• Save
Willis
Upcoming SlideShare
Loading in...5
×
 

Willis

on

  • 1,704 views

Presentation by Judy Willis at Berkshire Community College Summer Institute, May 26, 2010

Presentation by Judy Willis at Berkshire Community College Summer Institute, May 26, 2010

Statistics

Views

Total Views
1,704
Views on SlideShare
1,703
Embed Views
1

Actions

Likes
1
Downloads
0
Comments
0

1 Embed 1

http://blogs.berkshirecc.edu 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Willis Willis Presentation Transcript

  • Using the Developments of Neuroscience for
    Neuro-logical Teaching Strategies
    Using the Developments of Neuroscience for
    Berkshire Community College
    May 26, 2010
    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
    ,
  • 9-10:30 Session A
    10:30 Break
    10:45 – 12:00 Session B
    12:00 – 1:00 Lunch
    1-2:30 Session C
    2:30 Break
    2:45-4:00 Session D
  • Goals for This Presentation
    Learn Neuroscience
    Research- Compatible Strategies to:
    Sustain students’ attention & memory with curiosity & prediction
    Motivating sustained interest
    Increase 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.”
  • Teacher Myths & NeuroMyths
    TEACHER MYTHS
    Great hours: Finished at 3pm
    Summers off – with pay
    “Those who can, do
    Those who can’t, teach”
  • Which of the following possible Neuromyths do you think is TRUE ?
    Predict with magic pad
  • Possible
    NEUROMYTHS
  • 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
  • BECAUSE YOU KNOW MOST OF THESE
    NEURO-LOGICAL
    STRATEGIES ALREADY,
    YOU WILL WORK
    SMARTER,
    NOT HARDER
  • Judy’s “Advertisement”
  • Are You Curious?
  • Is Your Brain Personally
    Connected?
    Not Yet
  • Two Tasks to
    Prepare for
    Active Listening
    because
    The 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
  • 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 BEHAVIOR
    AMYGDALA
    D = DEVELOP MOTIVATON WITH DOPAMINE
  • Where We Are
    Where We’re Going
    Novelty & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Awareness of making progress
    Preassessment
    Personalization
  • Reaching
    Problem: Reaching students’ focused attention & engagement
    Solution: Get through RAS filter
      
  • 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
  • Prefrontal cortex
    33
  • Pathway to Conscious Thinking in the Prefrontal Cortex
  • 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
  • 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
  • Millions of bits of sensory data available every second
    a basil gimlet Ray of Light
    Only about 2000 bits of sensory data can get
    through the RAS each second
  • To get to the conscious brain, sensory input must be R.A.S. “selected”
    35
  • What is primary purpose of a brain?
    Keep the body alive
    Preserve the species
  • For Survival
    Why a sensory filter?
    To limit information intake
    Preserve the brain’s survival function
  • For Survival
    What 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
  • What sensory
    input gets in the fox’s RAS?
  • 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
  • Now curiosity alerts the RAS
    to attend to other changes and novel input
    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 of
    method 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.
    or
    2. Sketch your image of the RAS
    or
    3. Create a simile
    The RAS is to ......
    as ....... as to .......
  • Summarize
    with
    COMIX.com
  • Strategies that
    influence RAS information
    intake and flow
  • What information gets through
    the RAS and where does it go?
  • How can you influence what gets through your students’ RAS?
  • RAS Interventions
    Help students feel SAFE!
    Then stimulate their curiosity with change & novelty
    S
  • Novelty & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Achievement Priming
    Awareness of making progress
    Preassessment
    Personalization
  • Using Novelty or Change to promote memory associations
  • Music
    Changed room
    Costume
  • CURIOSITY
    is necessary to persue new experiences
  • PERSUIT OF NEW EXPERIENCES & EXPLORING
    IS NECESSARY FOR
    SURVIVAL
    Text
    LEARNING ONE’S ENVIRONMENT
  • Prediction Increases
    Curiosity, 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,
    andpredict 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
  • ADVERTISE
    to promote
    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
  • Advertise in Advance
    for Curiosity
  • “The force will be with you”
    TOMORROW
  • Hold up your
    magic pad with
    first letter of your
    idea
  • Forceful
    verbs
    opening sentences
    exclamation points forces of nature forces that change history
  • Your Turn
    to
    Predict
  • What topic could these photos advertise?
  • Hold up your
    magic pad with
    first letter of your
    idea
  • Time (What a Split Second Looks Like)
    Gravity
    Probability
    Motion
  • Advertise
    for curiosity and prediction with videos
  • Video
    advertising
    science or
    math formulas
  • Advertise
    slope
  • Advertise
    water
    cycle
  • Animoto
    to make your own videos
    http://animoto.com/education
  • Discrepant
    Events
    Are Novel & Unexpected so RAS lets & they Promote Prediction
  • Show or tell things that challenge students’ assumptions or prior beliefs.
  • HOW MANY FINGERS
    DO YOU THINK YOU HAVE?
  • Allowance Question
    Would you rather have one cent doubled everyday for 30 days or $100,000.00 ?
    HOLD UP MAGIC PAD
  • One cent because...
    Day 15: $163.84
    Day 16: $327.68
    Day 17: $655.36
    Day 18: $1,310.72
    Day 19: $2,621.44
    Day 20: $5,242.88
    Day 21: $10,485.76
    Day 22: $20,971.52
    Day 23: $41,943.04
    Day 24: $83,386.08
    Day 25: $167,772.16
    Day 26: $335,544.32
    Day 27: $671,088.64
    Day 28: $1,342,177.28
    Day 29: $2,684,354.56
    Day 1: $.01
    Day 2: $.02
    Day 3: $.04
    Day 4: $.08
    Day 5: $.16
    Day 6: $.32
    Day 7: $.64
    Day 8: $1.28
    Day 9: $2.56
    Day 10: $5.12
    Day 11: $10.24
    Day 12: $20.48
    Day 13: $40.96
    Day 14: $81.92
    Day 30: $5,368,709.12
  • PARTICIPANT ACTIVITY
    Pair Share: Something you have done or could do to promote student curiosity and prediction?
  • Sustain
    Attention
  • Syn-naps
    Relate new information with something unusual
  • Write the first letter of a lesson you could connect with one of the next photos.
    Hold up the card when ready
    iceberg.jpg
    iceberg.jpg
  • 52
  • Bingo
  • BINGO
    Activation of Prior Knowledge
    Sustained Curiosity/Attention Personal Interest
    Content Specific Vocabulary
  • 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
  • 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 Observe
    Influence 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.
  • 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 & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Achievement Priming
    Awareness of making progress
    Preassessment
    Personalization
  • Predict: What Memory Challenge common to most educators and students could be represented by the following 3 photos?
  • Hold up your
    magic pad with
    first letter of your
    idea
  • OVERPACKED CURRICULUM
  • Survival and Safety First
    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)
  • Amygdala -Directs input flow
  • Information (sensory input) destination isdetermined by metabolic state of the amygdala
    Reflective PFC or Reactive Lower Brain
  • Amygdala determines where input goes
    PFC
    Reflectivebrain
    Reactivebrain
    Amygdala
  • Prefrontal Cortex
    Conscious, Reflective,
    “THINKING”
    Brain
    Reactive, Lower Brain
    Fight/Flight/Freeze
  • Students’ emotional states (comfort or stress) impact pathway through amygdala
    Reflective or
    Reactivebrain
  • 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.
  • PFC
    AMYGDALA
    Subjects performing a memory recognition activity
    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.
  • PFC
    AMYGDALA
    A: Positive emotional state – opens amygdala to PFC = memory
    B: Stressed state – no passage to PFC
    = Low MemoryAdapted from Hamman, et al., Cognitive Neuroscience
  • AMYGDALA blocks Entry to PFC in Response to
    NEGATIVE EMOTIONS
    Fear
    STRESS FROM frustration
    Stress from boredoM
  • Prefrontal cortex
  • Survival First:
    React with
    Fight-Flight-Freeze
  • Fear/Stress
    Amygdala to Lower Brain for Fight, Flight, or Freeze
  • The Brain In Stress/Fear State Admits Sensory Input
    to Lower Involuntary, Reactive Brain for SURVIVAL
    Stressed Brain
    flight
    fight
    freeze
  • 82
  • 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 or
    Frustration
  • 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 of
    Passive Learning
    Where Facts and Procedures are memorized without the engagement to achieve conceptual understanding
  • 25 divided by 5
    = 14
  • Novelty & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Achievable Challenge &
    Awareness of Incremental Progress
    Personalization
    Emotional Positivity
    Achievement Priming
    Awareness of making progress
    Preassessment
  • 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 progress
    is motivating
  • Novelty & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Achievement Priming
    Awareness of making progress
    Preassessment
    Personalization
  • 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. R
    2. A
    3. 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 ____________________ ?
  • Preassessment Answers
    RReach Your Students (input must pass through the Reticular Activating System or RAS)
    AAttitude 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.
  • 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 for
    Active, Memorable LEARNING
    PARTICIPATION
    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?”
  • PERSONALIZE
    A
    PERSON OR PLACE
    CONNECTED TO
    THE UNIT
  • Book author anecdote
    about Charlie
  • Charles Dickens
    Oliver Twist
  • ratio and proportion
    Dubai Towers 2000 ft
    Empire
    State Building
    1250 feet
    Crown Plaza
    Pittsfield
    140 feet
  • Active Personalized Reading (It’s all about “me”...Talk back to the Text)
    Before Reading Predict
    What 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 expected
    You 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
  • AMYGDALA opens pathway to PFC in response to
    activation of prior knowledge
    prediction Curiosity
    Personal relevance
    pOSITIVE MOOD INDUCTION
    aCHIEVEMENT PRIMING
    ....AND THE BRAIN REsponds WITH LEARNING AND MEMORY
  • 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 & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Achievement Priming
    Awareness of making progress
    Preassessment
    Personalization
  • 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 & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Achievement Priming
    Awareness of
    making progress
    Preassessment
    Personalization
  • Progress & Motivation
    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
  • 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 & curiosity
    Prediction for Participation
    Stress of boredom/frustration
    Emotional positivity
    Achievement Priming
    Awareness of making progress
    Preassessment
    Personalization
  • NEXT
    Dopamine Boosting
    Neuroplasticity
    Narrative Memory
    Making Mistakes for Memory
  • Sign up
    for
    newsletter
  • My Articles Especially Useful
    for College Level Teaching
    Memory Enhancing Teaching and Learning. Solutions, Kappa Delta Pi Journal
    Brain-Based Teaching Strategies for Improving Students’ Memory, Learning, and Test Taking Success. Childhood Education..
    Highlighting for Understanding of Complex College Text. The National Teaching and Learning Forum. 14(6):
    Collaboration is a Brain Turn On (2006)
  • R.A.D.
    R = REACHING ATTENTION (RETICULAR ACTIVATING SYSTEM)
    A = ATTITUDE AND BEHAVIOR (AMYGDALA)
    D = Develop Memory
    & Motivation with
    Dopamine
  • Dopamine-Pleasure
    The brain remembers best when LEARNING is accompanied
    by positive emotion!
  • Dopamine Produces/Stimulates
    Positive feelings
    Creative imagination
    Inspiration
    Motivation
    Curiosity
    Persistence
    Perseverance
  • Dopamine Produces/Stimulates
    Pleasure
    Curiosity & Inspiration
    Motivation
    Persistence and perseverance
    Creative imagination
  • Dopamine Release
    Increases
    With...
  • Moving
    Enjoying music
    Being read to
    Feeling self-appreciation
  • Acting kindly
    Interacting well with peers
    Expressing gratitude
    Experiencing humor
    Optimism
    Choice
  • Examples of Increasing
    Dopamine with
    Choice
    Movement
    Positive peer interactions
  • CHOICE
    Two groups of students were given a battery of tests to take.
    Experimental group: option to select which tests to take in what order.
    That group reported less anxiety and scores were higher.
    STOTLAND E, BLUMENTHAL A. THE REDUCTION OF ANXIETY AS A RESULT OF THE EXPECTATION OF MAKING A CHOICE. Canadian Journal of Psychology.
  • CHOICE =
    Ownership on the part of the learner
    Allowing students choice, even small choices, will increase dopamine. For example:
    Students choose how they will demonstrate mastery
    Choose a goal to connect learning to doing
  • See if you can recognize three ways humor increases dopamine.
  • Humor increases dopamine in 3 ways
    Movement
    Positive Interaction With Peers
    Intrinsic Reinforcement
  • MOVEMENT for
    dopamine
    MEMORY BOOST
  • Moving Multiple Choice
    Each wall in the classroom is an answer to a question.
    Students move to the region of the room that has the answer they think is correct.
  • Let’s do a Ball-tossto review dopamine activating activities
    Scaffolding on next slide
  • Moving
    Enjoying music
    Being read to
    Feeling intrinsic satisfaction
    Acting kindly
    Interacting well with peers
    Expressing gratitude
    Experiencing humor
    Optimism
    Choice
  • PARTICIPANT ACTIVITY
    Collaborate about a
    DOPAMINE RAISING STRATEGY
    that could be applied to one of your challenge topics
  • SYN-NAPS
  • May I be
    excused?
    My brain
    is FULL.
  • Brain breaks are needed after about ten minutes of intense concentration
    Amygdala has a chance to “cool down”
    Neurotransmitters replenished
  • SYN-NAPS Activity:Consensus Building for active engagement
    Increase Achievement Priming
    Activate Prior Knowledge
    Review Previous Material
  • Consensus Building
    also increases communication skills, tolerance, and memory
  • Text
  • MEMORY
    Encoding
  • NEXT TO THE AMYGDALA
    IS THE
    HIPPOCAMPUS
  • IN THE HIPPOCAMPUS NEW INFORMATION IS ENCODED WITH PREVIOUSLY STORED RELATED KNOWLEDGE
    CONSOLIDATION
  • The brain finds relational memories using
    PATTERNING
    See for yourself.....
  • You can help PATTERNING when you activate prior knowledge
  • WHEN PATTERN MATCHING IS SUCCESSFUL
    THE HIPPOCAMPUS ENCODES
    SENSORY INPUT INTO RELATIONAL MEMORY
  • Prediction Activities
    Make Stronger and More Accurate MEMORIES
  • New experience
    Pattern extension
    Better prediction, answers
    Better survival
  • The survival function of these networks is accurate prediction.
    Neuroplasticity strengthens networks that are used most.
    The strongest networks are the patterns the brain uses to predict.
  • Prediction increases memory encoding
    ACTIVATION OF THE PREFRONTAL CORTEX PREDICTION REGION (LEFT)
    RESULTED IN GREATER ACTIVITY IN MEMORY FORMING HIPPOCAMPI
    Hippocampus
    PFC
  • Which is greater?
    The number of six-letter
    English words having n as their fifth letter or......
    The number of six-letter English words ending in “ing”?
    __ __ __ __ __ __
  • Allsix-letter words ending in “ing” have “n” as their fifth letter.
    __ __ __ _I_ _N_ _G_
    _
  • Why did you predict “ing”?
    Prediction uses existing patterns (categories of prior related knowledge) to analyze new information
  • Using past experience to predict outcomes the brain gives more importance tomemories that are:
    -Most frequently used
    -Most available for retrieval
  • The brain uses prior knowledge to PREDICT best response to new experiences
  • Intelligence is the superior use of prior knowledge to predict the future
    (answers/solutions/hypotheses)
  • ACTIVITIES FOR
    PRIMING-PREVIEWING- PREDICTION-PRIOR KNOWLEDGE ACTIVATION
  • Class discussion starting with current events of high interest that connect to the unit or topic
    Ask (or find out in advance) what they learned about the topic in other courses taught at the college
  • BOOK CHAPTER PREVIEW
    ESTIMATION
    SCIENCE HYPOTHESES
    PLOT PREDICTION
    Bulletin Boards
    Guest speakers
    ASSESSMENTS THAT PREVIEW
    PRIMING-PREVIEWING- PREDICTION
  • Judy’s Neuroplasticity “Advertisement”
  • Neuroplasticity
    Mental Manipulation Strengthens Neural Pathways (more myelin, dendrites, and synapses)
    Memories are more durable and stored information is more efficiently retrieved.
    Practice Makes Permanent
  • Neurons that fire together,
    wire together
    = plasticity
  • Experience Your Neurons that
    are WIRED TOGETHER
    1. While sitting, lift your right foot off the floor and make clockwise circles
    2. Now, while doing this, draw the number '6' in the air with your right hand.
    Your foot changed direction, and it will do it again if you try again
  • Your foot changed direction, and it will do it again if you try again
  • Long-Term Memory Making
    1. Incorporation of new learning into a neural network with related information (pattern matching and other mental manipulation)
    2. Repeated stimulation of that network to strenghen and increase the connections....and the memory
  • Long-term Memory builds when new information is linked to existing
    neural networks of related information (categories, concepts)
  • Repeatedly activating those networks (mental manipulation, practice) increases strength and permanence
  • Narrative Transport MEMORY
    POSITIVE MOOD
    EMPATHY
    NARRATIVE PATTERN IS STRONG SINCE CHILDHOOD
    PREDICTION IS PART OF THAT PATTERNED RESPONSE TO STORIES
  • Example of narrative to increase memory
    MEET MY FRIEND OLI
  • Oligodendrocyte
    Oligodendrocyte
    or “Oligo” lays down new myelin in response to increased activity in the neural network
    Myelin wrapped around axon
  • OLI HELPS OUT
  • ACTIVE LEARNING REQUIRES PARTICIPATION
  • WHAT DO YOU THINK IS
    THE GREATEST FEAR REPORTED BY STUDENTS?
  • MAKING A MISTAKE
    IN WHOLE CLASS SETTING
  • Neuroplasticity constructs neural networks, but without active participation and making mistakes, faulty networks will not be revised
    That faulty foundation can severely restrict future learning.
    Mistakes are critical to learning
  • Nucleus Accumbens
    Dopamine
    Reward-Center
    Dopamine release to PFC drops with error recognition
    Dopamine release to PFC increases from intrinsic reward of correct response
  • Neuroplasticity constructs or prunes faulty neural networks
  • Correct Predictions
    Dopamine related pleasure increases
    Networks used for that prediction are reinforced
  • Incorrect Predictions
    Dopamine related pleasure dips
    Mistake negativity (when not extreme such as with support) reconstructs networks
    Timely corrective feedback allows networks to be accurately revised
  • The drop in dopamine-pleasure with a recognized mistake is the way the brain changes itself to avoid future mistakes
  • •Timely feedbackis needed to provide students with the accurate information with which to change their misdirecting neural networks.
    Then they need opportunities to use the revised network & build understanding to maintain the correct long-term memory.
  • Mistake Video Advertisement
  • You miss 100% of all the shots you don’t take
    Wayne Gretzky
  • Increasing Participation
    Changes the
    BRAIN but...
  • How can we increase active learning when
    Students
    Fear
    Mistakes?
  • Reduce Mistake Fear
    To Increase the Risk-taking of Participation
  • Reduce Mistake Participation Fear
    with no wrong answer
    questions such as.....
  • How many legs?
  • 282
    bird head or rabbit head?
  • 283
    Is the next slide a
    PROFILE OF MAN
    OR
    A Man on Horseback?
  • 286
    PROFILE OF MAN & WOMAN OR SEATED COUPLE WEARING SOMBREROS?
  • HOW MANY HORSES DO YOU SEE?
  • Students need opportunities to develop multiple and flexible perspectives.
  • People or houses watching the guitar player?
    Text
  • To Increase the Risk-taking of Participation
    Explain the brain changes that let us learn from mistakes
  • Brain Owners Manual Explain the brain changes that let us learn from mistakes
    (its how they learned to walk, talk, ride a bike)
  • Once the information gets to the conscious, cognitive brain - PFC
    it must can be mentally manipulated to become
    • Preserved, Retrievable Long-term Memory
    2. Conceptual, Transferable Knowledge
  • Mental ManipulationRecognizing PATTERNS & making associations meshes withNEUROPLASTICITY
    Similarities and differences
    Put data into Categories
    Analogies
    Graphic Organizers
  • Transfer of knowledge
    photos
  • IF SOMETHING IS MOVING
    IT IS TIME FOR A
    SYN-NAPS
  • 299
    Concentrate on the cross in the middle, after a while you will notice the moving purple dot will turn green!
    Look at the cross
    a bit longer and
    all dots except
    the green one
    will disappear.
  • MY WEBSITE FOR ACCESS TO ARTICLES I’VE WRITTEN, BOOK CHAPTERS, AND TO MY EMAIL
    www.RADTeach.com
    WEBSITE FOR VISUAL ILLUSIONS
    www.weirdomatic.com
  • Video Addresses
    A Vision of Students Today –Cultural Anthropology class at Kansas State Universityhttp://www.youtube.com/watch?v=dGCJ46vyR9o
    Ball Pass Video:www.dothetest.co.uk/basketball.html
  • The End...
    for now