Judy Willis, MD, M.Ed www.RADteach.com With thanks to Dori Digenti, MSOD, Director, Center for Teaching and Learning, for her dedication to teaching and learning and support, suggestions, and planning to make this presentation possible and pertinent QuickTime™ and a GIF decompressor are needed to see this Using the Developments of Neuroscience for Neuro-logical Teaching Strategies Using the Developments of Neuroscience for Berkshire Community College May 26, 2010
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Judy Willis, MD, M.Ed www.RADteach.com
With thanks to Dori Digenti, MSOD, Director, Center for Teaching and Learning, for her dedication to teaching and learning and support, suggestions, and planning to make this presentation possible and pertinent
,
QuickTime™ and aGIF decompressor
are needed to see this picture.
Using the Developments of Neuroscience forNeuro-logical Teaching Strategies
Sustain students’ attention & memory with curiosity & prediction
Motivating sustained interestIncrease participation for memory
Knowing the Neuroscience Helps You
Evaluate “Brain-Based” Claims
AVOID SELECTING BAD CURRICULUM
RECOGNIZE NEUROMYTHS
Brain Oxygen-Boosting Miracle Pill Energizes
Mind, Mood, & Memory
“Brain Oxygen-Boosting Miracle Pill Energizes Mind, Mood, & Memory. Memory pill lights up aging brain like a Christmas Tree. 100% Energizing.”
Which of the following possible Neuromyths
do you think is TRUE ?
Predict with magic pad
PossibleNEUROMYTHS
Hold up magic pad with the first letter of a
possible neuromyths do you think is TRUE and not a neuromyth?
They are all neuromyths
Knowing the Neuroscience Helps You
Use strategies more effectively & flexibly
YOU WILL WORK SMARTER,
NOT HARDER
BECAUSE YOU KNOW MOST OF THESE
NEURO-LOGICAL
STRATEGIES ALREADY,
Judy’s “Advertisement
”
Judy’s “Advertisement
”
Are You Curious? Are You
Curious?
Is Your Brain Personally
Connected?
Is Your Brain Personally
Connected?
Not YetNot Yet
Two Tasks to Prepare for
Active Listening
becauseThe person who thinks,
LEARNS
Two Tasks to Prepare for
Active Listening
becauseThe person who thinks,
LEARNS
1. Look through your handout to see the
detail of the notes and locate major sections
You will be prepared to find pages that coincide
with the slides
1. Look through your handout to see the
detail of the notes and locate major sections
You will be prepared to find pages that coincide
with the slides
2. Write down in your notes a topic or unit you teach (consult, supervise) for which students have difficulty sustaining attention
Then hold up a “magic pad” with the first letter what you wrote in your notes
R.A.D.R = REACH ATTENTION RETICULAR ACTIVATING SYSTEM
A = ATTITUDE AND BEHAVIORAMYGDALA
D = DEVELOP MOTIVATON WITH DOPAMINE
Where We AreWhere We’re Going
Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAwareness of making progressPreassessmentPersonalization
Before anything can be learned and retained in memory it needs to be attended to (selected) by the brain
All learning comes through
the senses
The input must then reach the “higher
brain” for long-term conscious memory to be constructed
Let’s see what your RAS
chooses and edits to let into your conscious
brain
Attention is a process of selection.
The things you don’t attend to, don’t are unlikely to become
retrievable memory
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YOU DIDN’T “SEE” THE SENSORY INPUT
YOUR RAS DIDN’T SELECT
Count the number of times the letter “F” appears in the following slide
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS
6 times. Your RAS didn’t care about the “f’s” in “of”
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS
Your RAS edited which sensory input got your attention
a basil gimlet Ray of Light
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QuickTime™ and a decompressor
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Millions of bits of sensory data available every secondMillions of bits of sensory data available every second
Only about 2000 bits of sensory data can get through the RAS each secondOnly about 2000 bits of sensory data can get through the RAS each second
35
To get to the conscious
brain, sensory
input must be R.A.S.
“selected”
QuickTime™ and a decompressor
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What is primary purpose of a brain?
Keep the body alive
Preserve the species
For SurvivalWhy a sensory filter?
To limit information intake
Preserve the brain’s survival function
For SurvivalWhat would that filter select for sensory intake?
Something that changed, is novel
For Survival
First, is the novel input a danger?
If not, can it improve survival in the future?
When students are not paying attention to the lesson it doesn’t mean they are inattentive
They are paying attention to sensory input, just not the sensory input of the lesson
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What sensoryinput gets in the fox’s RAS?
What sensoryinput gets in the fox’s RAS?
Survival RAS filter is programed to alert to novel input because it correlates with survival
Survival RAS filter is programed to alert to novel input because it correlates with survival
Only when threat is not perceived is other change/novelty admitted through the RAS
Only when threat is not perceived is other change/novelty admitted through the RAS
Now curiosity alerts the RAS
to attend to other changes and novel
input
Now curiosity alerts the RAS
to attend to other changes and novel
input
Because changes and novel input may also improve survival
Because changes and novel input may also improve survival
When students are not paying attention to the lesson it doesn’t mean they are inattentive
They are paying attention to sensory input, just not the sensory input of the lesson
RAS The RAS gives priority to threatening input Therefore, if students feel threatened or stressed, their RAS prioritizes the threatening input at the expense of any academic content you would prefer they absorb.
RAS Summarize with choice ofmethod such as a narrative
first an example, then Your Turn-Collaborate and try several if time permits
RAS 1. Pair-Share: What is the RAS and why is it important. or2. Sketch your image of the RAS
or3. Create a simile
The RAS is to ...... as ....... as to .......
Summarizewith
COMIX.com
What information gets through
the RAS and where does it go?
How can you influence what gets through your students’ RAS?
How can you influence what gets through your students’ RAS?
RAS Interventions
Help students feel SAFE!
Then stimulate their curiosity with change &
noveltyS
Novelty & curiosity
Prediction for Participation
Stress of boredom/frustrationEmotional positivityAchievement PrimingAwareness of making progressPreassessmentPersonalization
Using Novelty or Change to promote
memory associations
MusicChanged room
Costume
is necessary to persue new experiences
CURIOSITY
LEARNING ONE’S ENVIRONMENT
LEARNING ONE’S ENVIRONMENT
TextText
IS NECESSARY FORSURVIVAL
IS NECESSARY FORSURVIVAL
PERSUIT OF NEW EXPERIENCES &
EXPLORING
PERSUIT OF NEW EXPERIENCES &
EXPLORING
Prediction IncreasesCuriosity, Attention, &
Memory
Prediction builds curiosity and motivation to know if their prediction is correct
Prediction invests TOP DOWN ATTENTION THE INFORMATION IS SELECTED FOR RAS INTAKE & SUBSEQUENTLY for MEMORY
CURIOSITY and DISCOVERY promote the brain to
acquire new information, correct inaccurate networks,
and predict the best future responses
Participation with Prediction =
Active Learning & Memory Building
To be surprised by or interested in the curiosity provoking experience or question, students must make a prediction in the first place
Then when predictions are wrong there is a true element of surprise.
The unexpected results are powerful stimuli to curiosity so...
There is more value/memory placed on the feedback of the correct information
To be surprised by or interested in the curiosity provoking experience or question, students must make a prediction in the first place
Then when predictions are wrong there is a true element of surprise.
The unexpected results are powerful stimuli to curiosity so...
There is more value/memory placed on the feedback of the correct information
ADVERTISEto promoteADVERTISEto promote
CURIOSITY&
PREDICTION
CURIOSITY&
PREDICTION
CURIOSITY ABOUT ADVERTISEMENTS
Predict what ADVERTISEMENTS have to do with a coming lesson
Attention investment to find out if prediction is correct
The INFORMATION that supports or refutes the prediction IS VALUED FOR INTAKE & MEMORY
Pair Share: Something you have done or could do to promote student curiosity and prediction?
SustainAttentionSustain
Attention
Syn-naps Relate new
information with something unusual
Syn-naps Relate new
information with something unusual
iceberg.jpg
iceberg.jpg
Write the first letter of a lesson you could connect with one of the next photos. Hold up the card when ready
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BingoBingo
BINGO Activation of Prior KnowledgeSustained Curiosity/Attention Personal InterestContent Specific Vocabulary
BINGO Activation of Prior KnowledgeSustained Curiosity/Attention Personal InterestContent Specific Vocabulary
Students copy 25 words onto
individual boxes on your grid in any order for BINGO
Students copy 25 words onto
individual boxes on your grid in any order for BINGO
synapse
amygdala
When they hear one of the words spoken or see it projected on the screen they cross it out on their BINGO grid When they have 5 in a row (horizontal, vertical, or diagonal) they call out BINGO
When they hear one of the words spoken or see it projected on the screen they cross it out on their BINGO grid When they have 5 in a row (horizontal, vertical, or diagonal) they call out BINGO
AS WE GO THROUGH THE UNIT,
MAKE PREDICTIONS ABOUT
WHAT THE RADISH HAS TO
DO WITH WHAT YOU LEARN.
MAKE PREDICTIONS ANY TIME AND
CHANGE THEM IF YOU’D LIKE.
AS WE GO THROUGH THE UNIT,
MAKE PREDICTIONS ABOUT
WHAT THE RADISH HAS TO
DO WITH WHAT YOU LEARN.
MAKE PREDICTIONS ANY TIME AND
CHANGE THEM IF YOU’D LIKE.
Investigation:Grow Radishes and ObserveInfluence of
Planting Distance, Sun Exposure, Soil,
Water
Investigation:Grow Radishes and ObserveInfluence of
Planting Distance, Sun Exposure, Soil,
Water
Cross-Curricular-Science & Math of Agriculture Influences Historical Events
TRIBES THAT FARMED NEEDED GOOD SOIL AND RAIN, BUT WERE GIVEN THE WORST LAND. THEIR HARVESTS MADE THEM BITTER LIKE RADISHES.
THE NEW WORLD PEOPLE KEPT THE BEST LAND FOR THEIR OWN FARMING AND GREW GREEN, LEAFY CROPS LIKE THE LEAVES NEXT TO THE RADISHES.
Cross-Curricular-Science & Math of Agriculture Influences Historical Events
TRIBES THAT FARMED NEEDED GOOD SOIL AND RAIN, BUT WERE GIVEN THE WORST LAND. THEIR HARVESTS MADE THEM BITTER LIKE RADISHES.
THE NEW WORLD PEOPLE KEPT THE BEST LAND FOR THEIR OWN FARMING AND GREW GREEN, LEAFY CROPS LIKE THE LEAVES NEXT TO THE RADISHES.
TRIBES THAT NEEDED LARGE TERRITORIES TO HUNT WERE FORCED TO LIVE CLOSE TOGETHER, BUNCHED UP LIKE THE RADISHES.
IN THE WESTWARD MOVEMENT, THE NATIVE AMERICANS WERE TREATED UNFAIRLY. LIKE THE RADISHES, THEY WERE CALLED MEAN NAMES LIKE “RED SKINS.”
TRIBES THAT NEEDED LARGE TERRITORIES TO HUNT WERE FORCED TO LIVE CLOSE TOGETHER, BUNCHED UP LIKE THE RADISHES.
IN THE WESTWARD MOVEMENT, THE NATIVE AMERICANS WERE TREATED UNFAIRLY. LIKE THE RADISHES, THEY WERE CALLED MEAN NAMES LIKE “RED SKINS.”
Novelty & curiosityPrediction for Participation
Stress of boredom/frustration
Emotional positivityAchievement PrimingAwareness of making progressPreassessmentPersonalization
Predict: What Memory Challenge common to most
educators and students could be represented by the following 3 photos?
Hold up yourmagic pad with
first letter of youridea
OVERPACKED CURRICULUM
Participating in new learning requires students to take risks beyond their comfort zones
Before students can attend to higher-order thinking they must meet lower-level needs like survival and safety (MASLOW'S HIERARCHY OF NEEDS)
Wang, Jiongjiong et al. (2005) Proc. Natl. Acad. Sci 102, 17804-17809.
Amygdala -Directs input flow
Information (sensory input) destination is determined by metabolic state of the amygdala
Reflective PFC or Reactive Lower
Brain
Information (sensory input) destination is determined by metabolic state of the amygdala
Reflective PFC or Reactive Lower
Brain
Wang, Jiongjiong et al. (2005) Proc. Natl. Acad. Sci 102, 17804-17809.
Reactive brain
PFCReflective
brain
Amygdala
Amygdala determines where
input goes
Prefrontal Cortex
Conscious, Reflective,
“THINKING”Brain
Reactive, Lower BrainFight/Flight/Freeze
Students’ emotional states (comfort or stress) impact pathway through amygdala
Reflective or Reactive brain
Negativity & Stress block information transport for processing in the thinking brain (PFC) so students are not engaged in & don’t remember the lesson
Images of threatening faces or friendly faces viewed before memory task.
A: During the relaxed state increased activity in prefrontal cortex and memory storage regions.
B: Stressed subjects show heightened activity in the amygdala and much less cortical activity.Wang, J., et al (2005) Proc. Natl. Acad. Sci. 102, 17804-9.
Subjects performing a memory recognition activity
AMYGDALAPFC
PFC
AMYGDALA
A: Positive emotional state – opens amygdala to PFC = memory
B: Stressed state – no passage to PFC = Low Memory Adapted from Hamman, et al., Cognitive Neuroscience
A: Positive emotional state – opens amygdala to PFC = memory
B: Stressed state – no passage to PFC = Low Memory Adapted from Hamman, et al., Cognitive Neuroscience
NEGATIVE EMOTIONS
Fear
STRESS FROM frustration
Stress from boredoM
AMYGDALA blocks Entry to PFC in Response to
Prefrontal cortex
Survival First:
React with
Fight-Flight-Freeze
Fear/StressAmygdala to Lower Brain for Fight, Flight, or Freeze
Fear/StressAmygdala to Lower Brain for Fight, Flight, or Freeze
flightfight
Stressed Brain
freeze
The Brain In Stress/Fear State Admits Sensory Input
to Lower Involuntary, Reactive Brain for SURVIVAL
Causes of Stress in School
fear of being wrong
test-taking anxiety
physical and language differences
frustration with difficult material
boredom from lack of stimulation
Frustration IS STRESSFUL
BOREDOM IS STRESSFUL
Consequences of flight from
Boredom orFrustration
The U.S. is now the only country in the developed world where young people are less likely to graduate than their parents
Dropouts Reason #1 BOREDOM
75% “Material wasn’t interesting” 39% “Material wasn’t relevant to me” 31% Bored in class because they have “No interactions”
40% of U.S. high school students don’t take any science beyond general biology
55% of U.S. h.s. students don’t take math beyond geometry
Donald McCabe and Jason Stephens
Consequences ofPassive Learning
Where Facts and Procedures are memorized without the engagement to achieve conceptual understanding
Novelty & curiosityPrediction for ParticipationStress of boredom/frustration
Achievable Challenge & Awareness of Incremental Progress
Personalization Emotional PositivityAchievement PrimingAwareness of making progressPreassessment
The PULL of the Achievable Challenge of Video Games
He’s so close to Level 10 to even care about going for pizza
Like video games
achievable challenge with incremental
progressis motivating
Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAchievement PrimingAwareness of making progress
PreassessmentPersonalization
Planning Units for
Achievable Challenge
Preassess
Frequent Sustained Assessment
Timely Feedback
Benefits of Pre-tests of Content Knowledge
Preview of key concepts Predictions (hypotheses, answers) motivate interest in knowing if they are correct
Memory of correct answer more sustained because of prediction
Stimulate circuits with related prior knowledge to connect with subsequent new learning
You Have Information for Planning
Misconceptions
Mastery or deficiency in prerequisite concepts, facts, procedures and/or skills
Students correct their own quizzes in class
- Immediate corrective feedback - Insight about their own foundational knowledge - what they need to review in preparation for the unit
- Accountability: possibility of same quiz
Preassessment RAD WITHOUT Your Handout
Write a word that relates to the each of the letters of RAD 1. R2. A3. D
4. Sensory input that is __________ alerts attention and that input passes the first filter to enter the brain.
5. During high stress, information is conducted through the emotion sensitive affective filter to the lower, reactive brain. There are limited sets of instructions this involuntary brain uses to direct behavior. These include: ___ ____ _____?
6. Syn-naps (brain breaks) are needed to _______?
7. The prefrontal cortex is place we want our input to reach because this 17% of the brain controls ____________________ ?
R Reach Your Students (input must pass through the Reticular Activating System or RAS)
A Attitude that aims information toward thinking brain through the Amygdala
D Develop Memory with Dopamine: Dopamine is associated with pleasurable experiences and increases focus and memory
4. Sensory input that is novel (threatening, curiousity provoking) alerts attention and that input passes the first filter to enter the brain.
Preassessment Answers
5. During high stress, information is conducted through the emotion sensitive affective filter to the lower, reactive brain. In that lower brain there are limited sets of instructions this involuntary brain uses to direct behavior. These include: Fight, Flight, Freeze
6. Syn-naps (brain breaks) are needed to replenish neurotransmitters, cool down amygdala, process new learning for memory
7. The prefrontal cortex is place we want our input to reach because this 17% of the brain controls higher thinking, long-term memory, executive functions, emotional control
Personalization forActive, Memorable
LEARNINGPARTICIPATION
MOTIVATION
Personalization
Students need to value the information so they
Want to Learn what you
Have to Teach
The “So What?”
In planning your lessons, consider:“How can I help students value the information?”
PERSONALIZEA
PERSON OR PLACECONNECTED TO
THE UNIT
Book author anecdote about Charlie
Charles DickensOliver Twist
ratio and proportion
Crown PlazaPittsfield140 feet
Dubai Towers 2000 ft
Empire State
Building1250 feet
Active Personalized Reading (It’s all about “me”...Talk back to the Text)
Before Reading PredictWhat do I already know about this topic?
As You Read Interact How is this different from what I already
know? What new ideas are here for me to
consider?
Make notes in the margin or on a post-it when
You disagree Something is not what
you expectedYou get an idea or new
insight What you predict comes next
PARTICIPANT ACTIVITY
PARTICIPANT ACTIVITY More Open Ended:
1. As a group, select a stress reducing or motivation enhancing strategy related to the
amygdala you LIKE.
2. With your group develop a plan to apply the strategy to your work (especially a challenge)
3. Individually: Fill in ideas in the “A” section RAD for your “challenge” topic in your notes
activation of prior knowledge prediction Curiosity Personal relevance
pOSITIVE MOOD INDUCTION
aCHIEVEMENT PRIMING
....AND THE BRAIN REsponds WITH LEARNING AND MEMORY
AMYGDALA opens pathway to PFC in
response to
Positive Mood Induction
In an experiment students were asked to think about the happiest day of their lives and then given math problems.
The number of math problems solved accurately in five minutes was greater in the group that remembered the happy time.
Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivity
Achievement Priming
Awareness of making progressPreassessmentPersonalization
Achievement Priming
Activates a goal to achieve and inhibits a goal to have fun in individuals with high-achievement motivation In students with low-achievement motivation, a goal to have fun was activated and a goal to achieve inhibited
Hart, W. (2009). The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals. Journal of Personality and Social Psychology. Vol. 97, No. 6, 1129–1141
Appropriate Challenge Selection is Neuro-logical for Survival
Expending effort only when there is a reasonably high probability of success is more adaptive than indiscriminately expending effort
Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAchievement Priming
Awareness of making progress
PreassessmentPersonalization
A Harvard Business School analysis of nearly 12,000 diary entries, together with the writers’ daily ratings of their motivation and emotions, showed that awareness of making progress—even incremental progress—had more impact on positive emotions and motivation than any other workday event
Progress & Motivation
Facilitate Motivation
Provide meaningful goals Support with resources, rubrics, guidance
Encouragement: Help students recognize and acknowledge their incremental progress
Note YOUR incremental progress
Covered
Novelty & curiosityPrediction for ParticipationStress of boredom/frustrationEmotional positivityAchievement PrimingAwareness of making progressPreassessmentPersonalization
Dopamine Boosting
Neuroplasticity
Narrative Memory
Making Mistakes for Memory
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