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Brain-Based Principles to Support Your Teaching Strategies: How to Apply 12 Key Brain-Mind Principles to Your Everyday Work as an Educator Goal Deepen our understanding about the effects of on our brain and student’s lives. Agenda Science Principles Strategies Applications Focus Question If We Considered Implications of Recent Brain Research in Our Daily Practices, What Would Be Different? 1. Scientific, brain-based principles will further, not hurt, your achievement goals. 2. Today’s educators will need to be more in tune with what drives attendance, learning, and achievement than ever before. Today’s session will help! Brain Research Uses Research from Blocks 1 and 2 How could we prove these brainbased assertions? Let’s start with the brain itself. We Could Study at Brain Banks, With 1,000s of Brains Human brains are stored in McLean Hospital’s Brain Bank for research purposes. However, one may only make deposits, not withdrawals. PET Scan TOP SPECT SCAN --TOP Scans of Typical Controls--Using Two Different Technologies CAT scan MRI scan We Can Use Various Types of Brain Scans; Each Provides Different Data Scanning Technology Has Helped Researchers Locate Very (Extremely) Tiny Areas Why Explore the Brain? Everything You Do at School Involves the Brain! Nutrition Physical Activity Curriculum Social Climate Instruction Academic Climate Physical Building Time/Schedules/Calendar Assessment How Valid Are BrainBased Practices? • “It’s just good teaching.” • “It’s all old—there’s nothing new under the sun.” • “Research isn’t solid; where are the studies?” • “It’s too new for me. . . . It’ll be years before you can apply brain research to education.” 100% DEAD WRONG! Not Yet Sure of Brain-Based Approach? Visit 2 Sites: 1 http://www.pdkintl.org/kappan/k_v89/k0802jen.htm Phi Delta Kappa International Journal Read the article: “A Fresh Look at Brain-Based Education” and 2 http://www.brainbasedskeptic.com Read the articles posted. Free Brain-Based New research, Monthly Newsletter with practical applications, emailed monthly to you, at no charge. Simply leave your name and email address with me on a business card. Contact: [email protected] What Is Brain-Based Teaching? It’s E-S-P! It’s the Purposeful Engagement of effective Strategies derived from Principles of neuroscience 1. Uniqueness is the rule 2. Reward Dependency 3. Susceptibility & Opportunity 4. Attentional & Input Limitations 5. Adaptive & Changing 6. Rough Drafts Let’s Apply 1-Attentional bias: Get us to pay attention & BC Memory care about the topic. Recall Peg 2-Meaning-making: Strategies Create the links to the principles. 3-Emotional intensity: The stronger, the better. 4-Activity: Physical movements work! 5-Repetition: Always good. 1. Uniqueness is the rule. Students share 99.5% of the same DNA, but we have unique brains because of unique life experiences. “SPECT” Scans Reveal Huge Differences in Brains’ Activity. Two of These Are Considered Healthy and the Rest Have Notable Problems. Every Brain is Unique! Paradigm Shift and Principle: From Massive, Grouped ConveyorBelt Teaching to . . . ? Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? Standardized testing? Staff development? 2. Emotional Dependency Emotions are not part of our life. They run it. In most struggles between our feelings and logic, we usually (not always) do what we feel like doing. Cognitively & Behaviorally, Emotions “Run the Show” Emotional experiences create memories (= rewards or pain) Emotions RUN the Brain by Serving as “Markers”! The Changed World of Childrearing At the same time that . . . Parents work more hours, television is viewed more, media violence is pervasive, TV has the “Baby Channel,” and infants are learning emotional responses from other infants in child care . . . Teachers are more pressured for high-stakes academic testing, which leaves little time for a child’s emotional development. Ouch! What Does the CognitionEmotion Link Mean? Either orchestrate or allow students to “mark” the cognitive moment (failure or success) with an emotion. That process will encode the learning and accelerate future appropriate behaviors. Paradigm Shift and Principle #2: From Cognitive Focus to Balanced Teaching 3. Susceptibility & Opportunity Our brain has sensitive periods with enhanced chances for risk and gain. These are ages 0–5 and 12–17. Opportunity: For a Critical Part of Each Student’s Life, You Shape Their Brains! Ages 0–5: The Risks and Rewards GOOD NEWS: BAD NEWS: The infant downloads culture without any question. The infant downloads culture without any question. Example of Our Changing Brain Earlier Demands, More “Disorders” Reading Scores Level Off • SOURCE: U.S. Department of Education, Institute of Education Sciences. National Center for Education Statistics. The Nation's Report Card Reading Highlights 2003, NCES 2004-452, by P. Donahue, M. Daane, and W. Grigg. Washington, DC: 2004. Paradigm Shift and Principle #3: To a more developmentally appropriate instructional and curriculum model 4. Attentional & Input Limitations Our brain is designed to limit the quantity of new input per minute, hour, and day. Processes That Limit Our Input What Limits Input to StudentÕs Brains? 1. Glucose available (learning uses it quickly) 2. Protein recycling (time off task needed) 3. Working Memory (1-4 chunks or points max.) 4. Attentional limits (use student age in minutes) 5. Synaptic Adhesion (needs 15-60 min.) 6. Hippocampus (overload = ÒoverwritesÓ) Paradigm Shift and Principle #4: To a more realistic annual content of curriculum 5. Adaptive & Changing Our brains are not static or fixed. They are constantly changing in more than a dozen ways. Old (Outdated) Paradigm “Our brains stay mostly the same—except we lose brain cells every day.” (This is old and mostly wrong.) The Revolution Has Begun! Learning Changes the Brain Lee et al., 2007 Teaching Changes Brains Recently, astonishing discoveries have shown that the structure of the adult human brain changes when a new cognitive or motor skill is learned. This measurable effect can be detected as a change in local gray or white matter density that correlates with behavioral measures. How Do We Know (for Certain) That Teaching Changes Brains? A wide body of evidence suggests that the human brain is highly susceptible to environmental input. Teaching is a highly targeted form of environmental input. Therefore, teaching changes brains. Dendrite Length Changes with Learning Teaching Can Create a Climate for Focused, Continuous Learning That Can Build Brain Mass New studies show that concentrated usage of the brain, such as for skillbuilding or intensive studying, changes the brain rapidly. Aylward, et al. (2003). Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology 61, 212-219. Evidence That Teaching Solid Reading Skills Changes the Brain Pre (left) and Post (right, 12 wks. later) al., 2006) Draganski, Draganski,et2006 Studying Adds Gray Matter; New MRI Reveals Changes Teaching Changes How Cells Connect Gaser C and Schlaug G (2003) Music Training Changes Brain Teaching Changes Cell Structure Dendrites Neur ons Axons Majewska, et al. 2006 Dendrites Add “Spines” as Response to Environmental Input Teaching Can Change Brain Chemistry, Which Can Influence Attention Epinephrine is released during excitement, urgency, and risk. It helps us focus and prioritize. Teachers Influence Student Perception of Risk and Urgency Yes, You Can (and Do!) Change Brains From this to this! Many Kinds of Change Change Can Be . . . • Slow (toxins or learning a new language) • Fast (emotional trauma, TBI, or insights) • Good (nutrition, low stress) • Bad (drug abuse, dementia, aging) Take-Home Messages on Changing Brains • For your students, it’s all about hope . . . (grounded in science). • Consistent, Positive Factors Make Changes Happen Faster. • It’s all about the consistency of positive contrast. • Experiences change the brain far more than earlier believed. • This can give all of us educators tremendous hope for change based on smarter teaching. Suggested Reading: Enriching the Brain (Jensen, 2006) Brain and Culture (Wexler, 2006) The Brain That Changes Itself (Doidge, 2007) 6. Rough Drafts Our brain rarely gets it right the first time. Instead, we make sketchy rough drafts of new learning. Our rough drafts Our Brain is NOT are expedient; Designed to Get Most of Our there’s no Explicit Learning the FIRST reason to “flesh TIME Instead, We Create out” the details “Rough Drafts” of Input and Hold until we have a Them Until We Either Forget relevant reason Them, Save Them or Correct Them to do so. Let’s try this out. . . . Our Brain as a “Gist” Gatherer We rarely get new and complex explicit learning right the first time. Instead, we gather the “gist” and make “rough drafts.” This is not what most teachers hope to happen. Nor is it what we test for. 7. Meaning-maker 8. Environments 9. Body-Mind Connection 10. Malleable Memories 11. Perception, Not Reality, Matters 12. Social Conditions Rule 7. Meaning-maker Every perception, sensation, and conclusion is usually associated with another related experience. This makes meaning personal and a driving force in our motivation. Many struggle with the previous slide, and for good reason. The action is simple (getting dressed, wearing a special “light suit”). But the way it is presented is very obscure. Does that remind you of any college professors you had? What Makes Content Meaningful to Our Brain? •Personal relevance •Context (serial/global content) •Valence +/•Circumstances (situation at the moment) •Framing (alternative perspectives) If We Really Wanted to Make School More Meaningful, We Would . . . Reorganize Curriculum into More Student-Oriented Goals SOCIAL TRACK TECHNO PATH Virtual learning, Eliminate reduce cyber poverty, reduce crime, better crime, improve tools for living, education & cut resource medicine, usage, space management, exploration, strengthen wireless power, human rights, geo survival, reduce pollution energy grids AESTHETICS Planning, building, dance, design, theater, electrical, music, forestry, ecology related work, sports, movies, entertainment, architecture Ensure Instruction Pursues Cognitive Challenges in a Balanced Emotional, Social, Physical Context Choices A) Recruit, hire, train, and keep “top of the line” teachers who are passionate, creative, caring, and highly skillful. B) Use curriculum that is more naturally interesting and behaviorally relevant to students so that average teachers can “hook in” nearly anyone. (Which choice above is more likely to succeed?) Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? How we think about . . . ? Staff development? 8. Environments Matter Strong scientific evidence suggests that environments not only directly influence our brain, but also can trigger gene expression. Every Environment Has the Capacity to Enhance or Impair Learning TOP 10 PHYSICAL ENVIRONMENTAL FACTORS Jensen (2000) Environments for Learning NOTE: THE ONES IN BLUE INFLUENCE ACHIEVEMENT THE MOST. Jensen (2000) Environments for Learning Paradigm Shifts and Principles Take Time The first study suggesting that an altered environment caused positive, measurable brain (rat) changes was published in 1960. Enhanced Environments Change Brains IQ NOT Fixed; Sustained Positive Environments Work! An adoption study in France identified deprived children, 4–6 years old, with IQ <86 (mean = 77) before adoption. After 8 years, results showed a significant gain in IQ, up to 19.5 IQ points in the lowest SES families. (Duyme et al., 1999) Why Your “No Excuses” Mentality Is Critical! Relevance of Brains Changing? • Underperforming or misbehaving students can improve. • Special-need students have hope. BUT . . . The biggest reason to learn about why and how brains change is that … teaching is all about HOPE! Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? How we think about . . . ? Staff development? 9. Mind-Body Connection Activity not only fosters the survival of our species, but it serves as a strategy for learning, emotional regulation, affiliation, resource acquisition, and stress management. Many educators are unaware that early physical activity supports later academic activity. Just a bit of irony for those on the right side: But does your school do any better? We need 30 min./day 3x/wk. Why? New Labeling Shows Discovery Physical Activities Change the Brain and Body’s Chemistry 1. 2. 3. 4. 5. 6. Adrenaline—Provides energy Noradrenaline—Enhances focus Dopamine—Thinking, working memory Cortisol—Energy, memory Serotonin—Attention, mood Glucose—Energy, memory formation All of these are likely to drop with . . . “sit ‘n’ git.” Source: Ratey (2008) Spark Maths Scores up after PE Class Source: Ratey (2008) Spark Solid P.E. Programs Correlated with Reduced Discipline Issues Neurogenesis, School and Academic Achievement • Neuroscientists are excited: 1) that it occurs, 2) that neurons survive, and 3) become functional. • Educators are excited that: 1) it influences learning, mood, & memory; and 2) the process is regulated by how we run our school! Source: Ratey (2008) Spark Literacy Increases in Classes after P.E. Source: Ratey (2008) Spark College Entrance Scores Raised Among Students Getting the P.E. Programs Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? How we think about . . . ? Staff development? 10. Malleable Memories This principle reminds us that our memories are a process, not a fixed thing. Memories can be—and often are—altered or lost. Let’s Try an Experiment: • Next, is a slide with simple words. • Leave your pen down— no note-taking please. • Look over the words for just 30 seconds. Try to store them in your brain. • You’ll learn something new about how your memory works. How Did You Do? 0–5 … Correct answers = You can only go up from here. 6–9 … Correct = Good recall; you’ll do well in life. 1–14 … Correct = That’s extraordinary! Did you put any words on the list that were not on the original list (like “sleep”?) Memories are malleable and the brain “fills in” words because they make sense. Ever Had This Happen? You and a friend are talking about a past incident and you have a completely different memory of it! Even Our Memories Are Malleable The old paradigm is that our memory works like a still photograph or an audio recording. But memory is not a “thing;” it is an ongoing process. This discovery means that memory is neither fixed nor permanent. Storage/Retrieval Mediated by: • Glucose consumption • Stress/distress • Gender • Speed of input/spacing • Rest/sleep • Nutrients levels • Drugs/meds • Type of input • Background of subject Emotional Events Are Much More Likely to Be Recalled Would you recall: 1. Feeding a “killer” whale? 2. Getting married? 3. A near-fatal accident? 4. Graduation? 5. Petting a live tiger? 6. Falling in love? Emotions Release Hormones, Which Can Affect Our Memory Hippocampus (Memory) Events Amygdala Emotion (Valence, Arousal) Hormones Glucose Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? How we think about . . . ? Staff development? 11. Perception, Not Reality, Matters Our brain only knows what it takes in perceptually, and it is easily fooled. Our prior knowledge is a huge factor in determining what we see, hear, feel, taste, and touch. What your staff BELIEVES to be true is held as a a fact. It may, in fact, be dogma. What your staff BELIEVES will work in the classroom may or may not be true. It is the PERCEPTION of your staff that matters most. “Hey, is your class as much a problem as mine is this year? OR . . . What misperceptions does your staff have, based on what we’ve learned today, that are a potential problem for school improvement? Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? How we think about . . . ? Staff development? 12. Social Conditions Matter We exist not in a vacuum, but in a culture shaped by relationships, status, rules, and customs. Why We Care about What Others Think about 1. Affiliation is hard-wired. 2. The need for pair-bonding is hard-wired. 3. The quest for status is hard-wired. 4. Our brain has the neural structures to do all these tasks automatically. Social experiences throughout life influence gene expression, dendritic remodeling, brain chemistry, heart rate, and behavior. However, during our early years, these influences have a particularly profound effect. Champagne & Curley, 2005. Social Status and the Brain Two Brain-Based, Hard-Wired, Social, Ongoing Student Quests 1. The quest for acceptance and affiliation (“How can I become part of a group?”) 2. The quest for social status (“How can I feel special?”) HINT: DO NOT get in the way of these; simply anticipate and facilitate the inevitable process in productive ways! What Are “Mirror Neurons?” Neurons that respond to seeing another do a task that we might like to do. They are goal oriented and help our brain identify and rehearse potential learning. Infants Can Imitate Within Weeks Healthy Primates Imitate Effortlessly Activations of the Brain from fMRI Scans 1) Top is a healthy brain, showing activation of the “mirror neurons” 2) Middle is from high-functioning child with Asperger’s 3) Bottom is from a low-functioning subject with autism Social Conditions Change Us Racial biases by test-taker can improve or hurt test takers. (Richeson & Shelton, 2003) Social conditions influence gene expression. (Kandel, 2002) Social stress also impacts test scores and attention span. (Hoffman, 1996) Social conditions influence health and mortality. (Berkman et al., 2002) Teachers Strongly Influence Student Social Status How? Through affirmation, mentoring, drama, teams, recognition, cooperative learning, positive feedback, skill-building, and giving responsibility and leadership roles Stranahan, et al., (2006) Prosocial Condition Influences Neurogenesis and Fosters Greater Neurogenesis Than Isolated Conditions Isolated (a/d) Social (b/e) School Discipline Issues? Most discipline issues are mismatches between what is being done and how the brain naturally works. Examples include: 1) lack of available and appropriate emotional responses, 2) poor novelty/structure balance, and 3) social issues such as affiliation and status-seeking. Implications? For policymakers? Funding? Classroom teachers? Instructional strategies? Assessment? How we think about . . . ? Staff development? Time for Consolidation These 12 Principles Form the Scientific Basis for Teaching Each principle is well supported by peerreviewed studies. It is up to educators to discover and test the actual strategies that arise from these principles. http://www.jensenlearning.com/BBLearn/research.asp Let’s Review the Principles! It’s E-S-P! It’s the Purposeful Engagement of effective Strategies derived from Principles of neuroscience 1. Uniqueness is the rule 2. Emotional Dependency 3. Susceptibility & Opportunity 4. Attentional & Input Limitations 5. Adaptive & Changing 6. Rough Drafts 7. Meaning-maker 8. Environments 9. Body-Mind Connection 10. Malleable Memories 11. Perception, Not Reality, Matters 12. Social Conditions Rule Time for a Short Stretch! Standing Reflection Time Teaching with the brain in mind is both purposeful and potent. Savvy teachers engage strategies based on solid research AND they do them so consistently, that sometimes miracles happen. Take-Home Messages on Changing Others’ Brains • For your colleagues, it’s also hope grounded in science. • Add consistent, positive factors, even just one per week or month. • It’s all about the consistency of positive contrast to get miracles. Your Very Amazing Brain! It’s involved in everything we do. Isn’t it great to be learning more about it? I’m glad you joined us! Feedback to: [email protected]