Using Knowledge of the Brain to Enhance Learning

Using Knowledge of the Brain to Enhance Learning The Art of Changing the Brain: James Zull

Sensorial Integration n n Select one of the food pairs to sample. Red and Black Read the description of what you are tasting. Prior to making a guess-discuss your choice with someone and compare ideas.

What happened? David Kolb; Experiential Learning Cycle

Brain Based Learning is not a new concept. . Tell me and I forget. Show me and I remember. Involve me and I understand. -Chinese proverb

Overview of the Workshop n n What are your mental models about learning? A brain based learning cycle. Some information about the brain and its role in learning-apologies to ………. . How knowledge of the brain can be used to design effective learning activities- a few examples.

Data on Teaching (avg faculty member) n Faculty Viewn n spend 50% of time lecturing Survey data n 80% of time lecturing

Data on Teaching (avg faculty member) n n n Students pay attention to only 50% of the average lecture Students recall 42% of the information immediately after a lecture Students recall 17% of the information one week later Pour it in 100% 17% Lila Smith 1975

Keep it flowing Model Argues for balance between faculty doing and student contributions. Learning made visible for others and for ourselves. Lila Smith 1975

SENSE n n INTEGRATE ACT Theme of the Book. Sense-concrete experience (auditory/visual) (Wynne, Kaakinen, Arwood, others) n n Integrate -the ability to add up or summate individual signals. What is it? Where is it? Act- Speaking, Writing, Acting (demonstrating) Making learning visible to students and ourselves. (Natural advantage for FL)

Sensory Areas about 50% of Brain

Numerous Pathways for Integration.

INTEGRATEReflective observation-what we expect from students away from classes-Homework? The ability to add up or summate individual signals. What is it? Does it make sense? Do I believe it? How does the new information fit with what I already know? How does this relate to what I’m suppose to be learning? Do I have to do this now? …? Most data argues that classroom learning activities should model for students what we expect students to do outside of class.

“The single most important factor influencing learning is what the learner already knows. Ascertain this and teach her accordingly. ” David Ausubel. Prior learner knowledge = mental models -not a blank slate -patterns of thinking -patterns of understanding and organizing -patterns of doing studying writing a paper

Predominant Mental Model of Studying. Attend Class Take Notes Read Book Integrate Notes And Book Read 3 times. Take Test

“I came from a diverse high school so I already get cultural diversity” What is the students’ mental model that underlies this statement? What questions might you ask students to determine what they understand about cultural diversity?

f. MRI (functional magnetic resonance imaging brain scans obtained during a visual memory task 1. Subject asked to remember a face 2. Subject asked to think about the face

Scans 3 and 4 , the subject was asked to compare another face to the remembered face.

n The more complex the task, the more areas of the brain are active n How can we make ourselves (as teachers) and students (as learners) more aware of their learning w/o the sophisticated technological tools.

What we know about Student learning and mental models. 1. All students have prior knowledge that affects how they respond to our teaching. 2. This prior knowledge is both personal and persistent (not readily visible or easily changeable). 3. Students may not be aware of their own prior knowledge. (or how it affects their ability to perform the more complex tasks we are requiring of them.

4. Teachers should expect and respect tangles. 5. Awareness of prior knowledge can be a gift to the teacher it can tell us where to start. 6. Writing Assignments can help us discover prior knowledge.

Some Tools to Illuminate Student Learning Jeff Kerssen-Griep. Ji. TT-Just in Time Teaching John Orr- “identifying tangles” One Minute Papers Andrew Guest-Acting to demonstrate what we know and can do Controversial Issues Discourse