new brain cells)brand new brain cells) is… is…
Enhanced by:• Exercise • Complex Environments• New Learning• Prosocial Contact• Nutrition• Low Stress
Reduced by:• Distress• Inactivity• Boredom• Depression• Poor Nutrition• Isolation & Low Social StatusP.S. Teachers can influence many of these factors!
Dots and Boxes
• . . .
. . .
. . .
Groups of 4
• As a group, create a list of 10 clever ways to put more movement into your classroom.
Teachers Influence Student Stress Levels
Gu
tte
ling
BM
, (2
00
5),
Sm
ide
r e
t a
l., (
20
02
), K
no
the
M,
et
al.
(19
98
)
Stress alters neuron growth
Healthy Stressed
Sou
sa, N
., et
al.2
000
Distress Affects Distress Affects NeuronsNeurons
Dendrites taken from rat PFC show effects.
How much (time) How much (time) exposure to distress exposure to distress would you predict it would you predict it would take for would take for neurons to wither neurons to wither as shown?as shown?
a) 2 hrs./day/60 days a) 2 hrs./day/60 days b) 30 min./day…7 wksb) 30 min./day…7 wksc) 1 hr./day…10 weeksc) 1 hr./day…10 weeksd) 10 min./day…5 daysd) 10 min./day…5 days
(Brown et al. 2005) Control Stressed
Acute Stress Inhibits the Production of Neurons
Social Status Strongly Influences the Brain
Social Status and the BrainSocial experiences
throughout life influence gene expression,
dendritic remodeling, brain chemistry, heart
rate and behavior. However, during our early years, these influences have a
particularly profound effect.
Cha
mpa
gne
and
Cur
ley
(200
5)
Teachers Strongly Influence Student Social Status
How? Through
affirmation, drama, teams,
recognition, cooperative
learning, positive feedback, skill-
building and giving responsibility and leadership roles
Neurotransmitters that May Influence Behaviors
Serotonin (“Ahhh”) Low levels linked with depression
and/or aggression. Moderate levels linked like relaxation, optimal mood and
enhanced working memory.Dopamine (“Ya-hoo!”)
Low levels linked with cognitive and motor problems. Moderate levels linked like elevated mood and better memory.
Source: Wurtman
Hja
lma
rsso
n L
,et
al.
20
05
Bro
oks
, D
J, 2
00
6
Teachers Influence Student Feelings of Safety & Well-being;
Which Lowers Stress
Kra
kow
ski M
, 2
00
3
Teachers Influence the Release of Dopamine, Which Boosts Feelings of Pleasure
Bu
rgd
orf
J,
Pa
nks
ep
p J
. (2
00
6)
Teachers Can Orchestrate Success, Positive Feedback and Collaboration
Odds and Evens• Take pen and paper. Pair
with another “Odd” or “Even”. • In your pair come up with 5
ways you can manipulate student serotonin, dopamine and cortisol levels in your classroom.
• Combine with another pair, compare lists and add ones you are missing.
The New Understandingof the Role of Teachers
Teachers can teach in ways that make powerful and positive changes in the brains of their students!Teachers shapebrains!
What can I do Tomorrow?