BRAIN BASED LEARNING

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BRAIN BASED LEARNING
Implications for educators
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Presentation Goals
1. Which principles, mechanisms and theories
studied in educational research could be further
extended or refined based on findings from
cognitive neuroscience? 2. Which principles,
mechanisms and theories studied in cognitive
neuroscience may have implications for
educational research? 3. What are these
implications and which (interdisciplinary or
trans-disciplinary) research questions can be
drawn from them? 4. What form could an
interdisciplinary or trans-disciplinary research
program take based on research questions
generated from the above questions?
TO EXPLORE
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THEORY BACKGROUND

• Around since the 60s
• Relies on MRI and Other Medical Advances
• Technical Nature Inhibits Educational
  Applications
• Reinforces Previous Non Medical Theories
• There Is Opposition To Elements of the Theory
• Brains Teachers Are Inexorably Linked

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BRAIN BASED LEARNING HAS FOCUSED ON THREE AREAS

• Neurotransmitters
• Pathways
• Synergy

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BRAIN FACT REVIEW

• Brain weighs about 3 pounds (2 of body weight),
  uses 20 percent of the blood pumped and 15-20
  percent of the body's oxygen
• We use 100 of our brain much redundancy built
  in
• The brain is composed of 75 water (same as
  banana and earth surface)
• The brain is made up of 100 billion neurons with
  CNS the total is 1 Trillion
• Each neuron has 1,000 to 10,000 synapses or
  connections
• Prenatally you had 200 billion, but
• Baby uses 60 of its energy to run the brain
• Of the 30,000 genes, 6,000 (20) are expressed
  only in the brain

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HISTORICALLY

• Plato thought the brain the Divine part of man.
• Aristotle thought it merely cooled the blood.
• Galen (170 BC) Leonardo did dissections and had
  a pretty good understanding of the sections of
  the brain.
• Egyptians thought heart the source of good
  evil discarded the brain in mummies.
• Prehistoric man did brain surgery.

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The NEURON Is The Chief Building Block Of The
Nervous System
Electro-Chemical Process Synaptic
Connections Neurotransmitter Lock Key Densely
Packed Connected I.Q.
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Lobes Hemispheres
The Brain Is Composed Of Executive Associative
Areas.
Right Brained, Left Brained, OR Both Brained?
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The Brain Core
Who you callin Lizard Brained?
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WHAT DOES THE RESEARCH SAY?
The Top 20
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1. The brain functions as a holistic unit.
(e.g. The OXYTOCIN Impact)
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2. The environment impacts how genes are
triggered and released in many cases.

• Genes 30 40 of Personality Environment
  the Rest
• Stress is a Powerful Gene Inhibiter
• Spielberg Was Right Frogs Can Change Their Sex
  in Response to the Environment

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3. Neuron Generation Results In the Development
of Both New Neurons, and Especially, New Dendrite
Teledendrite (Axon Terminal) Growth.

• USE IT OR LOSE IT!
• - Use produces neurotropens protein used for
  growth
• Lack of use reduces blood flow causing build up
  of calcium ions these cause production of
  calpain, a neurotoxin
• - Brain actually gets more dense (bigger) with use

Dendrites
Nucleus
Soma
Axon
Axon Terminals
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4. There Is an Optimum Level of Stress Necessary
for Learning.
Too Little, Not Enough Neurotransmitters Released
Too Much Stress Produces Inhibiters of Neural
Growth
GOAL High Challenge Low Stress
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5. Because Brain Growth Is An Electro Chemical
Process, Nutrition Sleep Are As Essential To
Effective Learning As Are Teaching Methods.
HOW ABOUT A N.C.L.B. ACT FOR PARENTS!
(Cat naps can make you smarter as neural growth
occurs in non REM sleep.)
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6. Neuroplasticity Means the Brain Continually
Rewires Itself In Response To The Environment
Until Very Advanced Age.

• This is a critical factor for repair of brains
  damaged by stroke, fetal alcohol syndrome, and
  other conditions.
• Remediation actually changes brain wiring as
  evidenced by MRIs.
• This concept underwrites Inclusion, ADA, IEPs
  and other instructional accommodations schools
  are required to make.
• No dog is ever too old to learn new tricks.

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7. Dual Processing Means The Brain Works Most
Effectively When Multi-Tasking Unless Over
Stressed.
Dual Processing Of Sensory Data Reduces
Cognitive Load Multisensory Experiences Stored
in Multiple Brain Locations Producing More Neuron
Connections Physical Activity Enhances Learning
By Increasing O2 Intake Rote and Real World
Related Memories Stored In Different Locations
IMPLICATION The UNIVERSAL CURRICULUM Needs To Be
The Common Practice.
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8. Dual Processing supports the idea of using
BOTH Phonetic and Whole Language Instruction In
Teaching Reading.
Oral Reading Is A Dual Process Activity
Dyslexia Involves A Failure Of One Or The Other
Processing Center From Functioning Effectively.
Reading Requires Coordination Between Two
Different Brain Areas. Since Phonetic (Speaking)
Analysis Is the Initial Processor, We Should
Teach This First, Then Add Visual Or More
Holistic Methodology.
A Study In Europe Showed That Students From
English Language Speaking Countries Have Lower
Rates Of Literacy Among School Age Children.
What Are The Implications For Predominant Phonics
programs Like Reading First?
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9. Mathematic processing occurs in two distinct
areas of the brain One for How Much and one
for How Many.
Math abilities are inborn. Babies are pretty
good at processing How Much situations. With
experiences, they then develop capacities to
assess How Many.
How Much situations require gross estimation How
Many are precise counting and comparisons. This
supports Piaget.
Using practice problems which are real world
oriented helps to develop both areas.
Rote practice, thought needed to encode some
skills, do not develop the Math parts of the
brain.
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10. We acquire memory capacity in chunks as we
grow accounting for the quantum leaps in mental
processing reported by Piaget, Warner, Gesell,
et.al.
The brain uses and stores hypothetical and real
world information in separate places. Neuron
growth more readily occurs in the real world
section. Therefore, real world applications or
applications of interest to the learner results
in more learning.
We normally start with one at birth, develop 3
more during early childhood, and develop another
three by the teen years.
Continued, high levels of stress converts
available neuron capacities, including for
memory, into fight or flight potential, reducing
learning potential.
Learning involves how we use these innate
capacities.
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11. Mirror neuron activity demonstrates the
mechanism for no trial learning.
MRIs show that the mental activity of the
potential imitator matches exactly the mental
activity of the actor, thus proving Banduras
No-Trail Learning Theory.
Cooperative learning and peer tutoring are very
effective instructional additions to the
classroom.
Actions speak at least as loud as words. Though
sometimes embarrassing to adults, things we
thought our children were not paying attention to
come back to haunt us. Where did you hear that
language, young man?!
Contrary to what the Behaviorists say, latent
learning can be an important objective of the
schools.
Making an example is an effective reward or
punishment instructional technique.
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12. Multi sensory experiences are synergistic and
enhance the learning experience compared to
singular sensory experiences.
Despite being oversold, the Mozart Effect does
happen early exposure to Art and Music
experiences does encourage neuron growth.
Multisensory linking in instruction helps
associate content stored in multiple locations
and encourages multi pathways in the brain, thus
enhancing prospects for later recall.
Suggestions Use round flash cards use yellow to
focus and reinforce the smell of vanilla
enhances learning peppermint reduces stress
acting out an English or spelling rule increases
retention whole spectrum natural light
enhances learning
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13. Though the brain seems to have an unlimited
capacity to build neurons and neuron connections,
working memory, which handles initial processing,
can get overloaded.
The brain core is a switching station which can
get fatigued by too much stimulation or demands
for attention and help in processing messages.
Effectively managing Cognitive Load during
instruction enhances learning. Pacing and
Chunking are instructional keys allowing the
brain process time.
ADHD kids must spend more time on inhibition
processing, resulting in the executive function
taking away attention and mental resources needed
for learning what the teacher is teaching.
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14. Drill actually reduces connections as
unneeded mental functioning gets turned off.
This is good in some applications where the
intention is to have the person react, not think.
However, auto pilot does not increase learning
at a higher, abstract level.
Latin is a dead language. With this I do agree.
It killed off all the Romans, and now its
killing me!
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15. The brain is a natural pattern maker, as the
Gestaltists theorized in the 1930s.

• New is related to the old
• Scaffolding is a very effective learning
  enhancer
• Integrated instruction is twice as effective as
  traditional discipline based instruction
• Depth leads to more college success than does the
  breadth in a high school curriculum

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16. Thought generalization about groups can be
helpful, individual development is triggered and
controlled by unique genetic and environmental
constellations.
The executive function in the brain is not
completely developed until the early to mid 20s.
Thats the problem with teenagers the hormones
are there, but the brain isnt, yet.
Boy brains and girl brains are different!
Critical elements of the Limbic system are
constructed and function differently. For
example, male brains secrete less serotonin than
female brains making males more fidgety and
impulsive. The boy problem in schools is real
and needs to be addressed.
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17. Things like intelligences, learning styles,
hemispheric dominance are hard to pin down
because they involve multiple parts of the brain
in a continuous interchange of parallel and
sequential activity.
In recent years some have attacked Gardner's idea
of multiple intelligences, the idea of learning
styles, and hemispheric dominance because MRI and
other scientific studies could not identify
specific parts of the brain which house these.
However, research in the classroom does support
that attention to these factors enhances the
learning of students.
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18. We do create our own reality based on our
past experiences and perceptions of their
relationship with the present situation.

• The rate at which our brain produces and secretes
  hormones and neurotransmitters differs from
  individual to individual. Therefore, the onset
  and impact of stress varies widely.
• The degree to which working in a group enhances
  learning by reducing stress is dependent on
  previous experiences.
• The students perception of the potential
  effectiveness of a teaching method is more of a
  predictor of learning than is pure research
  regarding the method.
• The perception of the student regarding the
  fairness of the teacher impacts learning more
  than the like/dislike factor.

It is a blessing that we are all different. What
if everyone in the world was this man?
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19. Much to the regret of many teachers and
parents, the evidence does not support the idea
that quiet or only soft music is always required
for effective study.
in fact, some studies have shown that todays
children find silence distracting. However,
since working memory can be overloaded, the key
factor is attention. If the student is attending
to the TV, CD, DVD, etc. learning is much less
efficient. There is strong evidence that kids
should not be using cell phones (to talk or text)
when they are studying, driving, or talking to
adults (my own pet peeve.)
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20. When it comes to intelligence, the rich get
richer.

• Intelligence is connected with the number of
  neural connections and the efficiency of
  communication channels among these.
• Genetics and especially nonstressful, broad,
  learning experiences in early childhood increase
  neurons and neuron connections.
• Early exposure to verbal interactions with
  adults, siblings and age mates are critical in
  developing verbal intelligence.
• Once connections are built and efficient pathways
  are established, the brain needs less energy or
  load for cognition. Therefore, smart people are
  able to learn even more.

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What are the curriculum implications?
Great! More stuff you expect me to add to my
already overwhelming list of demands?
How does all this fit together in the classroom?
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• Core principles directing brain-based education
  are
• The brain is a parallel processor. It can perform
  several activities at once.
• The brain perceives wholes and parts
  simultaneously.
• Information is stored in multiple areas of the
  brain, and can be retrieved through multiple
  memory and neural pathways.
• Learning engages the whole body.
• All learning is mind-body movement, foods,
  attention cycles, and chemicals modulate
  learning.
• 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.
• Learning involves focused attention and
  peripheral perception.
• We have two types of memory spatial and rote.
• We understand best when facts are embedded in
  natural spatial memory.
• The brain is social. It develops better in
  concert with other brains.
• Complex learning is enhanced by challenge and
  inhibited by stress.
• Every brain in uniquely organized. .
• Learning is developmental.

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This is another graphic which conceptualizes the
views of Caine Caine

• Note that the wheel can be divided into three
  types of activities
• Creating optimum emotional conditions for
  learning.
• Immersing students in high cognitive activities
• Assisting students in processing the learning
  experiences.

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Caine Caine Offer These Suggestions Based on
Their Research
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To Get Engaged Learners, We Need To
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WE COULD GO ON, BUT
There is much more information on the topic of
Brain Based Instruction in the handouts including
several extensive bibliographies. In addition,
the Web and your state interlibrary resources
page (e. g. OHIO Link) gets the reader to tons
of information.
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THANK YOU FOR YOUR INTEREST DURING THE
PRESENTATION. ARE THERE QUESTIONS OR ITEMS
YOU MIGHT LIKE TO DISCUSS?