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Session 1 Brain – based learning. Where am I? Where is that? Who is that? Vision Planning, Decision Making. Speech, Sounds Cerebellum Moving Muscles Brain Stem Housekeeping – automatic pilot Hippocampus decides which ideas to put into long term memory. Thalamus - Processes sensory input (except smell, which goes to the Amygdala) & decides what is important. Amygdala Emotions - links memories & emotion. •On one side of the card write a good question about any of the ideas that we’ve looked at. • Answer on the other side. • Stand up find a partner and share your question with them – if they answer it congratulate, if not coach. • Let the partner share their question with you – you answer • SWAP CARDS • Raise your hand and find another partner to share with Implications for learning? • Now we have good evidence to make sure that we start with ideas that are familiar, and try to make learning relevant. • The structures most responsible for processing information into long term memory are emotional. • Don’t be refrigerator hum! Doggy fashion The adolescent brain • The neurons in a child’s brain make many more connections than those in adults’ brains • Information is entering the brain through windows that open and close at various times. • The richer the environment, the greater the number of interconnections that are made – consequently, learning takes place faster and with greater meaning. The adolescent brain • Is used to greater variety of stimulation • Responds quickly to novelty • Demands relevance • Practices ‘continuous partial attention’ • Has a smaller working memory • Has an immature frontal lobe but mature emotional response – responds instinctively. Jot thoughts slide: Words to Remember •Night •Dream •Comfort •Snore •Wake •Bed •Rest •Awake •Tired •Eat •Slumber What words did you remember? Are you sure? •Night •Dream •Comfort •Snore •Wake •Bed •Rest •Awake •Tired •Eat •Slumber Primacy & Recency Means that we remember: BEST what comes FIRST SECOND BEST what comes LAST LEAST what comes JUST AFTER THE MIDDLE Degree of retention Prime time 1 Retention during a learning episode. Practice Prime time 2 New Information Closure Down time 0 10 20 Time in Minutes 30 40 Approximate Ratio of Prime-time to down-time in different length learning episodes Lesson Length 100 min. 50 min. 25 min. 0 5 10 15 20 25 30 35 40 Prime time 1 45 50 Down-time 55 60 65 Prime-time 2 70 75 80 85 90 95 100 Approximate ratio of prime-time to down-time in different length learning episodes Lesson Length 100 min. 50 min. 25 min. 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 Implications for Teaching • Teach new material first • Avoid asking students if they know anything about a new topic • Don’t use prime-time for classroom management tasks • Use down-time for practice or discussion about the new learning • Use prime-time 2 for plenary Implications for Teaching 2 • Break lessons up into learning segments 20-25 minutes long • If you want to lead the teaching of a new idea, use the first section for this, then shift the burden to the students in the other sections • Go off task / change methodology between sections Average percentage retention after 24 hours. Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion Group 50% Practice by doing. 75% Teach others / Immediate use of learning 90% 9217053 4915082637 What does this show? The limits of working memory: •on average, 7 chunks of information •20 minute attention span Changes in Capacity of Working Memory with Age Approx. Capacity of working memory Age Range (chunks) in years Minimum Maximum Average Younger than 5 Between 5 and 14 14 and older 1 3 2 3 7 5 5 9 7 A model of how the brain works Working Memory • Place where conscious processing takes place • Where we can build, take apart and rework ideas for eventual storage somewhere else • Items in working memory demand our attention • Most activity in the frontal lobes • Limited capacity, limited time scale Is meaning present? Is sense and meaning present? Moderate Very high Yes to High Very low Moderate No to high No Yes Is sense present? Transfer •The effect that past learning has on new learning •The degree to which the new learning will be useful to the learner in future From immediate memory New Learning Combined learning For future use Past Learning From Long term storage Working Memory Positive and Negative Transfer •Positive – past learning which helps new learning •Negative – past learning which interferes with new learning Store by Similarity Working Memory Long term storage Retrieve by difference Find someone who . . . •Try to find someone who can answer one of the questions in a box. The person who answers the question initials the box. •No one can initial the same sheet twice. End of session 1 Session 2 Brain – friendly learning. Teacher A – Focussed Questions and Answers. Teacher B – Openended discussion. Teacher C – Brainfriendly structure. Ritalin & the brain. shoulder face question think time develop answer best record gives share indicate develop several examples Why is this Brain Friendly? Think time – important that it is there. Accountability – everyone has got to get involved. Working memory – revisiting points in order to free up extra space & move ideas into long term memory. High fives – emotional linkage improves chances of long term retention. The learners are doing the teaching – peer sharing of ideas & the teacher is learning, assessing what students know. Safety – people who are working together need to feel safe – how does this work? In groups of 4 1 Person stands and is interviewed by the others for 1 minute. Interviewers must use open ended questions. When time is up interviewers thank interviewee. Next student stands. Interviewee stands so that everyone gets to look up – equalizes status. Amygdala is a threat sensor – looks for facial expressions & tone of voice. A detected threat causes stress hormones & fight or flight reflex, constricting perception & cognition. High levels of stress may make it difficult to lay down new memories. Information processing Emotional Investment Social Involvement Nourishment Safety Engages Kinaesthetic intelligence. Standing up & going Engage multiple memory through the systems – there is motions activates “memory the motor cortex.in the muscles” Seeing each other do this activates the Occipital lobe. – that which we do makes Speaking it more &likely that we will hearing activates recall it. the Temporal Place Lobe.information in more places in the brain to increase these & recall the links Using all of between them, exponentially increases the probability of recall. Why is this Brain Friendly? Opens up working memory. Everyone takes part, safely. Places ideas into long term memory. Retrograde Memory Enhancement – attach an emotional link to an idea, by giving a high five at the end, can help the information be selected by the Amygdala as suitable for long term memory inclusion. Increases energy in a tired group (purely by getting them to stand up!) Why is this Brain Friendly? Novelty Social Info-processing Activates multiple intelligences Safe What does 3 step do? 1)Brain – Helps to reduce stress, novelty allows for Episodic Memory. 2)Activates Multiple intelligences 3)Thinking Skills 4)Teamwork Skills. 5)Academic Achievement. Team statements 1)Think time. 2)Pair discussion with shoulder partner. 3)Individuals write down their idea. 4)Roundrobin - sharing their ideas with no feedback, one at a time. 5)Team discussion, seeking an underlying source. 6)Consensus 7)Feedback. Learning needs to be… Kagan structures & the “Hidden Curriculum”. Traditional Curriculum “What” Maths Science English Languages Etc. Hidden Curriculum Kagan Structures. “How” All the features of the Hidden Curriculum Multiple intelligences, become ways of Thinking Skills, Active delivering the Learning, Social Skills, “Traditional Emotional Intelligence, Curriculum”. Teamwork Skills, Citizenship Etc. “What” “How” Maths Science English Languages. Multiple intelligences, Thinking Skills, Active Learning, Structures allow us to deliver Social Skills, the Hidden Curriculum through Emotional the traditional Curriculum, with increased effectiveness. Intelligence, Teamwork Skills, Citizenship Kagan Structures Structures Experimenting Common Approach Champions SAM Kagan Structures New Aims Generic Targets Assessment for learning. Thinking Skills Accelerated learning Accelerated learning Thinking Skills Assessment for learning. Generic Targets New Aims Kagan Structures End of Session 2