Teachers play an important role in shaping student's brains. The document discusses how brain research can help teachers understand how students learn best and make learning more effective and joyful. It emphasizes that bringing neuroscience into the classroom can help make it a foundation, rather than a passing fad, by making teachers literate about the brain and cautious in applying research. Key principles discussed include the importance of gaining student attention through novelty and meaning, linking new ideas to their past experiences, and creating an optimal level of emotion to facilitate learning and memory.

1. Normal Brain
Brain Substance Abuse
““Begin with the Brain in Mind”Begin with the Brain in Mind”
Donna Anderson and Tammy ReynoldsDonna Anderson and Tammy Reynolds

2. Teachers are…..Teachers are…..
“THE BRAIN“THE BRAIN
CHANGERS”CHANGERS”

3. DAVID SOUSADAVID SOUSA
http://www4.insinc.com/interactiveinnovationhttp://www4.insinc.com/interactiveinnovation
s2007/davidsousa/player.htmls2007/davidsousa/player.html

4. David SousaDavid Sousa
(Interactive Innovations, 2007)(Interactive Innovations, 2007)
“WE’RE THE ONLY PROFESSION WHOSE JOB IT IS TO
CHANGE THE HUMAN BRAIN EVERY DAY! THAT’S WHAT WE
DO!
SHORTEN IT:
TEACHERS ARE BRAIN
CHANGERS!!!!!”

5. GOALSGOALS
 To become more “consumer literate”To become more “consumer literate”
about brain researchabout brain research
 To help students learn more effectivelyTo help students learn more effectively
and joyfullyand joyfully
 To understand neuroscience: adding theTo understand neuroscience: adding the
science of education to our alreadyscience of education to our already
powerful knowledge of thepowerful knowledge of the artart ofof
education.education.

6. Judy Willis, “IGNITE”: 2006Judy Willis, “IGNITE”: 2006
““Never before have neuroscience andNever before have neuroscience and
classroom instruction been so closelyclassroom instruction been so closely
linked. Because advances in technologylinked. Because advances in technology
enable us to view the working brain as itenable us to view the working brain as it
learns, educators can now find evidenced-learns, educators can now find evidenced-
based neuroimaging and brain-mappingbased neuroimaging and brain-mapping
studies to determine the most effectivestudies to determine the most effective
ways to teach”ways to teach”

7. Neuroscience….Brain ResearchNeuroscience….Brain Research
Our students’ brains have been blackOur students’ brains have been black
boxes with their secrets lockedboxes with their secrets locked
inside.inside.
““A FOLKLORE PROFESSION”A FOLKLORE PROFESSION”
This lack of scientific knowledge has putThis lack of scientific knowledge has put
us at the mercy of others (politicians,us at the mercy of others (politicians,
etc.) who have sometimes madeetc.) who have sometimes made
decisions that are unrelated to what wedecisions that are unrelated to what we
know is best for students.know is best for students.

8. WHAT’S IT GOING TO BE???WHAT’S IT GOING TO BE???

9. FAD ????FAD ????
OR ……..

10. FOUNDATION??FOUNDATION??
SCIENTIFICALLY-BASED THEORY OFSCIENTIFICALLY-BASED THEORY OF
TEACHING AND LEARNINGTEACHING AND LEARNING

11. What has research shown aboutWhat has research shown about
teaching with the brain in mind….teaching with the brain in mind….

12. Much research has:Much research has:
 confirmed what experienced educators have long known and usedconfirmed what experienced educators have long known and used
in their classrooms.in their classrooms.
What the research adds:What the research adds:
 is an understanding of why certain strategies work so that we nois an understanding of why certain strategies work so that we no
longer have to operate intuitively but can articulate and explain thelonger have to operate intuitively but can articulate and explain the
rationale for what we do.rationale for what we do.
Therefore…..Therefore…..
 to make certain that brain research becomes a foundation ratherto make certain that brain research becomes a foundation rather
than a fad, educators need to take a proactive stance.than a fad, educators need to take a proactive stance.

13. Educators need to…Educators need to…
1.1. Become literate in the general structure and function ofBecome literate in the general structure and function of
the brain.the brain.
2.2. Learn how to determine whether a study is valid or not.Learn how to determine whether a study is valid or not.
3.3. Be cautious when making applications of researchBe cautious when making applications of research
findings to the classroom.findings to the classroom.
4.4. Don’t ignore the research from other fields such asDon’t ignore the research from other fields such as
behavourial and cognitive psychology and educationalbehavourial and cognitive psychology and educational
research.research.
5.5. Begin to incorporate in our classrooms and schoolsBegin to incorporate in our classrooms and schools
what we have learned about the brain.what we have learned about the brain.

14. Neuroscience and the
Classroom
In her book, “A Student’s Brain”, Kathie Nunley
outlines 4 key education principles linking
neuroscience to education:
1. First, is the issue of attention.
2. Secondly, we have to move students to higher
regions of the brain on day to day school activities
and homework.
3. The third big issue is that we are now beginning to
understand the power behind the lower parts of the
brain including the spine and cerbellum.
4. The fourth issue has to do with the development
and plasticity of the cortex.

15. ATTENTION
““Before students can learn, something orBefore students can learn, something or
someone, must capture their attention.”someone, must capture their attention.”
The best ways to get attention is throughThe best ways to get attention is through
 noveltynovelty
 humourhumour
 surprisesurprise
How long will you remember this commercial???How long will you remember this commercial???

16. Getting attention can mean different things toGetting attention can mean different things to
different people….different people….
YouTube - best commercial ever.mht

17.  The brain is a novelty seeker (changes inThe brain is a novelty seeker (changes in
environment; something new or different). It isenvironment; something new or different). It is
always looking for stimuli.always looking for stimuli.
 Have to get the brain to pay attention to relevantHave to get the brain to pay attention to relevant
stimuli.stimuli.
 System in the lower brain (RAS) filters stimuliSystem in the lower brain (RAS) filters stimuli
and decides what to attend to and what to ignoreand decides what to attend to and what to ignore
based on:based on: physical need, novelty and self-madephysical need, novelty and self-made
choice.choice.

18. Staying focused..Staying focused..
Relevance and MeaningRelevance and Meaning
 Staying focusedStaying focused depends ondepends on
relevancerelevance andand meaningmeaning. The brain is continually. The brain is continually
trying to make sense of its world and determinetrying to make sense of its world and determine
if information is meaningful.if information is meaningful.
 To beTo be meaningfulmeaningful students must care about thestudents must care about the
information or consider itinformation or consider it importantimportant..

19. ““Information is most likely to get stored if it makesInformation is most likely to get stored if it makes
sense and has meaning.”sense and has meaning.”
David Sousa, 2006”David Sousa, 2006”
Even if students understand what is being taught and completeEven if students understand what is being taught and complete
assignments, if the information is not relevant and does not connectassignments, if the information is not relevant and does not connect
to their past experiences it is unlikely it will be sent to long-termto their past experiences it is unlikely it will be sent to long-term
storage for recall.storage for recall.
To Make Information Meaningful We Must..To Make Information Meaningful We Must..
 Use past experiences to “hook” the new information on toUse past experiences to “hook” the new information on to
OROR
 Create the experience with themCreate the experience with them

20. EmotionsEmotions
“Emotions, thinking and learning are all linked!”“Emotions, thinking and learning are all linked!”
Emotions are learned in twoEmotions are learned in two
distinct waysdistinct ways::
1.1. Emotional climate of classroom.Emotional climate of classroom.
2.2. Emotions associated with theEmotions associated with the
learning content.learning content.
Emotions drive attention, createEmotions drive attention, create
meaning, and have their ownmeaning, and have their own
memory pathways.memory pathways.
Emotions are not located in a single “emotional centre”, but areEmotions are not located in a single “emotional centre”, but are
distributed throughout the brain.distributed throughout the brain.

21. Stimulating the limbic system..Stimulating the limbic system..
Meaning,Meaning,
Emotions andEmotions and
LearningLearning
But when studentsBut when students
feel helpless andfeel helpless and
anxious…anxious…
However, thereHowever, there
must be somemust be some
“Challenge”“Challenge”
New learning isNew learning is
more likely to bemore likely to be
attended to andattended to and
remembered if it hasremembered if it has
meaning to themeaning to the
student and containsstudent and contains
an emotional “hook”.an emotional “hook”.
An optimal level ofAn optimal level of
emotion is necessaryemotion is necessary
for learning to takefor learning to take
place.place.
the amygdalathe amygdala
becomes overactivated,becomes overactivated,
preventing newpreventing new
information frominformation from
passing through topassing through to
memory circuits.memory circuits.
Information must getInformation must get
through the amygdalathrough the amygdala
to get to theto get to the
hippocampus so it canhippocampus so it can
be sent to memorybe sent to memory
storage and reasoningstorage and reasoning
parts of the brain.parts of the brain.
Must have mild toMust have mild to
moderate challenge tomoderate challenge to
stimulate authenticstimulate authentic
curiosity andcuriosity and
engagement inengagement in
lessons.lessons.
This will motivateThis will motivate
students to workstudents to work
toward greatertoward greater
understanding andunderstanding and
connection with theconnection with the
material.material.

22. In her book, “A Student’s Brain”, Kathie Nunley
outlines 4 key education principles linking
neuroscience to education:
2. Secondly, we have to move students to higher
regions of the brain on day to day school activities
and homework.

23. Higher levels of ThinkingHigher levels of Thinking
There is a critical difference between difficulty andThere is a critical difference between difficulty and
complexity.complexity.
::
ComplexityComplexity DifficultyDifficulty
……is the thoughtis the thought
processes the brainprocesses the brain
uses to deal withuses to deal with
information.information.
……is the amount ofis the amount of
effort the learnereffort the learner
must expend within amust expend within a
level of complexitylevel of complexity

24. Bloom’s TaxonomyBloom’s Taxonomy
Levels of Bloom’s Revised TaxonomyLevels of Bloom’s Revised Taxonomy
Creat i ng: Can st udent
creat e new product or
poi nt of vi ew?
Eval uat i ng: Can t he
st udent j ust i f y a st and
or deci si on?
Anal ysi ng: Can t he
st udent di st i ngui sh
bet ween t he di f f erent
part s?
Underst andi ng: Can t he
st udent expl ai n i deas or
concept s?
Rememberi ng: Can t he
st udent recal l or

25. Higher Order Thinking Increases UnderstandingHigher Order Thinking Increases Understanding
and Retentionand Retention
““David Sousa;David Sousa; How the Brain Learns: 2006”How the Brain Learns: 2006”
Our ability to learn, remember, and recall is dependentOur ability to learn, remember, and recall is dependent
largely on the number of connections between neurons.largely on the number of connections between neurons.
PET scans show that elaborative rehearsal, involvingPET scans show that elaborative rehearsal, involving
higher-order thinking skills, engages the brain’s frontalhigher-order thinking skills, engages the brain’s frontal
lobe.lobe.
This helps ALL learners make connections between pastThis helps ALL learners make connections between past
and new learning, create new pathways, strengthenand new learning, create new pathways, strengthen
existing pathways, and increase the likelihood that theexisting pathways, and increase the likelihood that the
new learning will be consolidated and stored for futurenew learning will be consolidated and stored for future
retrieval.retrieval.

26.  When trying to challenge students,When trying to challenge students,
classroom teachers are more likely toclassroom teachers are more likely to
increase difficulty rather than complexityincrease difficulty rather than complexity
as the challenge mode.as the challenge mode.
 With guidance and practice, slowerWith guidance and practice, slower
learners can regularly reach the higherlearners can regularly reach the higher
levels of Bloom’s revised taxonomy.levels of Bloom’s revised taxonomy.

27. In her book, “A Student’s Brain”, Kathie Nunley
outlines 4 key education principles linking
neuroscience to education:
3. The third big issue is that we are now beginning to
understand the power behind the spinal cord and
lower parts of the brain, especially the cerebellum.

28. CerebellumCerebellum
•Cerebellum, or little brain, contains more
neurons than all of the rest of the brain put
together.
• Cerebellum coordinates movement and is
important in the performance and timing of
complex motor tasks (swinging golf club,
smooth a dancer’s steps).
•It may also store the memory of automated
movements (tying shoes, typing) which
improves performance as a sequence of
movement can be made with greater speed,
greater accuracy and less effort.
•It is also known to be involved in the mental
rehearsal of motor tasks which can also
improve performance and make it more
skilled.

29. ““The brain can only do one thingThe brain can only do one thing
at a time!”at a time!”
The mind can only pay conscious attention to oneThe mind can only pay conscious attention to one
thought at a time. You can only do two things atthought at a time. You can only do two things at
once if one of them is automatic.once if one of them is automatic.

30. The role of the lower parts of theThe role of the lower parts of the
brain and spinal cord have beenbrain and spinal cord have been
underestimated!underestimated!
Routine TasksRoutine Tasks
The spinal cord and lower parts of the brain can performThe spinal cord and lower parts of the brain can perform
these skills automatically, without conscious attention tothese skills automatically, without conscious attention to
detail.detail.
This allows the consious part of the brain the freedomThis allows the consious part of the brain the freedom
to attend to other mental activities.to attend to other mental activities.
 Walking and talkingWalking and talking
 Driving a car and thinkingDriving a car and thinking
 Reading and comprehendingReading and comprehending

31. Classroom ImplicationsClassroom Implications
 Students engagement when readingStudents engagement when reading
 Reading ComprehensionReading Comprehension
 Learning to readLearning to read
 Reading ProgramsReading Programs
 Variations in DevelopmentVariations in Development
 Mindless School WorkMindless School Work
“If t he chi l d i s
not at t endi ng t o
t he t ask no
l earni ng i s
t aki ng pl ace! ”

32. In her book, “A Student’s Brain”, Kathie Nunley
outlines 4 key education principles linking
neuroscience to education:
4. The fourth issue has to do with the development
and plasticity of the cortex.

33. Brain PlasticityBrain Plasticity
““Neuroplasticity is simply the ability of theNeuroplasticity is simply the ability of the
brain to change as a result of dailybrain to change as a result of daily
learning.”learning.”
David Sousa, 2006David Sousa, 2006

34. MemoryMemory
Teachers with a greater understanding of the types of memory and how theyTeachers with a greater understanding of the types of memory and how they
are form can select strategies that are more likely to improve the retentionare form can select strategies that are more likely to improve the retention
and retrieval of learning.and retrieval of learning.
Learning and retention are different. We can learn something for just a fewLearning and retention are different. We can learn something for just a few
minutes and then lose it forever.minutes and then lose it forever.
LearningLearning MemoryMemory RetentionRetention
How our brainHow our brain
acquires newacquires new
information andinformation and
skills.skills.
How and whereHow and where
our brain storesour brain stores
learnedlearned
information andinformation and
skills.skills.
Process where-byProcess where-by
long-term memorylong-term memory
preserves apreserves a
learning in a waylearning in a way
that it can locate,that it can locate,
identify, andidentify, and
retrieve itretrieve it
accurately.accurately.

35. RetentionRetention
This process is affected by many factorsThis process is affected by many factors
including:including:
 the degree of student focusthe degree of student focus
 the length and type of rehearsal that occurredthe length and type of rehearsal that occurred
 the critical attributes that may have beenthe critical attributes that may have been
identifiedidentified
 the students’ learning stylethe students’ learning style
 the inescapable influence of prior learnings.the inescapable influence of prior learnings.

36. RehearsalRehearsal
Initial RehearsalInitial Rehearsal
 This happens when the information first enters working memoryThis happens when the information first enters working memory
 If the learner cannot attach sense or meaning, and if there is no timeIf the learner cannot attach sense or meaning, and if there is no time
for further processing then the information will likely be lost.for further processing then the information will likely be lost.
Secondary RehearsalSecondary Rehearsal
 Allows the learner to review the information, to make sense of it, toAllows the learner to review the information, to make sense of it, to
elaborate on the details, and to assign value and relevance, thuselaborate on the details, and to assign value and relevance, thus
significantly increasing the chance of it going into long-termsignificantly increasing the chance of it going into long-term
memory.memory.

37.  Rote rehearsal:Rote rehearsal: not complex; learner needs tonot complex; learner needs to
remember and store information exactly as itremember and store information exactly as it
entered into working memory (memorize aentered into working memory (memorize a
poem)poem)
 Elaborative RehearsalElaborative Rehearsal; more complex thinking;; more complex thinking;
used when it is important to associate the newused when it is important to associate the new
learnings with prior learnings to detectlearnings with prior learnings to detect
relationships; reprocesses information severalrelationships; reprocesses information several
times to make connections to previous learningstimes to make connections to previous learnings
and assign meaning (interpret message ofand assign meaning (interpret message of
poem).poem).

38. The goal of learning is not just to acquireThe goal of learning is not just to acquire
knowledge, but to be able to use that knowledgeknowledge, but to be able to use that knowledge
in a variety of different settings.in a variety of different settings.
 When deciding on how to use rehearsal in a lesson, teachers needWhen deciding on how to use rehearsal in a lesson, teachers need
to consider the time available as well as the type of rehearsalto consider the time available as well as the type of rehearsal
appropriate for the specific learning objective.appropriate for the specific learning objective.
 Remember, rehearsal will only contribute, but does not guaranteeRemember, rehearsal will only contribute, but does not guarantee
transfer to long-term memory. However, there almost no long-termtransfer to long-term memory. However, there almost no long-term
retention without rehearsal.retention without rehearsal.

40. MemoryMemory
“The real key to teaching is trying to help students put things into their memory system and then hopefully retrieve“The real key to teaching is trying to help students put things into their memory system and then hopefully retrieve
them out again.”them out again.”
““LEARNING IS MEMORY”LEARNING IS MEMORY”
Step One:Step One:
SENSES:SENSES: you need to see it, touch it, smell it, hear it, or taste it.you need to see it, touch it, smell it, hear it, or taste it.
ATTENTIONATTENTION: If you are not attending to the task, it’s not going to be processed by the brain: If you are not attending to the task, it’s not going to be processed by the brain
and its memory.and its memory.
Step Two:Step Two:
Short Term Memory or Working MemoryShort Term Memory or Working Memory
Short term memory is very, very short, lasting only for about 20 seconds.Short term memory is very, very short, lasting only for about 20 seconds.
After this it goes into long term memory or is lost forever.After this it goes into long term memory or is lost forever.
Step Three:Step Three:
Long Term Memory (Procedural Memory and Declarative Memory)Long Term Memory (Procedural Memory and Declarative Memory)
Your brain labels the information and puts it in a category (in the hippocampus)Your brain labels the information and puts it in a category (in the hippocampus)
If you have no category, it can’t be stored.If you have no category, it can’t be stored.
Once stored in a category the brain will begin its natural process of cross-Once stored in a category the brain will begin its natural process of cross-
referencing the new items to previous items in other categories.referencing the new items to previous items in other categories.
Basically, the hippocampus memorizes while the cortex learns.Basically, the hippocampus memorizes while the cortex learns.

41. Types of MemoryTypes of Memory
MEMORY
SHORT TERM MEMORY
Worki ng Memory
LONG TERM MEMORY
DECLARATIVE MEMORY
(consciously processes facts and events)
EPISODIC MEMORY
(Knowledge of events in personal history to which
we have conscious access;
No control)
SEMANTIC MEMORY
(store intentionally learned information
Generally complete control)
PROCEDURAL MEMORY
( Unconscious processing of skills; motor
(riding a bike) and cognitive (reading))

42. 1. In cl assrooms we spend most of our t i me t ryi ng t o t each t o
semant i c memory. Can be f rust rat i ng because you have no
cont rol and because somet i mes st udent s ref use t o l earn and
remember. How much easi er i f we coul d t each t o epi sodi c
memory ( hands on or experi ent i al l earni ng) . St udent s woul d
l earn and remember whet her t hey want ed t o or not . Now t he
l earni ng i s i n t he t eacher’ s cont rol .
2. ADD: A HOOK TO AN EMOTIONAL COMPONENT AND IT WILL
BE SET FOR LIFE! ! ! ( Fl ashbul b memori es: epi sodi c
wi t h an emot i onal at t achment )
Impl i cat i ons f or Teachi ng…

43. Teaching MethodTeaching Method
3. Retention varies with teaching method3. Retention varies with teaching method

44. 4. Primacy-Recency Effect4. Primacy-Recency Effect
During a learning episode, we remember best thatDuring a learning episode, we remember best that
which comes first, second best that which comeswhich comes first, second best that which comes
last, and least that which is in the middle.last, and least that which is in the middle.
5. CHUNKING5. CHUNKING
There are 3 limits to our power of reasoning andThere are 3 limits to our power of reasoning and
thinking: our limited attention span, workingthinking: our limited attention span, working
memory and long term memory. Chunking is anmemory and long term memory. Chunking is an
effective way of enlarging working memorieseffective way of enlarging working memories
capacity and for helping the learner makecapacity and for helping the learner make
associations that establish meaning.associations that establish meaning.

45. Neuroscience and Learning: TheNeuroscience and Learning: The
Brain ConnectionBrain Connection
““Nothing entertains theNothing entertains the
brain more than thebrain more than the
study of the humanstudy of the human
brain.”brain.”
Kathie F. NunleyKathie F. Nunley

46. 1. Look at structure and function of1. Look at structure and function of
the brainthe brain
2. Classroom implications2. Classroom implications
3. Teaching children about their brain3. Teaching children about their brain
WHAT’ S NEXT ?????

47. St r uct ur e andSt r uct ur e and
Funct i on of t heFunct i on of t he
Br ai nBr ai n

48. NEURONSNEURONS
“FIRING” THE NERVE
1. Senses st i mul at e nerve
cel l s
2. El ect ri cal charge
3. El ect ri cal charge
moves down axon
4. Some neurons covered
wi t h myel i n sheat h
( f ast er and more
ef f i ci ent )
5. El ect ri ci t y must “t ag”
next neuron
7. “Taggi ng” i s done i n a
chemi cal f ashi on.
8. Neurot ransmi t t ers
are
rel eased i nt o t he
synapse.
9. Neurot ransmi t t ers
exci t e or
i nhi bi t next neuron
10. Some art i f i ci al

49. MyelinationMyelination
 There are millions of neurons,There are millions of neurons,
which form the electricalwhich form the electrical
connections that let us think.connections that let us think.
 These cells send their signalsThese cells send their signals
through axons, some of whichthrough axons, some of which
can reach a length of up to acan reach a length of up to a
meter in humans.meter in humans.
 Wrapped around many of theWrapped around many of the
axons are cells which formaxons are cells which form
myelin sheaths, composedmyelin sheaths, composed
mainly of fat.mainly of fat.
 These sheaths serve to insulateThese sheaths serve to insulate
the axon, letting its signal travelthe axon, letting its signal travel
about 100 times faster than in anabout 100 times faster than in an
unmyelinated axon.unmyelinated axon.

50. Grey and White MatterGrey and White Matter
 Grey matter (top 6 layers of cortex) is mostly made up of neuronsGrey matter (top 6 layers of cortex) is mostly made up of neurons
and synapses.and synapses.
 The amount of grey matter reaches a peak early in childhoodThe amount of grey matter reaches a peak early in childhood
(before the age of 5), then declines until puberty when it increases(before the age of 5), then declines until puberty when it increases
again, and then starts a consistent, gradual decline into lateagain, and then starts a consistent, gradual decline into late
adulthood.adulthood.
 Early fluctuations in grey matter are believed to partly reflect theEarly fluctuations in grey matter are believed to partly reflect the
overproduction and subsequent elimination (or pruning) of synapsesoverproduction and subsequent elimination (or pruning) of synapses
(dendrites).(dendrites).
 By age 2 years of age, about 40 000 new synapses are beingBy age 2 years of age, about 40 000 new synapses are being
formed every secondformed every second
 White matter (areas of brain and spinal cord) is made up of axonsWhite matter (areas of brain and spinal cord) is made up of axons
covered by a fatty white-looking substance called myelin, whichcovered by a fatty white-looking substance called myelin, which
insulates the axons and facilitates the conduction of electricalinsulates the axons and facilitates the conduction of electrical
impulses.impulses.
 White matter increases consistently during the course of childhoodWhite matter increases consistently during the course of childhood
and into adulthood, when it appears to taper off.and into adulthood, when it appears to taper off.
 This increase in white matter is believed to reflect the gradualThis increase in white matter is believed to reflect the gradual
myelination of axons.myelination of axons.

51. MyelinationMyelination
 Myelinization is the keyMyelinization is the key
to learning windowsto learning windows
 Myelination is theMyelination is the
major cause of themajor cause of the
increase in a child'sincrease in a child's
brain size.brain size.
 At birth, the infantAt birth, the infant
brain weighs 300-350brain weighs 300-350
grams (2/3 to ¾grams (2/3 to ¾
pound).pound).
 In the first four years ofIn the first four years of
life, the brain increaseslife, the brain increases
to 80% of the adultto 80% of the adult
weight of 1200-1500weight of 1200-1500
grams (2.6 - 3.3grams (2.6 - 3.3
pounds).pounds).

52. Plasticity of Learning andPlasticity of Learning and
MemoryMemory
 It was once believed that as we aged, the brain’sIt was once believed that as we aged, the brain’s
networks became fixed.networks became fixed.
 In the past two decades, however, an enormousIn the past two decades, however, an enormous
amount of research has revealed that the brainamount of research has revealed that the brain
never stops changing and adjusting.never stops changing and adjusting.
 Learning, as defined by Tortora and GrabowskiLearning, as defined by Tortora and Grabowski
(1996), is “the ability to acquire new knowledge(1996), is “the ability to acquire new knowledge
or skills through instruction or experience.or skills through instruction or experience.
 Memory is the process by which that knowledgeMemory is the process by which that knowledge
is retained over time.is retained over time.

53. LEARNINGLEARNING
 The capacity of the brain to change with learning isThe capacity of the brain to change with learning is
plasticity.plasticity.
 So how does the brain change with learning?So how does the brain change with learning?
 According to Durbach (2000), there appear to be at leastAccording to Durbach (2000), there appear to be at least
two types of modifications that occur in the brain withtwo types of modifications that occur in the brain with
learning:learning:
1.1. A change in the internal structure of the neurons, theA change in the internal structure of the neurons, the
most notable being in the area of synapses.most notable being in the area of synapses.
2.2. An increase in the number of synapses (moreAn increase in the number of synapses (more
dendrites) between neurons.dendrites) between neurons.

54. Dendrite Growing/PruningDendrite Growing/Pruning
GROWING
DENDRITES
PRUNING
DENDRITES

55. DendritesDendrites
OUR JOB IS TO GROW
DENDRITES! ! ! ! !
• Growi ng dendri t es ( si ze and
numbers) physi cal l y i ncreases t he
wei ght of our brai n.
• New growt h f orms on neurons t hat
are f requent l y used.
• Int roduci ng and revi ewi ng
i nf ormat i on t o t he brai n i n
several ways creat es more
dendri t e pat hways and synapt i c
connect i ons.
• The more t hey are used t he
st ronger t hey become.
• The more compl ex t he ski l l s
requi red i n occupat i ons, t he more
dendri t es are f ound on neurons.

56. GROWING DENDRITESGROWING DENDRITES
HOW AND WHENHOW AND WHEN
Act ual branchi ng of t he nerve cel l s occurs
pri mari l y at ni ght duri ng sl eep or more
speci f i cal l y, duri ng vari ous t i mes of our sl eep
cycl e.
Sl eepi ng af t er l earni ng grows t wi ce as many neural
dendri t es as l earni ng t he mat eri al di d.
The bul k of hard wi ri ng t akes pl ace duri ng sl eep.
Chi l dren who are sl eep depri ved af t er l earni ng new
i nf ormat i on are unabl e t o process and use t he
i nf ormat i on as wel l as chi l dren who are not sl eep
depri ved.

57. FIVE RULES OF THE BRAINFIVE RULES OF THE BRAIN
1.1. Dendrites grow only from what is alreadyDendrites grow only from what is already
there.there.
2.2. Dendrites grow for what is practiced.Dendrites grow for what is practiced.
3.3. Dendrites grow from stimulatingDendrites grow from stimulating
experiences.experiences.
4.4. Emotions affect learning.Emotions affect learning.
5.5. Use it or lose it!Use it or lose it!

58. Dendrite PruningDendrite Pruning

59. Developmental Plasticity/SynapticDevelopmental Plasticity/Synaptic
PruningPruning
 Ineffective or weak connections areIneffective or weak connections are
"pruned" in much the same way a"pruned" in much the same way a
gardener would prune a tree or bush,gardener would prune a tree or bush,
giving the plant the desired shape.giving the plant the desired shape.
 It is plasticity that enables the process ofIt is plasticity that enables the process of
developing and pruning connections,developing and pruning connections,
allowing the brain to adapt itself to itsallowing the brain to adapt itself to its
environment.environment.

60. The orange dots represent the multiple synapsesThe orange dots represent the multiple synapses
on a single neuron.on a single neuron.
• The ext ent of synapt i c
i nt erconnect i vi t y as we age
det ermi nes our f unct i onal
abi l i t y t o use our brai ns
• In spi t e of l osi ng neurons
as we age, t he densi t y of
i nt erconnect i vi t y makes up
f or t he l oss
• Thi s depends on cont i nuous
new l earni ng & envi ronment al
enri chment

61. During AdolescenceDuring Adolescence……
 The density of synapses declinesThe density of synapses declines
during adolescence due to selectiveduring adolescence due to selective
pruning of redundant or unusedpruning of redundant or unused
connections.connections.
 Synapse formation continues despiteSynapse formation continues despite
ongoing pruningongoing pruning

63. Enriched EnvironmentsEnriched Environments
 Children who are exposed to a rich andChildren who are exposed to a rich and
varied education early in life develop avaried education early in life develop a
great capacity for learning throughout life.great capacity for learning throughout life.
 Real learning, not just rote exercise, canReal learning, not just rote exercise, can
have a dramatic influence on the physicalhave a dramatic influence on the physical
structure of the brain.structure of the brain.

64. Into Adulthood…Into Adulthood…
 The brain continuously remodels itself-The brain continuously remodels itself-
even into adulthood.even into adulthood.
 Synapses (dendrite growth) continue toSynapses (dendrite growth) continue to
be formed in the brain.be formed in the brain.
 Lifelong enrichment experiences areLifelong enrichment experiences are
important for continued dendriteimportant for continued dendrite
growth and healthy functioning brains.growth and healthy functioning brains.

65. TEACHERS ARE….TEACHERS ARE….
How can we hel p st udent s l earn more ef f ect i vel y
and j oyf ul l y…appl y t he sci ence of t eachi ng t o
t he art of t eachi ng. For exampl e….

66. 3 Key Elements3 Key Elements
1.1. LESS STRESS!LESS STRESS!
2.2. DO THE REAL THING!DO THE REAL THING!
3.3. USE IT OR LOSE IT!USE IT OR LOSE IT!

67. LESS STRESSLESS STRESS
 Stress, confusion and perceived threatStress, confusion and perceived threat
can minimize the brain’s capabilitiescan minimize the brain’s capabilities
 Create a safe and secure climate andCreate a safe and secure climate and
healthy physical environmenthealthy physical environment
 Promote personal relationships andPromote personal relationships and
social skillssocial skills

68. DO THE REAL THING!DO THE REAL THING!
 Multi-sensory experiences promote brainMulti-sensory experiences promote brain
growth and connectionsgrowth and connections
 Provide enriched environments forProvide enriched environments for
learninglearning
 Hook new ideas to prior understandingHook new ideas to prior understanding
and personal experiencesand personal experiences

69. USE IT OR LOSE IT!USE IT OR LOSE IT!
 Multiple opportunities to actively processMultiple opportunities to actively process
new learning in a variety of ways assuresnew learning in a variety of ways assures
long term retentionlong term retention
 Differentiate instruction, provide choices,Differentiate instruction, provide choices,
vary grouping and honour multiplevary grouping and honour multiple
intelligencesintelligences
 Orchestrate opportunities to apply newOrchestrate opportunities to apply new
learning in real-world settingslearning in real-world settings

70. REFLECTIONREFLECTION
Any activity through which the brain recalls aAny activity through which the brain recalls a
concept, skill, or process. Reflectionconcept, skill, or process. Reflection
activities will prompt the brain to re-activities will prompt the brain to re-
stimulate the new connections amongstimulate the new connections among
neurons, which helps strengthen them.neurons, which helps strengthen them.

71. The Brain is ‘Pattern Seeking”The Brain is ‘Pattern Seeking”
The brain seeks to make order out ofThe brain seeks to make order out of
chaos.chaos.
Use mindmap formatsUse mindmap formats
Use graphicsUse graphics
Create daily agendasCreate daily agendas
Set goalsSet goals
Review at the end of the dayReview at the end of the day

72. The Brain Needs Adequate TimeThe Brain Needs Adequate Time
FLOW theory is an optimal experience when people reportFLOW theory is an optimal experience when people report
feelings of deep concentration and enjoyment…a statefeelings of deep concentration and enjoyment…a state
of concentration that is so completely focused it amountsof concentration that is so completely focused it amounts
to absolute absorption in an activity.to absolute absorption in an activity.
 It occurs when we confront tasks we have a chance of completingIt occurs when we confront tasks we have a chance of completing
 We must be able to concentrate on what we are doingWe must be able to concentrate on what we are doing
 The task has clear goalsThe task has clear goals
 Immediate feedback is providedImmediate feedback is provided
 The experience is an enjoyable one that allows us to exercise a sense ofThe experience is an enjoyable one that allows us to exercise a sense of
control over our actionscontrol over our actions
 The sense of time is altered: hours pass by in what seems like minutesThe sense of time is altered: hours pass by in what seems like minutes

73. Executive FunctionsExecutive Functions
 Refers to the conscious control of what we think and do.Refers to the conscious control of what we think and do.
 Get the image of a CEO in the head. An executive is someone whoGet the image of a CEO in the head. An executive is someone who
decides upon a course of action, issues commands by virtue of rankdecides upon a course of action, issues commands by virtue of rank
in a hierarchy, and ensures that the commands are implemented.in a hierarchy, and ensures that the commands are implemented.
 Executive functions include identifying problems, making decisions,Executive functions include identifying problems, making decisions,
planning, staying focused on a task, adapting flexibly to changingplanning, staying focused on a task, adapting flexibly to changing
situations, controlling impulses, and regulating emotions andsituations, controlling impulses, and regulating emotions and
behaviours.behaviours.
 Ask, “How do I identify and organize steps for completing anAsk, “How do I identify and organize steps for completing an
independent project? Why is this information related to that? Howindependent project? Why is this information related to that? How
do I start this project/assignment? When do I self-check mydo I start this project/assignment? When do I self-check my
progress in order to evaluate how much I have left to do?progress in order to evaluate how much I have left to do?
 These questions help us manage ourselves as learners, developingThese questions help us manage ourselves as learners, developing
awareness of our knowledge as well as lack of knowledge, andawareness of our knowledge as well as lack of knowledge, and
knowing how to accomplish various goals by using executive orknowing how to accomplish various goals by using executive or
metacognitive skills.metacognitive skills.

74. DAVID SOUSADAVID SOUSA
http://www4.insinc.com/interactiveinnovationhttp://www4.insinc.com/interactiveinnovation
s2007/davidsousa/player.htmls2007/davidsousa/player.html

75. David SousaDavid Sousa
““There is so much we are beginning to learn about theThere is so much we are beginning to learn about the
brain. I firmly believe the most important person in thebrain. I firmly believe the most important person in the
equation is the classroom teacher. THE QUALITY OFequation is the classroom teacher. THE QUALITY OF
LEARNING RARELY EXCEEDS THE QUALITY OFLEARNING RARELY EXCEEDS THE QUALITY OF
TEACHING. Quality is measured by the degree to whichTEACHING. Quality is measured by the degree to which
the teacher can select those strategies that help mostthe teacher can select those strategies that help most
kids succeed. Those decisions come essentially fromkids succeed. Those decisions come essentially from
our knowledge base and if our knowledge is back in theour knowledge base and if our knowledge is back in the
60’s…there’s a different student coming to our schools60’s…there’s a different student coming to our schools
today and rather than beating our chests and saying,today and rather than beating our chests and saying,
“My god, these kids are different” let’s find out what is“My god, these kids are different” let’s find out what is
the nature of that difference. They want to interact withthe nature of that difference. They want to interact with
their learning so lets allow that to happen. Letstheir learning so lets allow that to happen. Lets
understand more about neuroscience so we can be theunderstand more about neuroscience so we can be the
best brain changers.”best brain changers.”