7. 9 Things About the Brain- Teacher Edition
• 1. The brain is a social organ.
• 2. We have two brains.
• 3. Early learning is powerful.
• 4. Conscious awareness and unconscious processing occur at
different speeds, often simultaneously.
• 5. The mind, brain, and body are interwoven.
• 6. The brain has a short attention span and needs repetition
and multiple-channel processing for deeper learning to occur.
• 7. Fear and stress impair learning.
• 8. We analyze others but not ourselves: the primacy of
projection.
• 9. Learning is enhanced by emphasizing the big picture—and
then allowing students to discover the details for themselves.
9. Sources
• [Brain Based Learning]. (n.d.). Retrieved May 20, 2018, from https://s-
media-cache-
ak0.pinimg.com/736x/23/91/d0/2391d0cf4d95fa51597b1cbe24cc332b--
brain-based-learning-whole-brain-teaching.jpg
• [Brain Cartoon]. (n.d.). Retrieved May 20, 2018, from
https://theamusedonlooker.files.wordpress.com/2017/01/fb_img_148487
8658099.jpg?w=840
• Brain Basics: Know Your Brain. (n.d.). Retrieved May 20, 2018, from
https://www.ninds.nih.gov/disorders/patient-caregiver-education/know-
your-brain
• Cooper, B. B. (2016, April 19). The Secret to Creativity, Intelligence &
Scientific Thinking | Buffer. Retrieved from
https://blog.bufferapp.com/connections-in-the-brain-understanding-
creativity-and-intelligenceconnections
• Laureate Education (Producer). (n.d.-s). Understanding the brain [Video
file]. Baltimore, MD: Author.
Editor's Notes
Hi my name is Matthew Farr and this is my presentation “Maintain Your Brain”. In this presentation you will learn the basic of brain functionality, learning theories, and how the brain relates to learning and teacher. This information is being presented in association with Walden University.
The brain in a compehensive, complex truly remarkable organ and without it we are without basic capabiliteis and unable to function. According to Laureate Education, for years teachers have had to teach brains that teachers have not understood. Asking questions like: How does the brain learn? How does it remember? or why it doesn't remember some things, or why some things are never forgotten? And no one needs this information more than teachers, because this is the organ that teachers are working with everyday. Teaching is difficult. The research shows that teachers make up to 3,000 decisions a day. Now, obviously those 3,000 decisions aren't all conscious, they're intuitive. My hope is that, as we're learning more about the human brain and how we all learn that we're going to be able to make more informed decisions. We have not been doing everything wrong.
The brain can be broken into 3 Basic Units- the forebrain, the midbrain, and the hindbrain. The hindbrain includes the upper part of the spinal cord, the brain stem, and a wrinkled ball of tissue called the cerebellum . The hindbrain controls the body’s vital functions such as respiration and heart rate. The cerebellum coordinates movement and is involved in learned rote movements. When you play the piano or hit a tennis ball you are activating the cerebellum. The uppermost part of the brainstem is the midbrain, which controls some reflex actions and is part of the circuit involved in the control of eye movements and other voluntary movements. The forebrain is the largest and most highly developed part of the human brain: it consists primarily of the cerebrum and the structures hidden beneath it . The forebrain is where all the action happens for students and learning.
The brain's various parts and its nerve cells are connected by nearly 1 million miles of nerve fibers. The human brain has the largest area of uncommitted cortex (with no specific function identified so far) of any species on earth. This gives humans extraordinary flexibility for learning.
As teachers we know that to be and reamin successful in our professions that we are lifelong learners. To meet the needs of our students there are three things we must remember. The first, understanding how our students learn and why they learn they way they do. When delivering lessons and faciliting learnings it is imperative that we take into consderation the things that make our students successful. The second is our approach. How we approach/deliver our teachings as educators can make the difference between a postivie impact compared to that of little importance. And the third is being all inclusive. Every student learns differently and desevers to be a taught in a way that promotes learning. I’m reminded of this daily the Rick Riordan quote that hangs on my classroom door “Fair isn’t everyone getting the same thing, fair is everyone getting what they need in order to be succesful”.
Whole Brain Teaching/Learning is a version of teaching that was created by Chris Biffe to supplement the need for students that were/are missing that one piece to tie their learning together; with the help of movement, short memorable phrases, attention getters, and numerous pnumonic devices students are able to stay actively engaged in the lesson. Taking into consideration things like a students learning evirnomet, their ability to memorize, and their emotional compass teachers are able to reach deeper and help students make more concrete connections during learning. At Washington University, a research study found that connectivity with a particular area of the prefrontal cortex has a correlation with a person’s general intelligence.
This study showed that intelligence relied partly on high functioning brain areas, and partly on their ability to communicate with other areas in the brain.
Aside from physical connectivity in the brain, being able to make connections between ideas and knowledge we hold in our memories can help us to think more creatively and produce higher quality work.
According to Louis Cozolino there are nine things educators should know about the brain. The brain needs others brains to grow and learn; we rely on others to help our brains thrive. The more connections students make when they are young the greater those connections will be adulthood.
As teachers we are dedicated to knowledge and pride ourselves in the ability to pass on our great wisdom to numerous children throughout our amazing careers. Let us not forget what make our jobs truly important not only teaching students but teaching them how to use their brains for their entire lives.
