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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%
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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