This document discusses various factors that can improve learning results. It explains the neuroscience of the brain and how it processes and stores information. It describes different memory types including sensory, short-term, and long-term memory. The document also discusses intelligence, multiple intelligences theory, and learning styles. Additionally, it provides learning strategies and emphasizes the importance of repetition, relevance, relationships, and reflection in learning.

1. How to Improve Results
By Ronald Speener

2. Objectives
• Explain the neuroscience of the brain
• Develop tools to improve memory
• Describe how intelligence affects learning
• Understand learning style
• Explore all factors the improve learning
• Practice the core 4R
REV. 2/2017 Learning--R Speener 2

3. BRAIN FUNCTIONS
REV. 2/2017 Learning--R Speener 3

4. Neuroscience
• Certain portions of the
brain process information
• Other portions may store
the information
• It stores information in
axions and transmits
through the synapsis
• Unused sections of the
brain atrophy
• Experience and
environment alter the
brain
REV. 2/2017 Learning--R Speener 4

5. Neuroscience (cont.)
• The brain is a social organ
– Stimulation and connection necessary to survive
• We have two brains
– Cerebral hemispheres
– The brain is plastic and can change
• The mind, brain and body are interwoven
• Learning builds neural connections and changes
the brain
• The brain has a short attention span and needs
repetition and multiple-channel processing
REV. 2/2017 Learning--R Speener 5

6. Right Brain—Left Brain
• The stark differences
between the two
hemispheres are mostly
myth
• Left hemisphere is more
speaking—aphasias
• Language is processed on
the left and enhanced on
the right
• The brain needs both
hemispheres
REV. 2/2017 Learning--R Speener 6

7. MEMORY
REV. 2/2017 Learning--R Speener 8

8. Definition--Memory
• Memory is the faculty of the mind by
which information is
– encoded,
– stored, and
– retrieved (Atkinson & Shiffrin, 1968).
• Memory is vital to experience.
• Without memory, we are not us.
• If we could not remember past events, we could
not learn or develop language, relationships, nor
personal identity (Eysenck, 2012).
REV. 2/2017 Learning--R Speener 9

9. REV. 2/2017 Learning--R Speener 10
Human Memory
Sensory
memory
Short-
Term
Memory
Long-Term Memory
Explicit &
Implicit
Episodic
&
Semantic

10. Sensory Memory
• What is perceived
through our senses
– Sight-iconic memory
– Aural-echoic memory
– Tough-haptic memory
– Smell—olfactic memory
• The shortest retained
memory
– 200-500 milliseconds
• Can be consciously
ignored
REV. 2/2017 Learning--R Speener 11

11. Short-Term Memory
• Working memory
• Allows to process
information
• Limited capacity
– Usually 7 items or less
• Limited time
– 10 to 15 seconds usual
– Sometimes up to a minute
• Must be consciously
move to long-term
memory or it is lost
REV. 2/2017 Learning--R Speener 12

12. Long-term Memory
• Lasts over a life time
– Retrieval may be a problem
• Almost unlimited capacity
• Physical changes in the
structure of neurons
• Consolidation of short-
term memory through
– Rehearsal
– Meaningful association
REV. 2/2017 Learning--R Speener 13

13. Explicit & Implicit Memory
Explicit--Declarative
• Knowing what
• Encoded by the medial
temporal lobe
– hippocampus
– Entorhinal cortex
– Perirhinal cortex
• Stored in the temporal
cortex
Implicit--Procedural
• Knowing how
• Unconscious memory
• Encoded and stored in the
– Cerebellum
– Putamen
– Caudate nucleus
– Motor cortex
REV. 2/2017 Learning--R Speener 14

14. Episodic & Semantic Memory
Episodic--experiences
• Experiences and specific
events
• Autobiographical events
– Flash bulb memory
• Incorporates emotional and
context
• Starts in the hippocampus
and stored in the neocortex
• Retrospective—
remembering the past
Semantic--knowledge
• Facts, meanings, concepts,
and knowledge of the
outside world
• Derived from episodic
memory
• Primarily the frontal and
temporal cortexes
• Prospective—remembering
the future
REV. 2/2017 Learning--R Speener 15

15. Encoding Memory Process
• Acoustic encoding
– Primarily short-term
• Visual encoding
• Tactile encoding
• Semantic encoding
• Encoding is enhanced
through association
Sensory
Short
Term
Long
Term
REV. 2/2017 Learning--R Speener 16

16. Consolidation and Storage
Consolidation
• Stabilizing the memory
• Strengthening neural
pathways
• Connecting synapses and
neurons
• Synaptic and neural plasticity
– Neurons can make thousands
of connections
• Sleep is important for
consolidation
Storage
• Long-term memories are
stored throughout the
brain
• The parts of the same
memory may be stored in
different locations
• Almost infinite storage
REV. 2/2017 Learning--R Speener 17

17. Recall and Retrieval
• Retrieving information from
long-term memory to short-
term memory
– Linked by associations and
neural networks
• This consolidates and
reinforces memory
• Two methods
– Recognition
• Requires familiarity
• Largely unconscious
– Recall
• Requires reconstructing
information
• Recognition may encourage
recall
REV. 2/2017 Learning--R Speener 18

18. Memory Aids
• Organize
• Make it meaningful
• Create associations
• Learn it Actively
• Relax
• Create pictures
• Recite and repeat
• Write it down
• Reduce interference
• Over-learn
• Review notes the same day
• Use daylight
• Distribute learning
• Be positive
• Extract core concepts
• Combine memory
techniques
• Remember something else
• Close your eyes
• Use it before you loose it
REV. 2/2017 Learning--R Speener 19

19. Memory Tricks
• Associate and rehearse
• Mnemonics
– Numbers & rhymes
– Number/shape
– Alphabet Technique
• Method of loci
• Create a story or song
• Teach it
REV. 2/2017 Learning--R Speener 20

20. INTELLIGENCE
It’s role in learning
REV. 2/2017 Learning--R Speener 22

21. Are You Smart Enough?
• Intelligence is the ability
to assimilate
information and use it
• Intelligence is plastic
– It changes over time
• Intelligence is selective
– Idiot savant
• It is influenced by
experience and learning
REV. 2/2017 Learning--R Speener 23

22. I Q
• An intelligence
quotient (IQ) is a total
score derived from one
of several standardized
tests designed to assess
human intelligence.
REV. 2/2017 Learning--R Speener 24

23. The Problem
• Most intelligence test
are culturally and
linguistically biased
• IQ can be increased
with practice
REV. 2/2017 Learning--R Speener 29

24. MULTIPLE INTELLIGENCES
More than one way to be smart
REV. 2/2017 Learning--R Speener 30

25. Multiple Intelligences Defined
The theory of multiple intelligences challenges
the idea of a single IQ, where human beings
have one central "computer" where intelligence is
housed. Howard Gardner, the Harvard professor
who originally proposed the theory, says that
there are multiple types of human intelligence,
each representing different ways of processing
information:
• (from Multiple Intelligences: What Does the
Research Say?, 2016,
https://www.edutopia.org/multiple-intelligences-
research)
REV. 2/2017 Learning--R Speener 32

26. Multiple Intelligences
• related to language and to the written and spoken--
ObamaLinguistic/verbal
• related to reasoning, numbers, abstractions, and
patterns—Stephen HawkingLogical/mathematical
• Related to anything visual and the creation of mental
images—Steven SpielbergSpatial/visual
• Related to physical movement and actions located in the
brain’s motor cortex—Michael JordonBodily/kinesthetic
• Related to sounds and auditory patterns, to rhythm, beat
and tempo--UsherMusical
• Related to relationships with others and various means
of communication—Bill ClintonInterpersonal
• Related to self-reflection and self-awareness
(mindfulness)—Meryl StreepIntrapersonal
• Related to observation and awareness of the natural
world and the patterns found there—David AttenboroughNaturalistic
• Related to asking and examining questions about the
“big questions” (Spiritual)—Dali LamaExistential
REV. 2/2017 Learning--R Speener 33

27. Inventory
REV. 2/2017 Learning--R Speener 35

28. How to Use MI to Improve Learning
REV. 2/2017 Learning--R Speener 36

29. LEARNING STYLE
REV. 2/2017 Learning--R Speener 37

30. Learning Style Definition
• Learning style can also be described as a set
of factors, behaviors, and attitudes that
facilitate learning for an individual in a given
situation.
• Styles influence how students learn, how
teachers teach, and how the two interact
REV. 2/2017 Learning--R Speener 38

31. Difference between Intelligence and
Learning Styles
• Intelligences are areas
which we are more
proficient at
• Learning styles are how we
process information
• Intelligences affect learning
styles
• Skills can be learned to
compensate for weaknesses
• Intelligences and
weaknesses change over
time with experiences.
Intelligence
Learning
Style
REV. 2/2017 Learning--R Speener 39

32. Learning Styles
Honey-Munford
•Activist
•Reflectors
•Theorists
•Pragmatists
VARK
•Visual
•Auditory
•Reading
•Kinesthetic
Myers-Briggs
•Extrovert/Introvert
•Sensors/Intuitors
•Thinkers/Feelers
•Judgers/Perceivers
7 Styles
•Visual (Spatial)
•Aural (Auditory)
•Verbal (Linguistic)
•Physical
(Kinesthetic)
•Solitary
(Interpersonal)
•Social
(Interpersonal)
•Logical (Math)
REV. 2/2017 Learning--R Speener 40

33. VARK
• Visual
• Auditory
• Reading/Writing
• Kinesthetic
• Acoustic encoding
– Primarily short-term
• Visual encoding
• Tactile encoding
• Semantic encoding
REV. 2/2017 Learning--R Speener 41

34. Visual Strategies
• Highlight important
points in text; key words •
• Create flashcards for key
information; be concise •
• Limit amount of
words/information;
allows for mental imagery
•
• Convert notes and
translate words into
symbols, diagrams,
and/or pictures •
• Create visual reminders of
information •
• Practice turning visuals
back into words •
• Color-code, underline,
and/or highlight
information •
• Be creative with charts,
diagrams, mind maps
REV. 2/2017 Learning--R Speener 42

35. Auditory Strategies
• Work in groups or with a study
partner; i.e. discussions:
listening, talking •
• Review assignments and text
reading before class •
• Read notes and text out loud •
Recite information that is
important to remember •
• Record notes, key information,
and lectures; listen to
recordings regularly
• Use books-on-tape •
• Mathematical/technical
information
– State the problem out loud
– Think through a process or
sequence of steps: write out,
then read out loud
– Discuss questions/problems in
a group or with a study-buddy
REV. 2/2017 Learning--R Speener 43

36. Read/Write Strategies
• • Rewrite notes •
Read/review notes every
day •
• Rewrite ideas and
principles into other
words •
• Organize diagrams/graphs
into statements •
• Turn reactions, actions,
charts, etc. into words •
• Write exam answers •
• Practice with multiple
choice questions •
• Write paragraphs,
beginnings and endings •
• Write lists (a,b,c,1,2,3,4) •
• Arrange words into
hierarchies and points
REV. 2/2017 Learning--R Speener 44

37. Kinesthetic Strategies
• Skim through reading
material • Move around as
you read aloud or • Record
notes and listen to them •
Take frequent study breaks
• Listen to music while
studying • Sit in the front of
the classroom • Stay
actively engaged in class:
take notes, • Create hands-
on learning when possible:
o Use models, extra lab
time, visit museums
• Create cards for processes:
– Color code like information
– Limit information: use key
words, symbols
– Arrange in order; shuffle and
repeat •
• Type over notes from text
and class
• Create spreadsheets, tables,
charts to organize material
REV. 2/2017 Learning--R Speener 45

38. OTHER FACTORS
REV. 2/2017 Learning--R Speener 48

39. Other Factors that Affect Learning
• Prior knowledge
• Prior experiences
• Learning environment
• Physical wellbeing
– Nutrition
– Hydration
– Energy level
– Mental status
• Stress
• Drugs and alcohol
REV. 2/2017 Learning--R Speener 49

40. Know Thyself
• Develop a plan that
supports strengths
• Develop tools to pair
teaching style with
learning style
• Develop strategies
when styles do not
mesh.
REV. 2/2017 Learning--R Speener 50

41. THE 4 RS
Putting it all together
REV. 2/2017 Learning--R Speener 52

42. The Core 4R to Learning
Repetition
• Build
pathways
Relevance
• Make
personal
Relationshi
ps
• Find
connections
Reflection
• Internalizes
REV. 2/2017 Learning--R Speener 53

43. Repetition
• Repetition is necessary
to reinforce the neural
pathways
• It strengthens long-term
memory
• It facilitates transfer
from short-term to
long-term memory
REV. 2/2017 Learning--R Speener 54

44. Relevance
• Relevance is important
because it make what is
being learned
important to the
learner
• This makes learning
personal
REV. 2/2017 Learning--R Speener 55

45. Relationships
• Relationships are
important because it
interconnects
• The more connections
information has the
easier to recall
REV. 2/2017 Learning--R Speener 56

46. Reflection
• Reflection is important
because it ties the other
three together
REV. 2/2017 Learning--R Speener 57

47. Summary
• The brain has unlimited capacity to learn and
remember
• Use multiple methods for learning
• The difficulty is in retrieving it
– Repetition
– Relevance
– Relationships
REV. 2/2017 Learning--R Speener 58

48. Resources—The Brain
• Research in Brain Function and Learning
http://www.apa.org/education/k12/brain-
function.aspx
• Resources on Learning and the Brain
https://www.edutopia.org/article/brain-
based-learning-resources
• How People Learn: Brain, Mind, Experience,
and School
https://www.nap.edu/read/9853/chapter/8
REV. 2/2017 Learning--R Speener 59

49. Resources--Memory
• The Human Memory http://www.human-memory.net/types.html
• Memory Techniques for Exam Preparation: 10 Astonishing Ways to
Harness the Power of Your Brain https://www.oxford-
royale.co.uk/articles/memory-tricks-exam-success.html
• Memory Techniques, Memorizations Tips
https://www.academictips.org/memory/index.html
• Memory Techniques US Air Force Academy
http://www.au.af.mil/au/awc/awcgate/usafa/memory.htm
• Memory Methods
http://changingminds.org/techniques/memory/memory.htm
• Anatomy and Physiology Nursing Mnemonics & Tips
https://nurseslabs.com/anatomy-and-physiology-nursing-
mnemonics-tips/
REV. 2/2017 Learning--R Speener 60

50. Resources—Multiple Intelligences
• Multiple Intelligences: What Does the
Research Say?
https://www.edutopia.org/multiple-
intelligences-research
REV. 2/2017 Learning--R Speener 61

51. Resources—Learning Styles
• Ways of learning: Learning theories and learning styles in the classroom
(2013) http://www.epitropakisg.gr/grigorise/ways%20of%20learning.pdf
• Learning styles and critical thinking relationship in baccalaureate nursing
education: a systematic review (2014)
https://www.researchgate.net/profile/Christos_Andreou/publication/247
154412_Learning_styles_and_critical_thinking_relationship_in_baccalaur
eate_nursing_education_A_systematic_review/links/00b7d521afed92096
e000000.pdf
• Learning styles and approaches to learning among medical
undergraduates and postgraduates
https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-
42
• VARK Learning Styles: Visual, Auditory, Read/Write, Kinesthetic
http://www.gardner-
webb.edu/Assets/gardnerwebb/academics/advising/files/vark-learning-
styles.pdf
REV. 2/2017 Learning--R Speener 62

52. REV. 2/2017 Learning--R Speener 63

53. REV. 2/2017 Learning--R Speener 64