* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Brain PowerPoint
Development of the nervous system wikipedia , lookup
Time perception wikipedia , lookup
Eyeblink conditioning wikipedia , lookup
Embodied cognitive science wikipedia , lookup
Synaptic gating wikipedia , lookup
Neuroesthetics wikipedia , lookup
Environmental enrichment wikipedia , lookup
Human multitasking wikipedia , lookup
Blood–brain barrier wikipedia , lookup
Artificial general intelligence wikipedia , lookup
Dual consciousness wikipedia , lookup
Neuroeconomics wikipedia , lookup
Optogenetics wikipedia , lookup
Emotional lateralization wikipedia , lookup
Limbic system wikipedia , lookup
Neuroinformatics wikipedia , lookup
Clinical neurochemistry wikipedia , lookup
Feature detection (nervous system) wikipedia , lookup
Neurophilosophy wikipedia , lookup
Lateralization of brain function wikipedia , lookup
Mind uploading wikipedia , lookup
Circumventricular organs wikipedia , lookup
Neurotechnology wikipedia , lookup
Nervous system network models wikipedia , lookup
Selfish brain theory wikipedia , lookup
Aging brain wikipedia , lookup
Human brain wikipedia , lookup
Brain morphometry wikipedia , lookup
Neurolinguistics wikipedia , lookup
Haemodynamic response wikipedia , lookup
Neuroanatomy of memory wikipedia , lookup
Neuroplasticity wikipedia , lookup
Activity-dependent plasticity wikipedia , lookup
Cognitive neuroscience wikipedia , lookup
History of neuroimaging wikipedia , lookup
Channelrhodopsin wikipedia , lookup
Donald O. Hebb wikipedia , lookup
Neuropsychology wikipedia , lookup
Brain Rules wikipedia , lookup
Metastability in the brain wikipedia , lookup
Neuropsychopharmacology wikipedia , lookup
THE BRAIN AND LEARNING OBJECTIVES With support of notes, participants will be able to: describe how learning is related to brain structure and functions offer hypotheses about effective teaching practices based on information about the brain identify misconceptions she/he held and/or the beginnings of new information/knowledge KEY QUESTIONS What is learning? How does the brain “learn”? How might teachers use information about the brain to support learning for themselves, for children, and for youth? HOW DOES THE BRAIN “LEARN”? Brain Components Hemispheres & Lobes Interior of brain Cortex Relationship to learning Cells Types of cells Structure of Neurons Learning and neurons EXPLORING BRAIN COMPONENTS, TEACHING, AND LEARNING Metaphors old and new BRAIN AS A RAINFOREST BRAIN AS A NEIGHBORHOOD HEMISPHERES Two cerebral hemispheres - left and right Connected by corpus callosum Left hemisphere generally processes information more in parts and sequentially; recognizes positive emotions faster than right hemisphere Right hemisphere controls gross motor functions but not fine motor functions for right-handers; recognizes negative emotions faster than left hemisphere Music and arts as right-brain activities OUTDATED! LOBES FUNCTIONS OF THE LOBES Occipital: middle back. Primarily responsible for vision. Temporal: above and around ears.Primarily responsible for hearing, memory, meaning, and language. FUNCTIONS OF THE LOBES Frontal: area around forehead. Purposeful acts like judgment, creativity, problem-solving, planning. Parietal: top back. Processes sensory and language functions. INSIDE THE BRAIN INTERIOR STRUCTURES AND THEIR FUNCTIONS Thalamus: key sensory relay station; part of body’s reward system Hypothalamus: Like a thermostat - regulates and influences appetite, hormone secretion, digestion, sexuality, circulation, emotions, sleep INTERIOR STRUCTURES AND THEIR FUNCTIONS Hippocampus: In temporal lobe, strongly involved in learning and memory formation Amygdala: Critical processor for senses. Plays a role in emotionally laden memories. Contains huge number of opiate receptor sites implicated in rage, fear, and sexual feelings TYPES OF CELLS GLIAL CELLS Greek for “glue” Most numerous of brain’s cells - 90% 1,000 billion; no cell body Role - formation of bloodbrain barrier, transport of nutrients, regulation of immune system, remove dead cells, structural support NEURONS Adults - 100 billion, half of a two year old Areas of brain grow new neurons Healthy neurons continuously firing Neurons can move Role - Responsible for information processing and converting chemical and electrical signals back and forth STRUCTURE OF NEURONS Cell body,axon, dendrites Myelin sheath, neurotransmitters Number of combinations est. as a 1 followed by 6.5 million MILES of 0’s Earth to Moon and back more than 13 times LEARNING AND NEURONS LEARNING AND NEURONS ANIMATIONS OF NEURONS FIRING http://www.animate4.com/meditation/brain/neuro/min d/iq/dreams/memory/hypnosis/cerebellum/meditationhypnosis-iq-brain.mpg http://video.google.com/videoplay?docid=713468412 1021483823 http://video.google.com/videoplay?docid=2349016133121331921&q=Neurons+firing&total=38 &start=0&num=10&so=0&type=search&plindex=3 http://www.youtube.com/watch?v=ysDGX6bOgAw http://www.youtube.com/watch?v=snO68aJTOpM KEY FUNCTIONS OF THE CORTEX Sense Integrate Act THE CORTEX MEANING MAKING AND THE LOBES STRUCTURE AND LEARNING IMPLICATIONS OF BRAIN STRUCTURE/FUNCTIONS FOR LEARNING PROCESS TRANSFORMATION AND JUSTICE Information/experience understanding Past future Outside inside Power of other Power of learner PURPOSE OF THE BRAIN The purpose of the brain is to ensure survival Survival is ensured through learning Learning occurs through the electrical and chemical processing of new, coherent experiences, not through repeating old experiences That is, people get “smarter,” or “learn,” by growing more synaptic connections and increasing dendritic branching - INCREMENTAL NOT FIXED! Dendritic connections, not brain size, allow us to solve problems Learning DOES NOT NECESSARILY mean a change in behavior Genetic inheritance, damage to the brain, and adverse experiences can interfere with the neurological process of learning Teaching, learning, and parenting choices can improve learning and capacity ONE MORE TIME :) learning changes the brain learning occurs through trying out new things, not through getting the “right” answer - preventing mistakes is not healthy for a growing, adaptive brain repeated electrical stimulation, along with increased input of nutrients, fosters cell growth through dendritic branching and formation of new synapses new synapses usually appear after learning occurs memory is enhanced through relevant, varied, engaging repetition and through applying complex thinking strategies IDEAS TO CONSIDER ENRICHED ENVIRONMENTS GROW BETTER BRAINS: integrate stories, reading, conversation, movement, music, arts into experiences, provide challenging problem solving, provide opportunities for choice CHALLENGE: The single best way to grow a better brain is through challenging problem solving, critical thinking, relevant projects, complex activities. FEEDBACK: specific, not general; multi-modal THE ART OF CHANGING THE BRAIN - ZULL Nutrition Exercise Genes Challenge,language development, and arts Love Feedback