1 Brain-Based Learning The New Paradigm of TeachingPart 1 Fundamentals of Brain-based Learning What is brain-based learning? How Your Student’s Brain Learns Brain Dominance in Learning Rhythms of the Brain

2 Chapter 1 What is Brain-Based Learning?Where did Brain-Based Education Come From? Defining Brain-Based Learning Is our Old Paradigm Outdated? Survival of the fittest Determined Behaviorist Brain-Based Naturalist Giving the Brain an Appropriate Model Environment

3 Where did brain-based learning come from?Scientists tried to decipher the inner workings of the brain 1970 Self-help books emerged using the word brain instead of mind. 1980 Brain-based education emerged as a new field based on what we were learning about the brain and how it might interfere with education.

4 New technology brought imaging tools to see inside the brain, MRI, fMRI, PET scan.For the first time in history the brain could be analyzed on a live person. A massive amount of money was poured into the pharmaceutical field

5 In 1983 a new paradigm established connections between brain function and traditional educational practice. “If we ignore how our students’ brains work, we will risk student success.” Leslie Hart – Author of Human Brain and Human Learning

6 Brain-based teaching is..ESPBrain-based education is learning in accordance with how the brain is naturally designed to learn. It is a multidisciplinary approach that is built on this fundamental question: What is good for the brain? By using what we know about he brain, we can make better decisions and reach more learners, more often, with fewer misses. E-the active Engagement, S-of purposeful Strategies, P-based on Principles derived from neuroscience. The brain doesn’t learn on demand, it has it’s own rhythms.

7 Is our Old Paradigm Outdated?Operant conditioning – Learning through rewards and punishment Humans are creative and emotional – a more brain-based approach would be to increase classroom engagement, greet all students with a smile, increase social connectedness, and boost involvement in school activities. Adamant old school policy makers still insist that achieving the highest possible rank in test scores ( instead of producing happy, well adjusted human beings who can think, care about others, an innovate) should be the top priority on our school system.

8 “You can lead a horse to water, but you can’t make them drink”AKA “Survival of the fittest.” Educators that think their responsibility ends at the leading the horse, thus if children don’t learn to read in the standard program provided, the student has a deficient. If the students can’t cut it, that’s their problem. This model reduces the teacher’s accountability and allows many learners to fall thru the cracks.

9 Determined Behaviorist“With enough punishment and rewards, you can get any behavior you wish” This model manipulates learners and reduces the classroom to a place where students have little voice or choice.

10 Brain-Based Naturalist“How can we make the horse thirsty so that it will want to drink from the trough?” How could I discover the learner’s natural impediments and build in motivators so that desired behavior emerges as a natural consequence?”

11 The brain, like the immune system is built for survival…not typical formal instruction.It learns best in the most conducive environment. Brain-based education is about the professionalism of knowing why one strategy is used over another.

12 Chapter 2 “How Your Student’s Brain Learns”Routing information through the brain Basic Anatomy of the Brain The Micro Level of Learning

13 Parts of the Brain Thalamus – Server, central switching areaOccipital Lobe – Visual information Temporal Lobe – Language Amygdala – Uncertainty activator Cortex – Wrinkly bark-like covering of the brain Hippocampus- filing system New data is stored in short term memory for seconds. It is filtered, dismissed and never gets stored. It may be irrelevant, trivial, or not compelling enough. If it is given second consideration, new explicit learning's routed to and held in the hippocampus, in the mid brain.

14 Different types of learning (emotional, the big “aha,” spatial, vocabulary, skill learning) each take unique pathways. And although they may share parts of a pathway, we are each unique, and different input is processed differently.

15 Basic Anatomy of the BrainIndividual cells don’t make us smart, it’s the connections that do. If we linked together the number of connections our brain cells can make is estimated to be from 100 trillion to as much as 10 followed by millions of zeroes (more than the estimated number of atoms in the known universe.)

16 Cerebral Cortex It’s importance is that it constitutes about 70% of the nervous system: its nerve cells, or neurons, are connected by nearly 1 million miles of nerve fibers. The human brain has the largest area of uncommitted cortex of any species on earth, which gives humans extraordinary flexibility and capacity for learning. If you stretched the cerebral cortex out it would be the size of an unfolded sheet of newspaper. About the thickness of an orange peel.

17 Picture 2.4 A single neuron may connect with 1,000 to 10,000 other cells. As a rule the more connections the better. Learning involves groups or networks of neurons. The cell needs enough activation to fire or it will remain dormant and no memory will be activated. An axon had two essential functions – to conduct information in the form of electrical stimulation and to transport chemical substances.

18 Picture 2.5 Electrical impulse travels down the axon, where it triggers the release of neurotransmitters in to the synaptic gap. In a span of a microsecond, the chemicals travel across the gap and are absorbed into receptor sites on the surface of the receiving dendrite. A low level of the stress hormone cortisol during a learning sessions has no known effect. Moderate levels, however, enhance synaptic efficiency, and high levels impair learning. On the other hand the neurotransmitter noradrenaline seems to have the opposite effect. Low levels have no effect, but high levels enhance learning and memory. Progestrone, testosterone, and dozens of other hormones also impact learning. For example, testosterone seems to support spatial learning, but only in moderate levels. A teacher can influence some neurotransmitters (adrenaline is increased by the type of risk, urgency, and excitement that can happen in a classroom competition) but other are not easily modified.

19 Figure 6.2 The cerebellum takes up 1/10th of the brain by volume, but it contains nearly half of all its neurons, it is the most complex part of the brain. Most of the neuron circuits from the cerebellum are “outbound,” influencing the rest of the brain.

20 Chapter 3 Brain Dominance in LearningThe Paradox of Left-Brain Creativity The Paradox of Right-Brain Logic The two different halves of the brain are vastly different in the functions they perform, yet in a pinch, through injury o removal, one side can compensate fairly well – not perfectly for the other side.

21 Relative LateralizationThe brain is designed to process spatially from left to right hemisphere, but it processes time (past to future) from back to front. In short, on any given day, you’ll use most of your brain, most of the time. How you use it, and how much time you spend using any area of the brain, is a whole different discussion. Research suggests that gender, occupation, and handedness can also affect lateralization.

22 It is an oversimplification to say that an individual is left-brained or right-brained, we are all whole brained. Each are of the brain senses what is needed and interacts with other areas in a symbiotic microsecond. Left side processes “parts” language, and it does so sequentially. Right side processes “wholes” spatial information, and it does so randomly

23 Figure 3.1 Listening to someone speak may seem like a left-hemisphere activity since the left side processes words, definitions and language. The left hemisphere has no biological mandate for language, but it does contain soft biases in information processing that are preferential to language skills. However, evidence suggests that the right hemisphere processes the inflection, tonality, tempo, and volume of the communication – elements that are actually more critical to the meaning of a conversation than the words themselves. Further, the female brain processes both language and feelings at the same time far more efficiently than the male brain does. Thus, gender may be a factor as well. While there is some clear-cut specialization, each side often uses the other complement its overall functioning.

24 Rhythms of the Brain The When is as Important s the What and WhyDual Cycles Run the Learning Brain

25 Every two hours, hormones released into the blood stream can dramatically alter our mood and impact learning. Our performance is dramatically affected by our biological rhythms, which are regulated by the different parts of the brain. In turn other influences are our genetic make up, sunlight exposure and other environmental factors.

26 Research reveals that overall intellectual performance, thinking, problem solving, and debating – peaks in late afternoon. Although comprehension increases as the day progresses, reading speed decreases.

27 Our short-term memory is best in the morning and least effective in the afternoon, as opposed to our long-term memory, which is generally best in the afternoon. We may be underestimating student’s ability if we test them during the wrong time of day.

28 Attention Cycle Natural attention has highs and lows throughout the day. Some students who are consistently drowsy in class may be at the bottom of their attention cycle. Standing/Stretching and marching can help the student refocus. The differences are significant. One study showed a verbal task score increased on average from 165 to 215 correct answers, and a simultaneous downswing of 125 to 108 correct answers on spatial tasks. This nature of our biological cycles and how they impact learning and assessment makes a good case for alternative assessment measurements, such as portfolios.

29 Right Brain – Left Brain CyclesThe two hemispheres alternate cycles of efficiency – from high spatial/low verbal to high verbal/low spatial –every 90 to 100 minutes. Learners switch from right brain to left brain dominance 16 times a day. Naturally teachers will get more cooperation and understanding when they work with students at the peak of their cycles.

30 Ultradian Rhythm Or B-R-A-C cycle, corresponds to our rapid-eye movement (REM) state of sleep. REM, which makes up most of our time spent dreaming, alternates with non-REM rest periods throughout the night. This cycle continues through the day-time as well. The hormones released at this time regulates our hunger and attention span. Sensitivity to pain, appetite, and learning varies with this cycle. During an experiment subjects headed for the coffee pot or refrigerator every 90 minutes. The hemispheric-dominance oscillations also occur every 90 minutes, seem to impact our thinking, reasoning, and spatial skills test results.

31 Dual Cycles Run the Learning BrainOur brains consistently run on two learning cycles: Low to high and relaxation to tension. Learners often focus better in the late morning and early evening, and are more pessimistic in the middle to late afternoon. Help learners become aware of their own best time for learning. Emphasize the importance of repetition and investing effort at various times of the day. Discuss how nutrition, rest, and activity impact learning as well.

32 The “Pulse” style of Learning for the brain.Learning is best when focused, diffused, and then focused again. Constant focused learning is increasingly inefficient. In working with young learners, limit content, lectures, and cognitive activities to periods of 5 to 10 minutes each. Adolescents- limit content to minutes, Adults-25 minutes. Breaks can be structured, they don’t have to be free time – they can consist of a diffusion activity, a content break, or an alternate form of learning. Such as peer teaching session, mind-mapping sessions or project work. Deep breathing and physical relaxation are useful strategies for sustaining energy.

33 Part #2 Physiological Effects on LearningChapter 5 Biological Differences in Learning Chapter 6 The Impact of Physical Movement on the Brain Chapter 7 Stress and Threat.

34 Chapter 5 Biological DifferencesTwo generations ago it was very politically incorrect to talk about how male and female brains were different. Not so today. There are physical differences and they may account for differences in behavior, developmental, cognitive processing,. Keep in mind that there is some overlapping – While some brains are more extreme, some males have more female brains and some females have more male brains. Many of the differences that have been discovered are anatomical, structural, and/or chemical. These differences suggest links only to behavioral differences.

35 Figure 5.2

36 Hearing Females better pick up nuances of voice, music, and other sounds. Females retain better hearing longer in life. At 85 decibels, females perceive the volume twice as loud as males do. Females learn to speak earlier and learn languages more quickly. Infant girls are comforted by singing and speech to a greater degree than males are.

37 Vision Males have better distance vision and depth perception, females excel at peripheral vision. Men see better in brighter light, while women’s sight is superior at night. Females excel at visual memory, are superior at interpreting facial clues and context, and exhibit greater ability to recognize faces and remember names.

38 Touch Females react faster and more acutely to pain, yet can withstand pain over a longer duration than males can. Males react more to extremes of temperature. Females have greater sensitivity in their fingers and hands.

39 Activity Male infants play more with objects, and ore often, than females do. Females are more responsive to playmates.

40 Smell and Taste Women have a stronger sense of smell and are much more responsive to aromas, odors, and subtle changes in smell. They are more sensitive to bitter flavors and prefer sweet flavors. Women are more susceptible to the damaging effects of alcohol than males are.

41 Gender Tips for TeachersBe aware of how gender differences impact learners. Be patient with learners who may not show the same brain development that others do. Respect differences and appreciate each learners uniqueness. Use different opportunities to teach about respecting or own and other’s developmental time lines. Try to refrain from labeling students as “slow learners” or “hyperactive.” Remember that boys learn language skills one to two years later than girls and girls who are not as skilled at physical and spatial skills as boys.

42 Chapter 6 The Impact of Physical Learning on the BrainBenefits of Exercise Growing Up Active The brain is involved in everything we do at school, thus it benefits from physical activity.

43 Physical Education and LearningIt is just as important for students to move around in content classes as it is for them to count in physical education classes. Physical education, movement, drama, and the arts all add to, rather than detract from, the core curriculum

44 Benefits of Exercise on the Brain1 – It enhances circulation, they are getting more oxygen and nutrients- the brain is at it’s best. 2 – May spur the production of nerve growth factor, hormone that enhances brain function 3 – Gross motor repetitive movements-stimulates production of dopamine – enhances production of new cells in the brain A brisk 20 minute walk can be enough to serve both the mind and the body.

45 What does that mean? Use slow stretching exercises to increase circulation Incorporate energizers every 20 minutes or so. Make sure that some of your planned activities have a built in component of physical movement. Provide manipulative

46 What it means – continuedLet learners get up or change sitting position w/out your permission. Facilitate hand movements, clapping games. Offer learning centers/locations that require movement.

47 Physical Movement… Is one of the best activities you can do for the brain You use 100% of your brain when moving/exercising Stimulates growth of new cells and lengthens survival of existing ones. New brain cells is correlated with improved mood, memory and learning.

48 When you are mentally “stuck”Engaging in many activities is a smart thing to do. Cross-lateral movements can be the perfect, simple antidote for engaging both sides of the brain to full advantage, and they are particularly effective for students who are sleepy, overwhelmed, frustrated, or experiencing a learning block.

49 Chapter 7 Stress & ThreatTypes of stress The brain in distress Putting an end to threats How relaxation affects learning The importance of rest

50 What is stress Stress is a bodily reaction to a perception, not reality. It occurs when you experience an adverse situation or person in such a way that you perceive you’re out of control, losing control, and your goals are compromised. Typically, stress is what occurs in your body as a result of your perception, change your perceptions and you change your stress levels

51 Types of Stress Good Stress – Eustress Occurs in short burstsWe feel moderately challenged We believe we can raise to the occasion These conditions enhance learning Chemicals released; Cortisol, adrenaline, norepinephrine These chemicals heighten our perceptions, increase our motivation, and strengthen or bodies.

52 Types of Stress Bad Stress - DistressOccurs when we feel threatened by physical or emotional danger, intimidation, embarrassment, loss of prestige, fear of rejection or failure, unrealistic time constraints, or perceived lack of choice. Chemical – Cortisol, released over a the course of days, weeks, or months wreak havoc on the brain. Chronic stress makes students more susceptible to illness. Also low serotonin levels, which are suspected risk factors for violent and aggressive behavior patterns.

53 High Levels of DistressCan cause the death of brain cells in the hippocampus – critical to memory formation. Chronic stress-impairs ability to sort what is important and what’s not. Serotonin levels fall =raise in violent behavior, also levels of vasopressin raise, which triggers impulsive and aggressive behavior = lifetime of violence.

54 The Distress Learner Many learners who are not performing well, may be overstressed. If the brain is in survival mode-it won’t effectively process and recall even simple semantic facts like a basic math calculation The brain will remember that today is dad’s pay day and he will come home drunk so I will want to avoid him tonight at home.

55 Reis and Diaz (1999) Despite lack of parental involvement in the academic pursuits of nine ethnically diverse and economically disadvantaged high school girls, the students perform well on achievement tests and in other academic endeavors. The students attribute their success to interaction with other high achieving students, teachers, and mentors. All of whom helped deepen a strong belief in self.

56 Is Learners feel… Capable of overcoming the challenge before them and have the support to persevere through difficult times, the stress state can help establish an optimal learning environment.

57 Reactions to Threats Stressed students are less able to understand subtle connections, patterns and implications. Under threat, the brain uses less of a reflective higher order thinking skills of the frontal lobes. This means that the area of the brain that processes emotions is getting the most blood, creating the feeling of being overwhelmed, while the area used for critical thinking, judgment, and creativity doesn’t receive enough. Nonstressed learners will exhibit better thinking, understanding, attention, concentration, and recall. Stresses taking a test, b/c of the test and you can’t think of an answer. Just after you turn the test in you remember the answer.

58 Putting an End to ThreatsIncrease their sense of safety at school. Encourage discussions about their fears, worries, and causes of stress. Model effective communication and problem solving skills Increase use of teams and other strategies for developing group identity and support.

59 Putting and End to ThreatsEncourage positive relationships among learners. Give students time to relate to each other. Help learners resolve conflicts by being available to offer support. Help with decision making and problem solving.

60 Putting and End to ThreatsActivate prior learning by reviewing previous lessons Offer generous feedback.

61 Relaxation Affects LearningThe overall score of the group that received the relaxation instruction was 25% higher than that of their counterparts. The brain may become more fatigued when conditions for learning are less than optimal. To get the brain’s best performance, deep physiological rest is necessary. One group was taught relaxation skills before a test, the other group was not.