Implications for Brain Research in Education

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A presentation on brain reserach and how it can be used by teachers to imporove teaching

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  • Learning is the act of making and strengthening connections and memory is the ability to reactivate a connection made earlier
  • Implications for Brain Research in Education

    1. 1. Brain Research:History, Current Findings, and Implications<br />Anthony Pachelli<br />Walden University<br />EDUC 6651<br />Teacher Leadership in the Classroom<br />Sherry Pattison<br />November 14, 2010<br />
    2. 2. Introduction<br />The brain and everything that is known about the brain has changed immensely over time. Research continues unveil new findings that can be useful for teachers to enhance their teaching and allow students to gain larger amounts of knowledge than ever before<br />
    3. 3. Agenda<br />This presentation will cover the following topics:<br />History of brain research<br />Current findings on brain research<br />How to implement research into the classroom<br />Types of memory<br />Next steps<br />Image from Microsoft Clip Art<br />
    4. 4. Partner Discussion<br />Find a partner in the room that teaches a different grade than you do and discuss what you know about how the brain learns and brain research<br />Images from Microsoft Clip Art<br />
    5. 5. History of Brain Research<br /><ul><li>Learning is a social and cultural process</li></ul>(Laureate Education Inc. 2008c)<br />
    6. 6. Major Contributor<br />Howard Gardner developed the theory of multiple intelligences<br />“taught educators around the globe to understand the actual connections that the brain has with learning. (Connell, 2009, p. 28)”<br />Image from http://www.new-oceans.co.uk<br />
    7. 7. Current research on the brain<br />Brain research can facilitate a shift from teaching to learning<br />Four parts of the brain<br />The brain learns from experience<br />The brain seeks meaningful patterns<br />Emotions affect students learning<br />The brain does many things at once<br />(Laureate Education Inc. 2008c), (Canie, 1990)<br />
    8. 8. Teaching vs. Learning<br />Teaching<br />Lecturing students<br />Rote memorization<br />Copying notes<br />Completing worksheets<br />Encouraging Learning<br />Creating meaningful experiences<br />Discovering new knowledge<br />Guiding students through a journey of the mind<br />Images from Microsoft Clip Art<br />
    9. 9. Parts of the Brain<br />The brain has four major lobes:<br />Occipital Lobe<br />Vision<br />Temporal Lobes<br />Hearing<br />Frontal Lobes<br />Higher Order Thinking<br />Parietal Lobe<br />Image Sensory data<br />Motor Cortex (not major lobe)<br />Controls all Movement<br />(Laureate Education Inc. 2008c), Images from Microsoft Clip Art<br />
    10. 10. Activity Time<br />With a small group of people try to think of an activity or something you do regularly that only requires one lobe of the brain and then think of something that uses all four lobes.<br />Image from Microsoft Clip Art<br />
    11. 11. Implications for Teaching<br />The brain is good at remembering things it has experienced<br />Allow students to experience the content<br />Create connections between different parts of the brain<br />Use student’s prior knowledge<br />Relate content to students lives<br />(Laureate Education Inc. 2008a)<br />
    12. 12. Creating experiences<br />Ideas for creating student experiences include:<br />Engage in investigations<br />Use primary sources<br />Hands-on activities<br />Use technology for a creative process<br />Use students emotions to enhance lessons<br />(Laureate Education Inc. 2008a), (Leu, Leu, & Coiro, 2004, p. 32), Image from Microsoft Clip Art<br />
    13. 13. Multiple types of Memory<br />Spatial Memory<br />Builds relationships between facts, events and experiences<br />Taxon Memory<br />Remembering a fact or process<br />Episodic memory<br />Remember events<br />
    14. 14. Classroom application activity<br />Individually write the importance of developing multiple different forms of memory within daily lessons.<br />
    15. 15. Next Steps<br />To extend what you have learned from this presentation begin by thinking what you can begin doing now with your current unit of study that can enhance student understanding but using your new knowledge of the brain<br />Consult additional sources for more information and stay constant on new findings<br />Images from Microsoft Clip Art<br />
    16. 16. Conclusion<br />Developing lessons that incorporates brain research will not only help students learn more but it will help students to be more engaged, make student’s education more meaningful, create lifelong learners, and enhance the quality of education for all students. Start talking with your colleagues about what you can to do to use this information<br />Images from Microsoft Clip Art<br />
    17. 17. Bibliography<br />Canie, R. N. (1990). Understanding a brain-based approach to learning and teaching. National Educational Service, 66-70. Retrieved from http://www.ebscohost.com<br />Connell, D. (2009, Fall). The global aspects of brain-based learning. Educational Horizons, 88(1), 28-39. Retrieved from http://www.ebscohost.com<br />Laureate Education, Inc., (Executive Producer). (2008a). Program four: Brain Research and Learning. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.<br />Laureate Education, Inc., (Executive Producer). (2008b). Program one: The Relationship between Teaching and Learning. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.<br />
    18. 18. Bibliography<br />Laureate Education, Inc., (Executive Producer). (2008c). Program three: Understanding the brain. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.<br />Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet K-12: New Literacies for New Times (4th ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.<br />

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