8. COMMUNICATION BETWEEN NEURONS
Neurons release neurotransmitters to send messages to other neurons.
These neurotransmitters are the result of electrical charges that are
carried along the axon to the dendrites where they are released and
attach on to other neurons.
9. CHANGES IN NEURON
COMMUNICATION
Synaptogenesis is a process by which neurons increase the number of
synapses that allow them to communicate with each other.
Synaptic pruning is the process by which the number of synapses is
decreased.
Myelinogenesis is the process by which a myelin is formed around the
axon. The myelin allows signals to be sent more quickly along the axon.
The loss or destruction of myelin can cause cognitive and motor
problems.
10. AREAS OF THE BRAIN
The brain is divided into:
Hemispheres
Lobes
Groupings of neurons
13. CORPUS CALLOSUM
Group of fibers that allow the hemispheres of the brain to
communicate.
This communication implies that the hemispheres work together
resulting in a complex structure. As a result it is overly simplistic to
define students as right- or left-brained learners.
18. PARIETAL LOBE Mathematics
Sensory information
Visual and Spatial
Processing
Language
Cognition
Abstract concepts
Metaphors
19. OCCIPITAL LOBE Visual Cortex
Visual
Processing
Color
differentiation
Differentiation
of movements
20. WHAT IS EDUCATION?
From the perspective of neuroscience education is the development
and transformation of neural networks as the brain adapts to its
environment.
The ability to learn is the result of the strength and amount of
connections between neurons.
21. CREATING PATTERNS
When confronted with a new environment or set of circumstances the
brain will begin to develop neural pathways to deal with this situation.
Through repeated practice of methods of thinking and learning, mental
pathways can be created and reinforced.
These changes represent what we often call learning and can occur just
as frequently in adults as in children.
22. LEARNING THROUGHOUT LIFE
New neurons are created while old ones are weakened.
The brain develops an optimal structure by creating, eliminating,
strengthening, and weakening synapses.
For example, when someone stops practicing and using a second language,
the synapses and neurons will slowly weaken and eventually die as they are
no longer necessary for the environment the brain encounters.
The brain continues developing throughout life and creating and changing
synapses.
This means that adults can continue to develop significant comprehension
through this process known as plasticity.
23. METACOGNITION
The frontal cortex manages cognition and the necessary skills for
metacognition.
Students need to develop skills of metacognition in order to effectively
plan their learning and guide their process.
The neural structures necessary for metacognition must be developed
through practice of planning and reflective skills.
24. EMOTIONS AND FEELINGS
The limbic system is location of the structures in the brain that deal
with emotion and is connected to the frontal cortex.
Emotions play an important role in developing and shaping neural
networks in the brain.
In order to effectively learn, students must learn to manage their
emotions.
Intense emotions produce mental static en the frontal lobe which can
impede the attainment of knowledge and understanding.
25. WHAT DO BRAINS NEED TO LEARN?
In order to effectively learn, students need:
Social experiences
Control of their emotions
An environment that stimulates them emotionally, academically, and
physically
Sufficient sleep
26. IMPLICATIONS FOR TEACHING
According to Castro (2009) recent neuro-scientific discoveries have 3
implications for teaching:
Students control their own learning process.
Knowledge and understanding is developed when it is significant for
students and builds on previous experience.
Neural networks take time and patience to change and develop.
27. EXAMPLE OF A LEARNING
ENVIRONMENT: VIDEO GAMES
Video games present problems that include rules to complete them as
well as clear objectives to achieve.
These games provide different environments that cause brains to
develop differently.
Because of repeated actions that lead to different brain structures,
video game players develop skills like peripheral vision.
28. REFERENCIAS
Castro, S. (2009). Piaget, Chomsky y neurociencia. Periódico La Nación.
Recuperado de
http://wvw.nacion.com/ln_ee/2009/febrero/08/opinion1868010.html
OCDE (2009). La comprensión del cerebro: El nacimiento de una ciencia
del aprendizaje. Paris: OCDE
Redes (2011). No me molestes mamá, estoy aprendiendo [VIDEO].
Recuperado de http://www.youtube.com/watch?v=usRHveRfLgU
