“Brain-based Research: Creating Optimal Learners”

“ “How can we teach the whole organism since the whole organism is learning when we teach ?” Dr. Martha E. Villarreal

How are ‘Optimal Learners’Created?

The Neurophysiology and Psychology of Learning How Movement affects the Brain How Emotion shapes Thought How Memory forms in the Brain How specific ‘Habits of Mind’ promote ‘Optimal Learning’ Behaviors

Poor Student - ‘Optimal Learner’

“Because Your Gray Matter Matters”

How Our Brains’ Grow: The ‘Optimal Learning’ System

The Biology of Mind

Evidence of ‘Wet Mind’ Activity

The Brain is a ‘Parallel Distributive Processor’

Info is always acquired & associated through multiple neural pathways: Motor, Sensory, Emotional, & Cognitive.

Traces of a Thought

Make the Abstract Into Concrete Images Winter Poverty Rock n’ Roll Heat Liberty Waltz Dirt Justice Time Death Patience Meal Sickness Energy Politics Speed

Association “Self-Assessment” Verbal Visual Lemon Time Garden Rolls Royce Label Pillow Sea Book Mother Mountain

We don’t learn by ‘plugging in.’

“We Learn by Doing.”

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John Dewey

The Brain is a Pattern Driven Processor

The Brain is our ‘Meaning-Making’ Organ

‘What’s in it for me?’

What is Brain-based learning?

Learning strategies that address the student’s biological make-up, not just his/her mind.

Learning strategies that recognize the need for proper nourishment for the brain (in terms of environment).

Brain-based learning establishes the science behind cognitive development, thus providing a basis for various adaptations to help create “optimal learners”.

Brain-based learning establishes the foundation for achieving problem-solving and higher-order thinking skills.

Important Background Information: The brain, the central nervous system, and the endocrine system are key biological components of human learning Synapses, specialized brain cells, transmit information back and forth across the brain. These synapses act much like an electrical current.

Electrical Input Bouton Transmitter Axon Sending Nerve Cell Receiving Nerve Cell Dendrite Spines Spine Electrical Output

 Repetitive learning – going over emotion drives learning  Exercise and conscious breathing activities stimulate cognitive ability  Nurture and Nature cannot be separated

T

wo Types of

L

earning:

Informative & Transformative

E-Duc-Ate “to guide out from” like Aqua-Duc-t

Neuroplasticity: How Learning and Experience Changes the Brain

Students who are active, have choice in the learning process, and have an emotional framework for learning change biologically and become physically and mentally more able to learn.

Emotions Drive Education

:

Emotions tend to dictate our actions Emotions, moods, and feelings are biological “reference” signals to direct behavior Strong emotions indicate “core values” and “beliefs” Emotions are the tools used to evaluate inner and outer worlds

The effect of Emotion upon a Child’s Heart Rhythm

110 Frustration Heart Rate (bpm) 90 70 50 30 110 Heart Rate (bpm) 90 70 50 30 0 Appreciation 30 Seconds 60 90

Informative learning attempts to “fill up” students For years, “informative learning” and “informative teaching” have been the norm. Brain based learning gives educators the reason behind “constructivist” and other “new,” more student-centered teaching approaches.

Three Platform Premises

:

All Optimal Learning Behaviors have Biological Correlates.

The Mind/Brain/Body design functions in continuous “feedback loops”of biology & behavior, physiology & thought.

Healthy ‘loops’ can be learned.

Application of Brain-based Learning to Your Classroom: 

Addresses different learning styles, because the child’s whole body is involved in learning



Does not involve “learning” a new program; the “new”, inquiry-based teaching strategies are the result of brain-based learning research



Allows students to assume more responsibility for their educational and emotional choices



Encourages greater depth and complexity for all learning through an awareness of brain/body/mood function

Creating a “Brain-based” Classroom:

Create a novel, interesting environment that both changes and offers security and consistency to learners.

Promote active thought (Concentration or “focus” is essential to cognition) Make activities challenging and engaging – examples to follow!

Be consistent in teaching to the “whole” child, and in the opportunities offered for “optimal” development!

“Whole Body” Teaching

Because physical activity increases organ function, including brain activity, ALL learning should be kinesthetic.

This doesn’t necessarily mean that students should perform jumping jacks while they read, but that frequent “movement” breaks, the use of manipulatives, breathing activities, and physical exercise should routinely be incorporated into the school day.

“Whole Body” Teaching

In addition to helping students concentrate at the time of instruction, these adaptations of teaching practices help create life-long learners who understand the importance of caring for their bodies to maximize their ability to function and to live fulfilling lives.

Research shows that active, challenged adults age more gradually, and retain their mental capabilities longer, than adults who are inactive and don’t pursue self-directed learning!

“Whole Body” Teaching

Meditation and yoga are practical ways to bring brain-based activities into the classroom on a daily basis.

Begin challenging activities with brief sessions of aerobic exercise, meditation, or yoga to help prepare students physically, mentally, and emotionally to succeed.

Creating an “Enriched” Classroom Use Posters, Plants, Animals, & Music Assign Multiple ‘Roles’ for your Students Recorders, Presenters, Feedback Counselors, Brainstorm Teams, & Expert Tutors Surprise your Students with poetry, math problems, costumes, music, and games.

Use Movement Around the Room & School Stretch, Breathe, & Prime them for Learning

As difficult as it sometime is, we must guide knowledge out from our students, and not attempt to “fill them up” with information.

Shouldn’t we teach to the entire organism, since the entire organism is learning when we teach?

Nearly 70% of Learning may be unconscious

“Looking below the waterline for Unconscious Cognition”

What do these findings tell us about teaching School Children?

Learning is Biological & Active. (It takes energy, movement, and uses the entire organism).

Learning is Making Connections. (Personal Connections make for meaningful, memorable learning) Emotional Connections are Fundamental to Effective Learning.

Playfulness is Neurally Correct.

What if…

We could cultivate habits of mind that trigger beneficial and appropriate responses to new learning tasks and to the challenges of life?

We could teach both students and adults to practice disciplines of thinking that are habitually thoughtful and lead to flexible intelligent actions?

What if we could teach children to develop their capacity for curiosity and to use innovative, diligent, and inspired learning behaviors?

Researchers in education and human intelligence have discovered that students who excel in learning and adults who excel in life share many common “habits of minds.”

Habits of Mind for “Optimal Learning

”

Lean into the “swells” (Challenges) Use “Beginner’s Mind.” ( Accept mistakes) “Chunk it”: Break down‘Problems’ into Parts Practice Self-Patience and Self-Compassion Find “Aha!” Meaning in the Learning Journey Look for Thoughtful, Expert Teachers Make it Self-Directed; Make it Yours!

Brain Research Summary

We learn and remember after a month 14% of what we HEAR

. . .

22% of what we SEE 30% of what we watch other do--DEMONSTRATIONS 42% SENSORY REDUNDANCY—classroom rituals that repeat seeing, hearing, and doing important skills or concepts 72% MOVIES OF THE MIND —learning is linked to remembered or imagined life experiences of the learner 82% PERFORMANCE OF LIFE CHALLENGE ACTIVITY first-time or demanding action that applies the new learning 92% of what we TEACH OTHERS

Your Brain and Patterns….

Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in What oredr the ltters in a word are, the olny iprmoetnt tihng is that The frist and lsat ltteer be at the rghit pclae.

The rset can be a total mess and you can still raed it wouthit porbelm.

This is bcuseae the human mind deos not raed eryey lteter by istlef, but the word as a wlohe.

Petrty amzanig,huh?