The document summarizes research on how the brain learns and the implications for teaching. It discusses how learning theories have evolved from behaviorism to incorporate social and cognitive aspects. Recent brain research has found that: (1) the brain is plastic and shaped by experience; (2) it seeks meaningful patterns; (3) emotion catalyzes learning; and (4) there are procedural and declarative types of memory. These findings suggest teachers should create immersive, challenging yet relaxed environments and actively connect new information to prior knowledge to optimize learning. The goal is not just academic performance but preparing students for life.

1. The Learning Process
and the Brain
Erica Schmidt
Dr. Virginia Bullock
EDUC - 6651C-1
January 19, 2013

2. “Brain research can facilitate a shift in focus
from teaching to learning”
(Laureate Education Inc., 2008)
(Laureate Education Inc., 2008)

3. Perspective of Learners
from the Past and the
Present

4. The History of Learning

5. Overview
Before the Industrial Revolution,
students learned by watching and
listening to people they knew-
Apprenticeship programs became
popular

6. Industrial Revolution brought a shift in learning
theories
People followed rituals that had proven effective
for some students
Education focused on “reading, writing, arithmetic”
with little to no application.

7. Throughout the 20th Century many Theorist
and theories began to emerge and take shape

8. Behaviorism
B.F. Skinner-1953
teacher or instructor rewards or punished
students for behavior
“The idea is that certain stimuli will produce
certain results” (Beers, 2006, p.8)

9. How does Behaviorism relate to the brain?
“[Behaviorism] discounts the activities of the brain. It
does not explain how behavior changes and new
learning occurs in the absence of reward and
punishment” (Beers, 2006, p.9)

10. Social Cognition
Lev Vygotsky- 1978
A student’s learning depends on his surroundings
and his culture.
“Focusing on the child without understanding her
culture provides only limited information to assist the
child’s intellectual growth” (Beers, 2006, p.9)

11. Developmental Stages and
Cognitive Structures
Jean Piaget-1970
A child’s cognitive structures depend on the stages
of a child’s development.
some experiences reinforce cognitive behavior, while
some change it

12. Social Learning Theory
Albert Bandura- 1977
Learning occurs through observation.
Four conditions must be present for social learning to
occur: attention, retention, motor reproduction,
motivation.

13. Current Learning Theories

14. Overview
There has been a shift in focus from how best a
student can learn, to how much a student can learn
Students can learn in a variety of ways

15. Most learners can be classified into one of the
following learning styles
Perceivers
concrete- learn from acting or doing
abstract- learn from observing

16. Processors
active- uses information as soon as they get it
reflective-spend time thinking over the information

17. Visual learners-learn best when presented with
visual representations
Auditory learners- learn best when information is
presented orally
Kinesthetic learners-learn best by using their own
hands

18. The Brain

19. Basic Anatomy
The brain is made of four major lobes
1. Occipital lobe- responsible for vision
2. Temporal lobe- responsible for hearing
3. Frontal lobe- responsible for higher
thinking and language development and
communication
4. Motor Cortex- controls movement

20. Neuron
Synapses- release
neurotransmitters that start new
electrical impulses
Dendrites- receive information
from other cells
Axon- sends messages to other
cells

21. Brain Based Research
Findings

22. Learning- making connections between thousands of
neurons
Memory- the ability to reactivate a prior make
connection
The job of the teacher is to find a way to cement that
connection.

23. Recent research in brain function has
made 4 major findings in the connection
between the brain and learning. These
are as follows:

24. experience (neuroplasticity)
The human brain is “plastic” and can be
changed based on what you do with it.
What impact does this finding have on the
teachers role in the classroom?
“Teachers don’t just teach kids, they
literally shape their brains” (LEI, 2008)
The entire classroom atmosphere
impacts learning

25. #2 The brain seeks meaningful patterns
If information is not meaningful to a person, they
will not remember-the brain was made to forget.
What impact does this finding have on the
teachers role in the classroom?
The more methods we use, the better
students will remember
Concrete experience is always the best
teaching method.

26. #3 Emotion is a catalyst for learning
“Two small but powerful structures deep within
in each hemisphere called the amygdala
regulate our emotional responses. These
emotional responses have the ability to either
impede or enhance learning” (Wolfe, 2013)
What impact does this finding have on the
teachers role in the classroom?
When motivating and captivating a student
through emotion, find a level that is
appropriate but not so high that learning shuts
down

27. #4 There are two types of memory
1. Procedural
Unconscious process; routine
Rote rehearsal
“Drill and Kill”
1. Declarative
Episodic; semantic
What you can declare

28. How can these implications impact the
classroom teacher?
Orchestrated immersion: Learning environments are
created that immerse students in a learning
experience. (Wilson, 2009)
example- When a kindergarten class is studying
countries around the world, the teacher may
transform the classroom using decorations, toys,
music, etc. to immerse students in the new culture.

29. Relaxed alertness: An effort is made to
eliminate fear, while maintaining a highly
challenging environment (Wilson, 2009)
Example- Teacher plays soft classical music
during a test; Classroom walls are painted
light blue; calming scents are used in the
classroom
“Children are stretched to maximize their
cognitive potentials in teaching environments
that are supportive, comfortable, and non-
threatening.” (Wilson, 2009)

30. Active processing: Information is intentionally
connected to prior learning. (Wilson, 2009)
Example- Kindergarten teacher teaches skip
counting (counting by 2s, 5s, 10s). Third grade
teacher pulls from that prior knowledge as she is
teaching multiplication.

31. Our job is not to help
kids do well on tests or in
school. Our job is to
prepare kids do well in
life. (LEI, 2008)

32. Resources
Beers, B. (2006). Learning-driven schools: A practical guide for teachers and principals. Alexandria, VA: Association for
Supervision of Curriculum and Development.
Laureate Education, Inc. (Executive Producer). (2008). The relationship between teaching and learning. Teacher
Leadership in the Classroom. Baltimore, MD: Alexander, P.
Wilson, Leslie O. (2009). Overview of Brain Based Education .ED 790 - Brain Based Education. Retrieved from
http://www4.uwsp.edu/education/lwilson/brain/bboverview.htm
Wolfe, Patricia. (2013). Brain Research and Education: Fact of Fad? Pat Wolfe, Mind Matters Inc. Retrieved from
http://patwolfe.com/2011/09/brain-research-and-education-fad-or-foundation/
Images:
Schoolhouse-Photo-lo-res.jpg retrieved from http://www.schoolhousevineyard.com
learn_mark_brennan_cc-by-nc-sa2_flickr_heycoach-1197947341.jpg retrieved from www.infed.org
human-brain.jpg retrieved from www.wisegeek.org