Leiva Brain Presentation Studentversion

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Leiva Brain Presentation Studentversion

  1. 1. Learning with the Brain in Mind Bertha Leiva USB
  2. 2. Priming <ul><li>Basic brain structure </li></ul><ul><li>Major Neuroscience findings </li></ul><ul><li>Learning and Memory </li></ul><ul><li>Brain needs </li></ul><ul><li>Brain-based learning </li></ul><ul><li>Implications </li></ul>
  3. 3. As learners what do we know about the brain?
  4. 4. What do we know about brain lobes?
  5. 5. Reasoning, planning, language and movement (motor cortex), emotions, and problem-solving: ideas into WORDS FRONTAL Broca´s area: Speaking
  6. 6. Hearing, memory, meaning and language FRONTAL TEMPORAL Wernicke´s area: language comprehension
  7. 7. Sensations (touch, temperature, pain), muscle control, some language functions FRONTAL TEMPORAL PARIETAL
  8. 8. Many aspects of vision. FRONTAL TEMPORAL OCCIPITAL PARIETAL
  9. 9. Summary FRONTAL – reasoning, speaking TEMPORAL hearing, memory, language comprehension OCCIPITAL - vision PARIETAL – sensations, some language Brain stem instinctive (breathing/ heartbeat Cerebellum : balance, posture, muscle movement
  10. 10. Neuroscience Magnetic Resonance Imaging MRI Electroencephalogram EEG-MEG Lab animals Pet scans
  11. 11. STOP In the next 2 minutes Think about your EXPECTATIONS about this presentation
  12. 12. Neuroscience findings The brain has a triad structure The brain is not a computer The brain changes with use, throughout our lifetime survival emotions thinking
  13. 13. Meaning Patterns Connections Humans’ search for meaning is innate The search for meaning comes through patterning Emotions are critical to patterning, and drive our attention, meaning and memory Meaning is more important than just information Meaning is generated from within, not externally
  14. 14. More key brain research findings EMOTION Is the gatekeeper to learning
  15. 15. INTELLIGENCE is a function of EXPERIENCE
  16. 16. <ul><li>what is meaningful </li></ul><ul><li>from the </li></ul><ul><li>LEARNER’S perspective . </li></ul>The brain stores most effectively
  17. 17. <ul><li>it develops better </li></ul><ul><li>in concert with other brains. </li></ul>The brain is social
  18. 18. <ul><li>is enhanced by challenge </li></ul>Complex learning and inhibited by stress
  19. 19. Limitations of the Brain <ul><li>Memories are malleable. </li></ul><ul><li>It rarely gets it right </li></ul><ul><li>the first time. </li></ul><ul><li>Too much, too fast, </li></ul><ul><li>won´t last </li></ul><ul><li>Difficulty of altering </li></ul><ul><li>representations </li></ul><ul><li>formed in early life </li></ul>
  20. 20. What new piece of information has been the most enlightening to you so far ? Write it down and check back slides if needed
  21. 21. Learning and memory: two sides of a coin to neuroscientists Learning occurs when a cell requires less input from another cell the next time it is activated The cell has learned to respond differently A cell is stimulated repeatedly so it excites a nearby cell. The more stimulation, the more likely long-term memory is created. Learning is achieved through the alteration of synaptic efficacy
  22. 22. Learning and Memory <ul><li>Use complex memory strategies: </li></ul><ul><li>changes of location, intensity of emotion, movement, down time, art, performances, writing, sketching, etc., to engage multiple memory pathways and strengthen memory connections . </li></ul>Information is stored in multiple areas of the brain and is retrieved through multiple memory and neural pathways so:
  23. 23. Learning and Memory <ul><li>Repeat the learning or knowledge through various methods long term memory. </li></ul><ul><li>Organize info. graphically: the brain is designed to learn and develop patterns of thinking which can be replicated quickly. </li></ul><ul><li>Be aware that all learning is mind-body: movement, foods, attention cycles, and chemicals modulate learning and affect memory.  </li></ul><ul><li>Avoid losing the existing synaptic connections. </li></ul>
  24. 24. What are some physiological needs of the brain?
  25. 25. A Balanced Diet … Fish Lean Meats Nuts Dark green vegetables PROTEIN AND FRUITS FOR BREAKFAST COMPLEX CARBOHYDRATES Eggs Yogurt, milk
  26. 26. Stay hydrated Be sure to drink plenty of water When a PH imbalance occurs from dehydration, the body secretes stress hormones which affect learning WATER
  27. 27. Thirst Inattentiveness and lethargy Dehydration Less water, more salt in blood Release of cell fluids into blood stream Increase of blood pressure and STRESS
  28. 28. Coffee, tea, fruit juices and soft drinks CANNOT substitute water.
  29. 29. Sleep zzzz … dreams zzzz Body shuts down senses and cleans out useless thoughts Lows and Downs – REM (dreams ) Memory builder Dreams have NO morality Half of your dreams relieves the tension of the day and the other half consolidates your learning. Teens natural bedtime is midnight … melatonin
  30. 30. Physical movement It balances moods, supports memory and can reduce stress Exercise reoxygenates the blood
  31. 31. <ul><li>Include time for stretching, walks, recess, creative expression, or just free time . </li></ul>to process Move every 15 min. It increases circulation, concentration, learning. + dopamine that regulates moods Brain does poorly at continuous high level attention Have diffused activities after focused learning Have new content every 45 minutes. We cannot process what we learn consciously; it happens too fast Use 10-48-7 rule TIME
  32. 32. Can you think of emotional needs of the brain?
  33. 33. Safety caring, nurturing realistic boundaries and goals appropriate challenges sense of belonging
  34. 34. SELF AWARENESS: understanding own feelings MANAGEMENT : perceiving options and not limitations MOTIVATION : perseverance RELATING : self-empathy CONNECTING : decision-making that has personal purpose
  35. 35. DISTRESS is consistent stress for a LONG period of time. First aging accelerant It &quot;eats&quot; brain cells. Threat makes brain get less blood in areas where your thinking skills are.
  36. 36. How about environmental needs?
  37. 37. Right temperature and humidity Natural light increases ALERTNESS. Incandescent light is OK but fluorescent light may cause eye strain and anxiety Subtle aromas (lemon peppermint) increase ALERTNESS and help embed MEMORY. Living atmosphere clean air
  38. 38. Fresh air Walk outside after the rain or near a waterfall or fountain: ionization Red, purple and blue are the most remembered colors because of wavelength. Colors stimulate the brain
  39. 39. Now, what do we do with all this info.?
  40. 40. It thrives on water, proteins, challenge and a threat-free environment <ul><li>Remember that : </li></ul><ul><li>Neural growth happens because of the process , not the solution to a problem. </li></ul><ul><li>Authentic learning situations increase the brain's ability to make connections and retain new information. </li></ul><ul><li>Feedback is best when it comes from reality , rather than from an authority figure. </li></ul><ul><li>Lasting learning occurs when students have a personally meaningful challenge. </li></ul>Use it or lose it
  41. 41. References <ul><li>Costa, A. (2001). Developing Minds: A Resource Book for Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development ASCD. </li></ul><ul><li>Jensen, E. (1998) .Teaching with the Brain in Mind. Alexandria, VA: ASCD. </li></ul><ul><li>Jensen, E. (2000). 6-Day Workshop Folder: How the Brain Learns, CA </li></ul><ul><li>Jensen, E. (1997). Brain Facts. Workshop booklet. </li></ul><ul><li>Kasuga, L., Gutiérrez, C. and Muñoz, J. (1999). Aprendizaje Acelerado. Mexico: Editorial Tomo. </li></ul><ul><li>Perkins, D., Costa, A, and B. Kallick (2000). Activating and Engaging Habits of Mind. Alexandria, VA: ASCD. </li></ul>
  42. 42. Questions & comments [email_address]
  43. 44. Brain-Based learning <ul><li>encompasses such educational concepts as:   </li></ul><ul><li>multiple intelligences </li></ul><ul><li>learning styles </li></ul><ul><li>emotional intelligence </li></ul><ul><li>cooperative learning </li></ul><ul><li>problem-based learning </li></ul><ul><li>experiential learning </li></ul><ul><li>movement education </li></ul>
  44. 45. Brain-Based learning <ul><li>how current research in neuroscience suggests our brain learns naturally . </li></ul><ul><li>what we know about the actual structure and function of the human brain at different stages of development. </li></ul><ul><li>biologically driven framework for teaching and learning that helps explain recurring learning behaviors. </li></ul><ul><li>meta-concept that includes an eclectic mix of techniques: learning should be connected to students’ real life experiences </li></ul>

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