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How Brain Research Findings are ChangingOur Understanding of Learning

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Slides available fordownload at:

www.learnercenteredteaching.wordpress.

LILLY West Conference

How Brain Research Findings are

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What was Then

Guido Sarducci Five MinuteUniversity

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ra n ys ems e a on oComplex Cognition and

Behavior can only be explainedsatisfactorily by a comprehensiveblend of theories and facts related toall the levels of organization of thenervous system, from molecules,and cells and circuits, to large-scale

systems and physical and socialenvironments.

Beware

of

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What We Know about Howthe Brain Learns

What we know about the braincomes from biologist who study braintissue, experimental psychologist who

study behavior, cognitiveneuroscientist who study how the firstrelates to the second. (Medina, 2008).

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Where are We at withNeuroscience Education

HarvardUniversity now

offers a master'sdegrees in Mind,Brain and

Education.

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Integration of Science andEducation

Harvards mission is to build amovement in which cognitive scienceand neuroscience are integrated with

education so that we train people tomake that integration both in researchand in practice.

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Left Brain-Right Brain Myth

According to the myth, we would allbe more successful and fulfilled peopleif we learned to tap the full potential of

both hemispheres.

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Left Brain-Right Brain Myth

Individuals do differ in the way theythink through problems and reflect onthe world, but this has nothing to do

with different balances of powerbetween their hemispheres.

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Left Brain-Right Brain Myth

"But boiling it down into a left brain

'logical' and right brain 'creative'approach does not follow from what wesee in how the brain operates.

It also suggests you could be usingone hemisphere more than the other

and that's not really how it works.

WRONG

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Left Brain-Right Brain Myth

The two sides communicate witheach other and work together via acomplex wodge of neural cabling

known as the corpus callosum.

The two sides of the brains arecomplementary and work in concert.( Scott,2011)

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2012 Neuroscience andLearning

We have accumulated enoughknowledge about the mechanisms andmolecular underpinnings of cognition

at the synaptic and circuit levels to saysomething about which processescontribute (James Bibb of the University of Texas SouthwesternMedical Center)

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We are Born to Learn

The brain was meant to explore andlearn

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The Human Brain

The human brain weighs three (3)pounds but uses 20-25% of the bodiesenergy.

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The Human Brain

The human brain has 100 billionneurons.

(It does grow thousands of new cells daily)

www.enchantedlearning.com/.../gifs/Neur

on.GIF

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The Human Brain

These 100 billion neurons are capable of

making 40,000,000,000,000,000(Forty quadrillion connections )

(John Ratey, Users Guide to the Brain, 2001)

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The Brains Needs

The brain needs to functioneffectively:

1. Exercise2. Sleep

3. Oxygen

4. Hydration

5. Food (glucose)

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The Definition of Learning

Learning is a

change in theneuron-patterns ofthe brain.

(Ratey, 2002)

www.virtualgalen.com/.../ neurons-small.jpg

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Teachers Definition ofLearning?

Learning is the ability to use informationafter significant periods of disuse

andit is the ability to use the information to

solve problems that arise in a contextdifferent (if only slightly) from the context

in which the information was originallytaught.

(Robert Bjork, Memories and Metamemories, 1994)

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as c n ng rom ra nResearch as it Impacts

Human LearningIt is the one who

does the work whodoes the learning( Doyle ,2008).

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Part One

Our Students Mindsets

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Two Kinds of Mindsets

GrowthFixed

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Growth Mindset

Students believe their brain ismalleable and their intelligence andabilities can be enhanced through hard

work and practice.

They believe only time will tell howsmart they become.

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Mindset-Fixed

In a fixed mindset students believethat intelligence is a fixed trait -- thatsome people have it and others don't

-- and that their intelligence isreflected in their performance (Dweck,2006).

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Growth Mindset

Students value hard work, learning,and challenges while seeing failure assomething to learn from.

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Fixed Mindset

Fixed mindsets believe they eithershouldnt need to work hardto do well

orputting in the effort wont make any

difference in the outcome.

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Growth Mindset

Students are willing to take learningrisks and understand that throughpractice and effort their abilities canimprove.

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Mindset

Fixed VS. Growth

Intelligence is Intelligenceunchangeable. is malleable

and can be

improved.

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Mindset

Fixed vs. Growth

Look smart. Desire to learnis paramount.

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Mindset

Fixed VS. Growth

Avoid challenges. Failure is seen

as an opportunityto learn.

Risks are necessary

for growth.

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Mindset

Fixed VS. Growth

Make excuses Effort isand try to avoid necessary

for

difficulties. growth and

success.

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Mindset

Fixed VS. Growth

Criticism is taken Criticism isdirected

personally. at their current

skills level.

Students know

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Mindset and Intelligence

There is no relation betweenstudents' abilities or intelligence andthe development of a growth mindset.

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Feedback and Mindset

Teachers should focus on students'efforts and strategies.

Praise their efforts or theirstrategies, not their intelligence.

P t 2

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Part 2What Enhances Cognitive

Performance?

Three things for certain

1. Aerobic exercise

2. Meditation

3. Some Video Gaming

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Cognitive Enhancements

Greater cognitive capacity means--

1.More synapses

2.Higher levels of neurogenesis(more neurons) especially in the

memory forming hippocampus

3. Increased production of BDNF

which stimulates the production of

i d i i

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Exercise and CognitiveEnhancement

Exercise is the single most importantthing a person can do to improve theirlearning.

(John Ratey, 2008, Spark, The Revolutionary New Science of

Exercise and the Brain)

i S i l

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Exercise StimulatesSynaptic Growth

Exercise stimulates the production ofnewsynapses, whose capacity and efficiency underliesuperior intelligence.

Fitness training changes the molecular andcellular building blocks that underlie many cognitiveskills.

(Art Kramer of the University of Illinois at Urbana-Champaign)

It thus provides more

generalizable benefits

E i d C i i

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Exercise and CognitiveEnhancement

Exerciseinfluences learningdirectly, at the

cellular level,improving the brainspotential to log inand process new

information.Ratey, 2008 p35

E i d C iti

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Exercise and CognitiveEnhancement

Exerciseincreasesproduction of

neurotransmittersthat help:

1.Focus and attention

2.Motivation3. Patience

4. Mood (more optimistic)

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Exercise Produces BDNF

Improves brain health

Enhances the wiring of neurons

Is a stress inoculator

Makes the brain cells more resilient

E i d BDNF

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Exercise and BDNF(Brain-derived neurotrophic factor )

BDNF

Miracle Grow for the Brain

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BDNF

Exercise creates BDNF a protein thatacts to promote neurogenisis.

BDNF acts not only to generate newneurons, but also to protect existingneurons and to promote synapticplasticitygenerally considered thebasis for learning and memory(Modie, 2003,Mattson, Wenzhen, Rugian and Zhihong, 2004)

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BDNF and Exercise

In particular BDNF seems to beimportant for long term memories(Ratey, 2008)

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M dit ti d C iti

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Meditation and CognitiveEnhancement

Meditation

M dit ti d C iti

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Meditation and CognitiveEnhancement

The training has shown success inenhancing mental agility and attentionmaking the brain more efficient a

quality associated with higherintelligence (Neuroscientist Amishi Jha of the University ofMiami)

G i d C iti

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Gaming and CognitiveEnhancement

Some videogames might improve general mentalagility (Yaakov Stern of Columbia University).

Games that require motor control, visual search, workingmemory, long-term memory, and decision making, plusrequire that elixir of neuroplasticity: attention, specifically theability to control and switch attention among different tasks.

Space Fortress Video

Game

G i d C iti

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Gaming and CognitiveEnhancement

People get better on tests ofmemory, motor speed, visual-spatialskills, and tasks requiring cognitive

flexibility (Yaakov Stern of Columbia University).

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Serious Games

A serious game is a game designedfor a primary purpose other than pureentertainment.

The "serious" adjective refers toproducts used by industries likedefense, education, scientificexploration, health care, emergencymanagement, city planning,

engineering, religion, and politics.

Neuroscience and

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Neuroscience andTechnology

Neuroeducational.net

A website that is devoted to howneuroscience is driving the use oftechnology especially serious games

Virtual Textbooks

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Virtual TextbooksThe Future is Here--Almost

Click on any bar in the timeline, andthat bar expands to a list of images,which in turn are linked to video about

that artist.

That's key, because, like a greatdocumentary, it makes learning aboutwhat can be a fairly narrow subjectinto something painless.Art Textbook

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Part Three

What Aids Our

Students Learningand Recall

Rest after Learning

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Rest after LearningImproves Recall

The researchers found that duringrest, the areas of the brain were just asactive as they were when they were

learning the task

The greater the correlation betweenrest and learning the greater thechance of remembering the task inlater tests.

Dr Lila Davachi, NYU's Department of Psychology and Center for

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Significance of this Finding

Should Students not take classesback to back?

"Taking a (coffee) break after classcan actually help you retain theinformation you just learned." Dr Lila Davachi

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Naps Help Learning

You need tosleep before

learning, to

Caffeine + Sugar and

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Caffeine + Sugar andLearning

The combination ofcaffeine and sugar

enhanced attention,learning and memory.

Improves cognitive

Nicotine Promotes Cognitive

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Nicotine Promotes CognitiveEnhancement

Nicotine enhancesattentionthat key

driver of neuroplasticityand cognitive

performance in bothsmokers and

nonsmokers

Scientists at the NationalInstitute on Drug Abusereported in a 2010 analysis of41 double-blind, placebo-controlled studies.

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The Brain and Learning

Natural selection developed ahuman brain to solve problems ofsurvival in outdoor, unstable

environments while in almost constantmotion.

( Dr. John Medina, Developmental Molecular Biologist, University of Washington and

Author of Brain Rules)

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The Brain and Learning

If educators had set out to designa learning environment that was incomplete opposition to what the

human brain is good at they wouldhave designed the schools ofyesterday and today.

(John Medina, Brain Rules, 2008)

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Neuroplasticity

The ability of the brain to rewire andremap itself by means ofneuroplasticity is profound.

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Neuroplasticity

When the correct skill-buildingprotocol is used, educators can makepositive and significant changes in

students brains in a short time.(Neuroscientists Michael Merzenich and Paula Tallal)

Treating Developmental

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Treating DevelopmentalDisorders

"Showing that it's possible to rewirea brain's white matter has importantimplications for treating reading

disabilities and other developmentaldisorders, including autism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon

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Remediation of Reading

After the training, imaging indicatedthat the capability of the white matterto transmit signals efficiently had

increased, and testing showed thechildren could read better. (Keller and Just, 2009)

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Dendrite Growth

The picture show the dendriticgrowth that has taken place 20minutes into new learning .

See the new cellular material!

(Cognitive Neuroscientist Janet Zadina, 2010)

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Use it or Lose it

When new material is not practicedthe new dendrite tissue is reabsorbedby the brain to conserve resources.

(Dr. Janet Zardina, 2010)

Learn ng Act vates t e

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Learn ng Act vates t eBrains

Reward PathwayReal life, meaningful, and authenticlearning activates the reward pathwayin the brain.

It is this pathway that keeps us alive.

(Dr. Janet Zardina, 2010)

earn ng c va es e

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earn ng c va es eBrains

Reward PathwaysBy giving us a jolt of pleasure(dopamine) the reward pathway worksto ensure that we will repeat the

behaviors necessary to survive.

http://learn.genetics.utah.edu/content/addiction/reward/

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Multitasking Slows Learning

It is not possible to multitaskwhen it comes to activities thatrequire the brains attention.(FoerdeKnowlton Poldrack, 2006)

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Multi-tasking

Multi-tasking

violateseverything weknow about how

memor works

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Multitasking

Our brainworks hard

to fool us

Memories Are Made during

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Memories Are Made duringSleep

"Periods of slow-wave sleep arevery long and produce a recall andprobably amplification of memory

traces. Ensuing episodes of REMsleep, which are very short,trigger the expression of genes tostore what was processed duringslow-wave sleep."

Sidarta Ribeiro, Duke University, 2004

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Sleep and Memory

It takes six hours of sleep to juststabilize new memories. Then thebrain must consolidate the new

memories which it also does duringsleep.

Consolidation requires you get sevento eight hours of sleep each night. GyrgyBuzsaki, professor at the Center for Molecular and Behavioral Neuroscience at RutgersUniversity

l d i

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Sleep and Learning

Not only are memories foreverything you learned that day madeduring sleep but sleep allows the brain

to clear space for new learning tooccur the next day.

(Bryce Mander, a post-doctoral fellow in psychology at UC Berkeley)

k b Off i

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Awake but Off Line

New findings suggest that when thebrain is sleep deprived even though

the person is fully awake the neuronsused for important mental task switchoff.

This is likely to have consequenceson mental performance and we likely

function less well the lon er weve

Sh T S

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Short Term Stress

Acute stress activates selective CRHmolecules (corticotropin) releasinghormones, which disrupted the process

by which the brain collects and storesmemories. (Baram,2010)

Th B i i S i l

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The Brain is Social

Survival is accomplished by workingwith other brains

Groups of brains almost alwaysoutperform a single brain

P t F

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Part Four

Memory

Formation and

Recall

W U ll S

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We Use all our Senses

The traditional belief among neuroscientistshas been that our senses operate largely asindependent systems.

However, mounting data suggestinteractions between the senses are the rule,rather than the exception.

Aaron Seitz Journal Current Biology, 2006

Senses Create Multiple

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Senses Create MultiplePathways

The more senses used in learningand in practicing what has beenlearned the more pathways are

available for recall.

S ll E h R ll

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Smell Enhances Recall

Proust Effect is the unusual ability ofsmell to enhance recall.

Best results when smells are

congruent with the situation.Medina, 2008, Brain Rules, p.212

Smells during sleep can

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Smells during sleep canenhance recall

Smells that you associate with aparticular new learningexperience,when released during

sleep, make the memories for thatlearning stronger.

Vi i T All

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Vision Trumps All

Vision trumps all other senses

Vi i T All

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Vision Trumps All

Text and oral presentations are notjust less efficient than pictures for

retaining information they are way less

efficient(Brain Rules p.234)

Vi i T All

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Vision Trumps All

Oral information has a recall ofabout 10% after 72 hours

Add a picture and the recallincreases to 65%

(Brain Rules, P.234)

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192.107.108.56/.../m/murray_k/final/img004.jpg

192.107.108.56/.../m/murray_k/final/img004.jpg

Cramming

Cramming

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Cramming

The short-term

d t

However, ifthe goal of

Cramming for a Test

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Cramming for a Test

Educators discourage cramming,warning students that they will forgetwhat they cram.

Indeed, experiments on the testingeffectare consistent with these claims.

(Glover, 1989; for a review, see Bjork, 1988;

Dempster, 1996; and Roediger & Karpicke, 2006a)

Cumulative Tests Work

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Cumulative Tests Work

These studies show that reviews ingeneral and cumulative tests inparticular lead to improved student

performance (Thomas Edmonds, 1984)

Using Cumulative Exams

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Using Cumulative Exams

If the intervening test includescorrect answer feedback, it is notsurprising that testing often improves

long-term retention (Cull, 2000; McDaniel & Fisher, 1991;Pashler, Cepeda, Wixted, & Rohrer, 2005);

.

Memory Rules

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Memory Rules

1. Repetition over time (distributivepractice)

2.Elaboration of material

Listen to the Music

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Listen to the Music

Do you know the lyrics to songs that you did nottry to learn and do not want to know the lyrics to?

YES

Practice over Time

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Practice over Time

Practice, Use , Repetition, Review,Reflection or other meaningful wayswe engage with new learning over

time is a major key to its recall.

Review

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Review

Reviews may do more than simplyincrease the amount learned; theymay shift the learners attention

away from the verbatim details ofthe material being studies to itsdeeper conceptual structures(Dempster,1986)

Elaborations are the Key

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Elaborations are the Key

For better or worse, our recollections arelargely at the mercy of our elaborations(DanielSchacter author of the Seven Sins of Memory)

Elaboration is a

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Major Key to Recall Step One. Accuracy

Step Two: Reflection

Step Three: Regular Review

Step Four: Mapping, Images,Charts

Keeping Memories

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Keeping Memories

The best way to minimize memorydecay is to use elaborative rehearsalstrategies

Visualizing

Singing Writing

Semantic Mapping

Why Students Forget

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Why Students Forget

Review helps to limit the 3 Sins ofMemory that commonly occur

among students.

1. Blocking information stored butcant be accessed (Schacter, 2001)

1. Misattribution attributing a

memory to the wrong situation orsource (Zola, 2002)

1. Transience memory lost over time

Emotion and Memory

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Emotion and Memory

Emotional arousal organizes andcoordinates brain activity (Bloom, Beal &Kupfer 2003)

When the amygdala detectsemotions, it essentially boostsactivity in the areas of the brainthat form memories(S. Hamann , Emory University.)

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Which of the followingslides would be easier to

recall after two weeks?

Slide One

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Slide One

upload.wikimedia.org/wikipedia/commons/th

umb/...

Slide Two

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Slide Two

www.operationsudan.org/images/darfur_chi

ld_st...

Multiple Senses with

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Emotion

Powerful memories can becreated when using multiplesenses and emotion

Part Four

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Part Four

Patterns andLearning

Patterns and Learning

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Patterns and Learning

The brain is apattern seekingdevice that relates

whole concepts toone another andlooks forsimilarities,

differences, orrelationshipsbetween them.(Ratey, 2002, pg.5)

Sociology

Psycholo

gyAnthropology

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Which of the followingslides is easier to

remember and WHY?

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Click to edit Master subtitle style

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SLIDE ONE

491580

Slide Two

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Slide Two

(491) 580-2979

Slide One

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Slide One

NRAFBINBCUSAMT

V

Slide Two

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Slide Two

NRA NBC FBI USA

MTV

Familiar Patterns

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Familiar Patterns

Clustering is used to organize relatedinformation into groups. Informationthat is categorized becomes easier toremember and recall.

In Teaching Reading

TopicMain Ideas-concepts,issues

Significant DetailsImportant ExamplesListsNames, Dates, Places

Terms, Definitions

Common Patterns fori

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Learning

Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

Teach your Students thei h C

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Patterns in the Course

Hierarchal-- Chemistry

Linear History, Math

Rank OrderBusiness

Pivot

Concepts-- Social Sciences

Patterns in Law-LATCH

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Patterns in Law LATCH

Your patternwill be determinedby the story you

want to tell. Eachway will permit adifferentunderstanding ofthe information.

Data can only

Location, alphabet, time, category, orhierarchy.

Question Five

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Question Five

What are the patterns of the contentyou teach?

What might be the best patterns touse in teaching this content to yourstudents?

Learning is when NeuronsWi

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Wire

Learning is achange in the

neuron-patterns ofthe brain.

(Ratey, 2002, Goldberg,2009)

www.virtualgalen.com/.../ neurons-small.jpg

Part Two

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Part Two

CognitiveEnhancements

Cognitive Enhancements

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Cognitive Enhancements

Greater cognitive capacity means--1.More neurons and synapses

2.Higher levels of neurogenesisespecially in the memory forminghippocampus

3. Increased production of BDNF

which stimulates the production of

Cognitive Enhancements

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Cognitive Enhancements

Both neurogenesis and synapseformation boost learning, memory,reasoning, and creativity.

(Yaakov Stern of Columbia University)

We can get smarter!

Attention and CognitiveE h t

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Enhancement

One of the strongest findings inbrain research, is that attention isalmost magical in its ability to

physically alter the brain and enlargefunctional circuits (neuroplasticity).

What we pay attention to is key!

Cognitive Enhancements

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Cognitive Enhancements

Skills were already good at dontmake us much smarter: we dont paymuch attention to them.

(Yaakov Stern of Columbia University.)

We need to learnnew things!

Attention

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Attention

New, cognitively demandingactivities are the key

Ballroom dancing, or a foreignlanguage will boost processing speed,strengthen synapses, and expand or

create functional networks

Adderall and Ritalin areC iti E h t

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Cognitive Enhancements

There are

cognitive

benefits of

Adderall and Ritalin areCogniti e Enhancements

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Cognitive Enhancements

Ritalin or Adderall has strongereffects on the prefrontal cortex andcan therefore improve concentration

and minimize fatigue much more sothan caffeine.

Adderall and Ritalin haveSide Effects

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Side Effects

Ritalin and Adderall are not withouttheir own health risks.

Side effects include difficultysleeping, seizures, high bloodpressure, loss of appetite, depression,

and many others.

References

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REFERENCES Anderson, L. W., &

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Crisp, B. (2007). Is it worth theeffort? How feedback influencesstudents subsequent submission of

assessable work.Assessment &Evaluation in Higher Education,32(5), 571-581.

Cull, W. (2000). Untangling thebenefits of multiple studyopportunities and repeated testingfor cued recall.Applied Cognitive

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Hart, P. (2006). How should collegesprepare students to succeed in

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Herrington J Oliver R & Reeves

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Kerr, N.L. (1989). Illusions of efficacy:The effects of group size on

perceived efficacy in social

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Khatri, P., Blumenthal, J. A., Babyak,

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Lombardi, M. M. (2007). Authenticlearning for the 21st century: Anoverview. ELI Paper 1. Retrieved

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Lowinson, J., Ruiz, P., Millman, R., &

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McKenzie J (1999) Scaffolding for

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Ribeiro, S., Gervasoni, D., Soares, E.S., Zhou, Y., Lin, S. C., Pantoja, J.,Lavine, M., Nicolelis, M. A. (2004).

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Underwood, B. J., & Postman, L.(1960). Extra-experimental sourcesof interference in forgetting.

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The End