1. 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 ,
2. 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
3. Goals for This Presentation Learn Neuroscience Research- Compatible Strategies to: Sustain students’ attention & memory with curiosity & prediction Motivating sustained interest Increase participation for memory
4. Knowing the Neuroscience Helps You Evaluate “Brain-Based” Claims AVOID SELECTING BAD CURRICULUM RECOGNIZE NEUROMYTHS
18. Two Tasks to Prepare for Active Listening because The person who thinks, LEARNS
19. 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
20. 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
21. R.A.D. R = REACH ATTENTION RETICULAR ACTIVATING SYSTEM A = ATTITUDE AND BEHAVIOR AMYGDALA D = DEVELOP MOTIVATON WITH DOPAMINE
22. Where We Are Where We’re Going Novelty & curiosity Prediction for Participation Stress of boredom/frustration Emotional positivity Awareness of making progress Preassessment Personalization
39. 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
40. To get to the conscious brain, sensory input must be R.A.S. “selected” 35
41. What is primary purpose of a brain? Keep the body alive Preserve the species
42. For Survival Why a sensory filter? To limit information intake Preserve the brain’s survival function
43. For Survival What would that filter select for sensory intake? Something that changed, is novel
44. For Survival First, is the novel input a danger? If not, can it improve survival in the future?
45. When students are not paying attention to the lesson it doesn’t mean they are inattentive
46. They are paying attention to sensory input, just not the sensory input of the lesson
48. Survival RAS filter is programed to alert to novel input because it correlates with survival
49. Only when threat is not perceived is other change/novelty admitted through the RAS
50. Now curiosity alerts the RAS to attend to other changes and novel input Because changes and novel input may also improve survival
51. When students are not paying attention to the lesson it doesn’t mean they are inattentive
52. They are paying attention to sensory input, just not the sensory input of the lesson
53. 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.
54. RAS Summarize with choice of method such as a narrative first an example, then Your Turn-Collaborate and try several if time permits
55. 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 .......
60. How can you influence what gets through your students’ RAS?
61. RAS Interventions Help students feel SAFE! Then stimulate their curiosity with change & novelty S
62. Novelty & curiosity Prediction for Participation Stress of boredom/frustration Emotional positivity Achievement Priming Awareness of making progress Preassessment Personalization
69. 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
70. CURIOSITY and DISCOVERY promote the brain to acquire new information, correct inaccurate networks, andpredict the best future responses
72. 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
75. 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
110. Allowance Question Would you rather have one cent doubled everyday for 30 days or $100,000.00 ? HOLD UP MAGIC PAD
111. 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
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113. PARTICIPANT ACTIVITY Pair Share: Something you have done or could do to promote student curiosity and prediction?
126. 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
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128. 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.
130. 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.
131. 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.”
132. Novelty & curiosity Prediction for Participation Stress of boredom/frustration Emotional positivity Achievement Priming Awareness of making progress Preassessment Personalization
133. Predict: What Memory Challenge common to most educators and students could be represented by the following 3 photos?
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137. Hold up your magic pad with first letter of your idea
139. 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)
144. Students’ emotional states (comfort or stress) impact pathway through amygdala Reflective or Reactivebrain
145. Negativity & Stress block information transport for processing in the thinking brain (PFC) so students are not engaged in & don’t remember the lesson
147. 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.
148. 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
149. AMYGDALA blocks Entry to PFC in Response to NEGATIVE EMOTIONS Fear STRESS FROM frustration Stress from boredoM
155. 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
159. The U.S. is now the only country in the developed world where young people are less likely to graduate than their parents
160. 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”
161. 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
162. Consequences of Passive Learning Where Facts and Procedures are memorized without the engagement to achieve conceptual understanding
165. 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
166. The PULL of the Achievable Challenge of Video Games He’s so close to Level 10 to even care about going for pizza
167. Like video games achievable challenge with incremental progress is motivating
168. Novelty & curiosity Prediction for Participation Stress of boredom/frustration Emotional positivity Achievement Priming Awareness of making progress Preassessment Personalization
169. Planning Units for Achievable Challenge Preassess Frequent Sustained Assessment Timely Feedback
170. 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
171. You Have Information for Planning Misconceptions Mastery or deficiency in prerequisite concepts, facts, procedures and/or skills
172. 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
173. 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.
174. 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 ____________________ ?
175. 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.
176. 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
183. ratio and proportion Dubai Towers 2000 ft Empire State Building 1250 feet Crown Plaza Pittsfield 140 feet
184. 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
186. 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
187. 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
188. 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.
189. Novelty & curiosity Prediction for Participation Stress of boredom/frustration Emotional positivity Achievement Priming Awareness of making progress Preassessment Personalization
190. 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
191. 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
192. Novelty & curiosity Prediction for Participation Stress of boredom/frustration Emotional positivity Achievement Priming Awareness of making progress Preassessment Personalization
193. 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
194. Facilitate Motivation Provide meaningful goals Support with resources, rubrics, guidance Encouragement: Help students recognize and acknowledge their incremental progress
199. 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)
200. R.A.D. R = REACHING ATTENTION (RETICULAR ACTIVATING SYSTEM) A = ATTITUDE AND BEHAVIOR (AMYGDALA) D = Develop Memory & Motivation with Dopamine
208. 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.
209. 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
210. See if you can recognize three ways humor increases dopamine.
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214. Humor increases dopamine in 3 ways Movement Positive Interaction With Peers Intrinsic Reinforcement
216. 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.
217. Let’s do a Ball-tossto review dopamine activating activities Scaffolding on next slide
218. Moving Enjoying music Being read to Feeling intrinsic satisfaction Acting kindly Interacting well with peers Expressing gratitude Experiencing humor Optimism Choice
237. 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.
238. Prediction increases memory encoding ACTIVATION OF THE PREFRONTAL CORTEX PREDICTION REGION (LEFT) RESULTED IN GREATER ACTIVITY IN MEMORY FORMING HIPPOCAMPI Hippocampus PFC
239. 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”? __ __ __ __ __ __
241. Why did you predict “ing”? Prediction uses existing patterns (categories of prior related knowledge) to analyze new information
242. Using past experience to predict outcomes the brain gives more importance tomemories that are: -Most frequently used -Most available for retrieval
243. The brain uses prior knowledge to PREDICT best response to new experiences
244. Intelligence is the superior use of prior knowledge to predict the future (answers/solutions/hypotheses)
246. 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
247. BOOK CHAPTER PREVIEW ESTIMATION SCIENCE HYPOTHESES PLOT PREDICTION Bulletin Boards Guest speakers ASSESSMENTS THAT PREVIEW PRIMING-PREVIEWING- PREDICTION
251. 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
253. 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
254. Your foot changed direction, and it will do it again if you try again
255. 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
256. Long-term Memory builds when new information is linked to existing neural networks of related information (categories, concepts)
257. Repeatedly activating those networks (mental manipulation, practice) increases strength and permanence
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260. Narrative Transport MEMORY POSITIVE MOOD EMPATHY NARRATIVE PATTERN IS STRONG SINCE CHILDHOOD PREDICTION IS PART OF THAT PATTERNED RESPONSE TO STORIES
262. Oligodendrocyte Oligodendrocyte or “Oligo” lays down new myelin in response to increased activity in the neural network Myelin wrapped around axon
267. 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
268. Nucleus Accumbens Dopamine Reward-Center Dopamine release to PFC drops with error recognition Dopamine release to PFC increases from intrinsic reward of correct response
271. 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
272. The drop in dopamine-pleasure with a recognized mistake is the way the brain changes itself to avoid future mistakes
273. •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.
290. To Increase the Risk-taking of Participation Explain the brain changes that let us learn from mistakes
291. Brain Owners Manual Explain the brain changes that let us learn from mistakes (its how they learned to walk, talk, ride a bike)
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293. Mental ManipulationRecognizing PATTERNS & making associations meshes withNEUROPLASTICITY Similarities and differences Put data into Categories Analogies Graphic Organizers
299. 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.
300. 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
301. 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
