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Are making connections reallymaking connections?

Mary OliverGraduate School of [email protected]

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Educational neuroscience: rationale

What is neuroscience?

Imaging, resources, what we have learned so far

Reflect on the survey data

Use and mis-use of neuroscience in education

Possible directions

Critical thinking about research

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6.2 Engage in professional learning

and improve practiceGraduate Proficient Highly Accomplished Lead

Understand therelevant and

appropriatesources ofprofessionallearning forteachers.

Participate in learningto update knowledge

and practice, targetedto professional needsand school and/orsystem priorities.

Plan for professionallearning by accessing and

critiquing relevantresearch, engage in highquality targetedopportunities to improvepractice and offer qualityplacements for pre-

service teachers whereapplicable.

Initiate collaborativerelationships to expand

professional learningopportunities, engagein research, andprovide qualityopportunities andplacements for pre-

service teachers.

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Teaching area (early childhood, primary,

secondary)Teaching area Numbers %

other, please specify 9 7 %

early childhood 11 9 %

primary 16 13 %

secondary 89 71 %

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What is your subject of your first degree?

Subject of firstdegree

Numbers %

English 22 %

Science 20 %

Mathematics 6 %

History, Geography 13 %

Human Movement 9 %

Languages other thanEnglish

7 %

Music, Art, Design 10 %

Religion, Philosophy 1 %

Law, Legal Studies 1 %

Other, please specify 36 %

Total %

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A childs educational achievement: genes,

environment, education?

Choice Average Value

Education 66 %Genes 38 %

Home environment 62 %

93 % think: Cognitive abilities are inherited and cannot be

modified by the environment or by life experience

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Levels of development

Classroom

Educational theory

Psychology

Cognitiveneuroscience

NeuroscienceTommerdahl, 2010

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What is neuroscience?

Neuroscience Cognitive neuroscience

Cellular processes Brain function

Chemical and electrical

signalling

Coordination of neural activity

Underpins all neural activity Concerned with cognition

Information transfer

mechanisms

Working memory, speech perception

Tommerdahl, 2010

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How do the following contribute to a childs

educational achievement? ( 100 is 100%)

93 % think: Cognitive abilities are inherited and cannot

be modified by the environment or by life experience

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Intelligence

Intelligence is a very general capability that,

among other things, involves the abi l i ty to

reason, plan, so lve problems , thinkabstract ly , com prehend com plex ideas,

learn quickly and learn from exper ience. It is

not merely book learning, a narrow academic

skill, or test-taking smarts.

(after Gottfredson 1997 in Deary, Penke & Johnson, 2010 p. 201).

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Scotland, 1993

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Does socioeconomic status effect school grades?

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2

2.5

3

3.5

4

4.5

5

5.5

6

6.5

7

750 800 850 900 950 1000 1050 1100 1150 1200 1250

MeanscoreforYear8s

tudents

n= 3250n= 1r=.87

Is there a relationship betweenICSEA and the baseline test score?

Index of Community Socio-Educational Advantage (ICSEA)

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Possible interventions

Hackman, Farah Meaney, 2010

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Tucker-Drob E M et al. Psychological Science

2010;0956797610392926

Copyright by Association for Psychological Science

Genes, shared, non shared environment

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Hackman, Farah Meaney, 2010

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Good neuroscience

Teenagers knowing about brain plasticity improves

their self concept, academic achievement

Brain regions for fingers and processing of numbersare proximal and has led to successful educationalintervention

Brain-related activity at birth can predict risk of

dyslexia

Deprivation may persist inter-generationallyPaul Howard-Jones, 2011

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Imaging, images and imagination

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We only use 10% of our brains

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MRI

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Measuring blood oxygen demand

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Brain imaging

social exclusion islinked with activation ofthe same brain areasactivated for physicalpain

whole brain activity

Eisenberger, Liberman, & Williams (2003)Kay, Naselaris, Prenger, & Gallant (2008)

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London taxi drivers

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Navigation expertise: positive outcomes

Woollett K et al. Phil. Trans. R. Soc. B 2009;364:1407-14162009 by The Royal Society

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Extended rehearsal of some mental processes canchange the shape and structure of some parts ofthe brain

Answer Response %

Agree 90 72 %

Don't know 27 22 %

Disagree 8 6 %

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Age-dependent difference.

G Kempermann Science 2012;335:1175-1176

Published by AAAS

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Memory is stored in the brain much like as in a

computer. That is, each memory goes into a tinypiece of the brain

Answer Response %

Agree 55 44

Don't know 34 27

Disagree 35 28

Is the computer analogy useful?

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Learning to read English is difficult:

phonemes are the problem

bib

pip did

46 English

23 French 19 Italian

14 Hawaiian

... ough ....

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About 90% of children use primarily the left brain, which

is responsible for logic and analytical ability.

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Differences in hemispheric dominance (leftbrain, right brain) can help explain individualdifferences

Answer Response %

Agree 85 68 %

Don't know 26 21 %

Disagree 14 11 %

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MRI and PET scans overlaid

Activity in left cerebralhemisphere (languagecentre)

Extra activity in dyslexic

Reduced neuralconnection

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Learning to read

connecting 2 sets of brain regions

object recognition

language circuit 3 stages:

pictorial (photopgrahic) phonological orthographic (automatic)

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(Upper) Sample stimulus from the Graphogame (3) used to teach kindergarten children letter

speech sound associations.

McCandliss B D PNAS 2010;107:8049-8050

2010 by National Academy of Sciences

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Ramsden et al. Nature 479, 113-116. (2011)

Twice tested

Mean increase of 2points in 3 years

PIQ and VIQ correlated

( = g)

changes in IQ correlatedwith changes in localbrain structure.

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The developing brain

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Functional brain maturation curve: long range networks

strengthened, short range weakened

Dosenbach et al. Science 2010;329:1358-1361

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Intelligence during adolescence?

Considered to be stable across lifespan

Power of prediction

Ability and brain correlates

Strength of relationship

Ability and brain correlates

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Male and female brains

http://www.newscientist.com/data/images/archive/2802/28021401.jpg

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Male and female: different?

BOYS GIRLS NO DIFFERENCE

Boy toys 2.1

Height 2

Girls toys 1.8

Mathematical conceptsSAT verbalLeadership potential

Verbal fluency 0.5

Physical aggression 0.4-1.3

Empathy 0.3-1.3

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Male and female: all in the brain?

BOYS GIRLS NO DIFFERENCE

Boy toys 2.1

Height 2

Girls toys 1.8

Mathematical conceptsSAT verbalLeadership potential

Verbal fluency 0.5

Physical aggression 0.4-1.3

Empathy 0.3-1.3

2

Pfaff. 2010

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Can you wait and what does it mean if you

can?

Eat it now or wait 15

minutes and have 2 What would you

do?

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Decision, decisions and self control

rational thoughts,such as If I wait, I

get the secondsweet, take placein the pre-frontalcortex

urgent decisionstake place in the

more primitiveventral striatum

These decisionsthat connect todeeper desire andreward depend onthe environmentaround us

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Sort out hot and cool cues: can we learn to

be more rational?Hot cues

Impulse

Anger

Sadness

Happiness

Limbic, primitive system

Cool cues

Planning

Problem solving

Working memory

Reasoning

Activate cognitive system

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A stable trait? ... 40 years laterfMRI, delay tasks, hot and cool stimuli

Hot cues

Reduced self-control

Addiction

Weight control Mental health

Cool cues

Better social andemotional coping

B. J. Casey, L. H. Somerville, I. H. Gotlib, O. Ayduk, N. T. Franklin, M. K. Askren, J. Jonides, M. G. Berman, N. L. Wilson,

T. Teslovich, G. Glover, V. Zayas, W. Mischel, Y. Shoda. Behavioral and neural correlates of delay of gratification 40years later. Proceedings of the National Academy of Sciences, 2011 vol. 108 no. 36 14998-15003

Adolescence a timewhen cognitive controlvulnerable to alluringenvironmental cuesp.15001

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BrainU (http://brainu.org/)

Inquiry-based pedagogy and neuroscience

Synaptic plasticity

Creating new connections turns on genes Alters teachers perceptions of students Motivates students to apply themselves in school

Dubinsky, 2010

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The parallel world of pseudo-neuroscience in

schools 82% think learning styles help children learn

20% think you need to drink 6-8 glasses of water a

day to prevent shrinkage of the brain 75% think we use only 10% of the brain at a time

90% of children use primarily the left brain

Brain Gym helps children learn

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To learn how to do something, it is necessary to

pay attention to it.

Answer Response %

Agree 65 53 %

Don't know 5 7 %

Disagree 49 40 %

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What colour are the words?

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Ovaysikia, S., Chan, J. L., Tahir, K., & DeSouza, J. F. X. Word wins over Face: Emotional Stroop effect activates the frontal

cortical network. [Original Research]. Frontiers in Human Neuroscience, 4.

Conflict evidence in the brain

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Visuo-spatial capacity over a life span

0

1

2

3

4

5

6

7

8

0 5 10 15 20 25 30 35 40 45 50 55 60

WMCapacity

Age in years

Data from Swanson (1999) in Klingberg

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Individual learners show preferences for the mode in whichthey receive information (e.g. visual, etc)

Answer Response %

Agree 119 96

Don't know 4 3

Disagree 1 1

children and adults will, if asked, express preferencesabout how they prefer information to be presented to

them

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles. Psychological Sciencein the Public Interest, 9(3), 105-119.

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How to evaluate brain-based products

Focus Action

Goals Identify educational goals and studentpopulation

Match Between educational goal and purpose ofproduct

Research Evidence, methods of evaluating merits,theory base of research

Pros and cons PMI

Impact onbehaviour

Better attention, memory, learning, jugglingSylvan &Christodoulou, 2010

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The Hattie Effect

Hattie, 2009

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Halfway throughthe exam, hepulls out a bigger

brain .

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Intervention?

To explain how xxx works, the xxx describe

human brain function in terms of threedimensions: laterality, focus, and centering.

Successful brain function requires efficientconnections across the neural pathwayslocated throughout the brain. Stress inhibitsthese connections, while the xxx

movements stimulate a flow of informationalong these networks, restoring the innateability to learn and function with curiosityand joy.

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International renowned program

XXX structures are aligned with the principles ofbrain compatible learning. They provide a safe teamcontext and interpersonal support, so students feel

secure. Reduced threat is a hallmark of braincompatible learning. Because of the stimulatinginteraction and intelligence shifts, the XXXstructures create high stimulation and novelty which

are conditions for brain compatible learning.

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Summary

What you do can change yourbrain (plasticity)

Use of learning styles is not justified (Pashler, 2008)

Focus, pay attention

Deprivation / SES: issues of social justice

Critically examine programs:

Theoretical basis, evidence, worthwhile

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Teachers responsibilities

authentic consumers of research

evaluate research findings

discriminate relevant information from neuromyths

understand research and potential implications forpractice

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Future possibilities

Brain science a useful partner in improving knowledge diagnosis and remediation

The best age to start school for early education?

Regular exercise throughout the day?

Are there critical ages for development innumeracy and literacy?

Tommerdahl, 2010

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Evaluate

The de Bono Institute, Melbournehttp://www.thinkplus.info/

BrainGym at

http://www.braingym.com.au/About-Brain-Gym-pg6639.html

Learning styles and school children at

http://extension.missouri.edu/publications/DisplayPub.aspx?P=GH6127

S f

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Some references Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict

Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. ChildDevelopment, 78(1), 246-263.

Crossland, J. (2008). The myths surrounding brain-based learning. School Science Review (90) 330,119-121

Dubinsky, J. M. (2010). Neuroscience Education for Prekindergarten-12 Teachers. J. Neurosci. ,

30(24), 8057-8060.

Eisenberger, N.I., Liberman, M.D., & Williams, K.D. (2003). Does rejection hurt? An fMRI study of socialexclusion. Science, 302, 290 - 292.

Howard-Jones, P. (2011). From Brain Scan to Lesson Plan. The Psy cholo gis t, 24(2), 110-113. Kay, K. N., Naselaris, T., Prenger, R. J., & Gallant, J. L. (2008). Identifying natural images from human

brain activity. Nature, 452(7185), 352-355.

Oliver, M. (2011). Towards an understanding of neuroscience for science educators. Studies in ScienceEducation 47(2), 207-231.

Ramsden, S., Richardson, F. M., Josse, G., Thomas, M. S. C., Ellis, C., Shakeshaft, C., et al. (2011).Verbal and non-verbal intelligence changes in the teenage brain. Nature, 479, 113-116.

Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. OxfordReview of Education, 36(1), 97 - 109.

Tucker-Drob, E. M., Rhemtulla, M., Harden, K. P., Turkheimer, E., & Fask, D. (2010). Emergence of aGene Socioeconomic Status Interaction on Infant Mental Ability Between 10 Months and 2 Years.Psychological Science.

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Go boldly

Try this out at http://www.dnalc.org/view/1723-Memory-Lanes-Brain-Imaging-and-Taxi-Drivers.html

Neuroscience for Kids is at:http://faculty.washington.edu/chudler/neurok.html

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