How the brain learns!How the brain learns!

DAVID SOUSA

No multi tasking!No multi tasking!

The brain can only do one The brain can only do one thing at a time!thing at a time!””

The mind can only pay conscious The mind can only pay conscious attention to one thought at a time. You attention to one thought at a time. You can only do two things at once if one of can only do two things at once if one of

them is automaticthem is automatic.

The role of the lower parts of the brain The role of the lower parts of the brain and spinal cord have been and spinal cord have been

underestimated!underestimated!

Routine TasksRoutine TasksThe spinal cord and lower parts of the brain can The spinal cord and lower parts of the brain can

perform these skills automatically, without conscious perform these skills automatically, without conscious attention to detail.attention to detail.

This allows the consious part of the brain the This allows the consious part of the brain the freedom to attend to other mental activities.freedom to attend to other mental activities.

• Walking and talkingWalking and talking

• Driving a car and thinking Driving a car and thinking

• Reading and comprehendingReading and comprehending

MemoryMemoryLearning and retention are different. Learning and retention are different.

We can learn something for just a We can learn something for just a few minutes and then lose it forever.few minutes and then lose it forever.

MemoryMemory

Learning and retention are different. We Learning and retention are different. We can learn something for just a few can learn something for just a few minutes and then lose it forever.minutes and then lose it forever.

LearningLearning MemoryMemory RetentionRetention

How our brain How our brain acquires new acquires new

information and information and skills.skills.

How and where How and where our brain stores our brain stores

learned learned information and information and

skills.skills.

Process where-by Process where-by long-term memory long-term memory

preserves a preserves a learning in a way learning in a way that it can locate, that it can locate,

identify, and identify, and retrieve it retrieve it

accurately.accurately.

RetentionRetention This process is affected by many This process is affected by many

factors including:factors including:

• the degree of student focus the degree of student focus • the length and type of rehearsal that the length and type of rehearsal that

occurred occurred • the critical attributes that may have been the critical attributes that may have been

identified identified • the students’ learning stylethe students’ learning style• the inescapable influence of prior learnings.the inescapable influence of prior learnings.

RehearsalRehearsalInitial RehearsalInitial Rehearsal • This happens when the information first

enters working memory• If the learner cannot attach sense or meaning,

and if there is no time for further processing then the information will likely be lost.

Secondary RehearsalSecondary RehearsalAllows the learner to review the information, to

make sense of it, to elaborate on the details, and to assign value and relevance, thus significantly increasing the chance of it going into long-term memory.

• Rote rehearsal:Rote rehearsal: not complex; learner needs to remember and store information exactly as it entered into working memory (memorize a poem)

• Elaborative RehearsalElaborative Rehearsal; more complex thinking; used when it is important to associate the new learnings with prior learnings to detect relationships; reprocesses information several times to make connections to previous learnings and assign meaning (interpret message of poem).

• The goal of learning is not just to acquire knowledge, but to be able to use that knowledge in a variety of different settings.

•Remember, rehearsal will only contribute, Remember, rehearsal will only contribute, but does not guarantee transfer to long-but does not guarantee transfer to long-term memory. However, there almost no term memory. However, there almost no long-term retention without rehearsal.long-term retention without rehearsal.

MemoryMemory““The real key to teaching is trying to help students put The real key to teaching is trying to help students put things into their memory system and then hopefully things into their memory system and then hopefully

retrieve them out again.”retrieve them out again.”“LEARNING IS MEMORY”“LEARNING IS MEMORY”

Step One:Step One:

SENSES: you need to see it, touch it, smell it, hear it, or taste it.SENSES: you need to see it, touch it, smell it, hear it, or taste it.

ATTENTION: If you are not attending to the task, it’s not going to ATTENTION: If you are not attending to the task, it’s not going to be processed by the brain and its memory.be processed by the brain and its memory.

Step Two:Step Two:

Short Term Memory or Working MemoryShort Term Memory or Working Memory

Short term memory is very, very short, lasting only for about 20 Short term memory is very, very short, lasting only for about 20 seconds. seconds.

After this it goes into long term memory or is lost forever.After this it goes into long term memory or is lost forever.

Step Three:Step Three:

Long Term Memory (Procedural Memory and Declarative Memory)Long Term Memory (Procedural Memory and Declarative Memory)

Your brain labels the information and puts it in a category (in the Your brain labels the information and puts it in a category (in the hippocampus) . If you have no category, it can’t be stored. hippocampus) . If you have no category, it can’t be stored.

Once stored in a category the brain will begin its natural process Once stored in a category the brain will begin its natural process of cross-referencing the new items to previous items in other of cross-referencing the new items to previous items in other categories. categories.

Basically, the hippocampus memorizes while the cortex learns. Basically, the hippocampus memorizes while the cortex learns.

Teaching MethodTeaching Method

Retention varies with teaching Retention varies with teaching methodmethod

Primacy-Recency EffectPrimacy-Recency EffectDuring a learning episode, we remember During a learning episode, we remember best that which comes first, second best best that which comes first, second best

that which comes last, and least that that which comes last, and least that which is in the middle.which is in the middle.

CHUNKINGCHUNKINGThere are 3 limits to our power of reasoning There are 3 limits to our power of reasoning

and thinking: our limited attention span, and thinking: our limited attention span, working memory and long term memory. working memory and long term memory. Chunking is an effective way of enlarging Chunking is an effective way of enlarging

working memories capacity and for working memories capacity and for helping the learner make associations that helping the learner make associations that

establish meaning.establish meaning.

Plasticity of Learning and Plasticity of Learning and MemoryMemory

• It was once believed that as we aged, the It was once believed that as we aged, the brain’s networks became fixed.brain’s networks became fixed.

• In the past two decades, however, an In the past two decades, however, an enormous amount of research has revealed enormous amount of research has revealed that the brain never stops changing and that the brain never stops changing and adjusting.adjusting.

• Learning, as defined by Tortora and Grabowski Learning, as defined by Tortora and Grabowski (1996), is “the ability to acquire new (1996), is “the ability to acquire new knowledge or skills through instruction or knowledge or skills through instruction or experience.experience.

• Memory is the process by which that Memory is the process by which that knowledge is retained over time.knowledge is retained over time.

LEARNINGLEARNING• The capacity of the brain to change with The capacity of the brain to change with

learning is plasticity. learning is plasticity. • So how does the brain change with learning? So how does the brain change with learning?

• According to Durbach (2000), there According to Durbach (2000), there appear to be at least two types of appear to be at least two types of modifications that occur in the brain modifications that occur in the brain with learning: with learning: change in the internal structure of the change in the internal structure of the neurons, the most notable being in the neurons, the most notable being in the area of synapses. area of synapses. An increase in the number of synapses An increase in the number of synapses (more dendrites) between neurons.(more dendrites) between neurons.

Dendrite Growing/PruningDendrite Growing/PruningGROWING DENDRITES

PRUNING DENDRITES

GROWING DENDRITESGROWING DENDRITESHOW AND WHENHOW AND WHEN

Why sleep is necessary?Why sleep is necessary?

Actual branching of the nerve cells occurs primarily at night during sleep or more specifically, during various times of our sleep cycle.

Sleeping after learning grows twice as many neural dendrites as learning the material did.

The bulk of hard wiring takes place during sleep.

Children who are sleep deprived after learning new information are unable to

process and use the information as well as children who are not sleep

deprived.

FIVE RULES OF THE BRAINFIVE RULES OF THE BRAIN

1.1. Dendrites grow only from what is Dendrites grow only from what is already there.already there.

2.2. Dendrites grow for what is Dendrites grow for what is practiced.practiced.

3.3. Dendrites grow from stimulating Dendrites grow from stimulating experiences.experiences.

4.4. Emotions affect learning.Emotions affect learning.

5.5. Use it or lose it!Use it or lose it!

Dendrite PruningDendrite Pruning

Developmental Developmental Plasticity/Synaptic PruningPlasticity/Synaptic Pruning

• Ineffective or weak connections are Ineffective or weak connections are "pruned" in much the same way a "pruned" in much the same way a gardener would prune a tree or bush, gardener would prune a tree or bush, giving the plant the desired shape.giving the plant the desired shape.

• It is plasticity that enables the It is plasticity that enables the process of developing and pruning process of developing and pruning connections, allowing the brain to connections, allowing the brain to adapt itself to its environment.adapt itself to its environment.

During AdolescenceDuring Adolescence……• The density of synapses declines The density of synapses declines

during adolescence due to during adolescence due to selective pruning of redundant selective pruning of redundant or unused connections.or unused connections.

• Synapse formation continues Synapse formation continues despite ongoing pruningdespite ongoing pruning

Enriched EnvironmentsEnriched Environments

• Children who are exposed to a rich and Children who are exposed to a rich and varied education early in life develop a varied education early in life develop a great capacity for learning throughout life. great capacity for learning throughout life.

• Real learning, not just rote exercise, can Real learning, not just rote exercise, can have a dramatic influence on the physical have a dramatic influence on the physical structure of the brain.structure of the brain.

Into Adulthood…Into Adulthood…• The brain continuously remodels The brain continuously remodels

itself-even into adulthood.itself-even into adulthood.• Synapses (dendrite growth) Synapses (dendrite growth)

continue to be formed in the continue to be formed in the brain. brain.

• Lifelong enrichment experiences Lifelong enrichment experiences are important for continued are important for continued dendrite growth and healthy dendrite growth and healthy functioning brains.functioning brains.

REFLECTIONREFLECTION

Any activity through which the brain Any activity through which the brain recalls a concept, skill, or process. recalls a concept, skill, or process. Reflection activities will prompt the Reflection activities will prompt the brain to re-stimulate the new brain to re-stimulate the new connections among neurons, which connections among neurons, which helps strengthen them.helps strengthen them.

Summarizing and note taking are Summarizing and note taking are reflective activitiesreflective activities!!

The Brain is ‘Pattern The Brain is ‘Pattern Seeking”Seeking”

The brain seeks to make order out The brain seeks to make order out of chaos.of chaos.

• Use mindmap formatsUse mindmap formats• Use graphicsUse graphics• Create daily agendasCreate daily agendas• Set goalsSet goals• Review at the end of the dayReview at the end of the day

Executive FunctionsExecutive Functions• Refers to the conscious control of what we think and do.• Get the image of a CEO in the head. An executive is

someone who decides upon a course of action, issues commands by virtue of rank in a hierarchy, and ensures that the commands are implemented.

• Executive functions include identifying problems, making decisions, planning, staying focused on a task, adapting flexibly to changing situations, controlling impulses, and regulating emotions and behaviours.

• Ask, “How do I identify and organize steps for completing an independent project? Why is this information related to that? How do I start this project/assignment? When do I self-check my progress in order to evaluate how much I have left to do?

• These questions help us manage ourselves as learners, developing awareness of our knowledge as well as lack of knowledge, and knowing how to accomplish various goals by using executive or metacognitive skills.

Research-Based Strategies for Research-Based Strategies for Increasing Student AchievementIncreasing Student Achievement

FromFromClassroom Instruction that WorksClassroom Instruction that Works

bybyR. Marzano, D. Pickering, J. PollockR. Marzano, D. Pickering, J. Pollock

Created by The School District of Lee County, CSDC Created by The School District of Lee County, CSDC in conjunction with in conjunction with

Cindy Harrison, Adams 12 Five Star SchoolsCindy Harrison, Adams 12 Five Star Schools

Summarizing & Summarizing & Note TakingNote Taking

ObjectiveObjectiveStudents will:• Understand the purpose and

importance of summarizing and note taking

• Review examples of summarizing and note taking activities

• Will summarize and take notes on today’s topics-Differential equation/ trigonometric equations

Average Eff ect Percentile

Size (ES) Gain

I dentif ying similarities and diff erences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing eff ort and providing recognition 0.80 29 21

Homework and practice 0.77 28 134

Nonlinguistic representations 0.75 27 246

Cooperative learning 0.73 27 122

Setting objectives and providing feedback 0.61 23 408

Generating and testing hypotheses 0.61 23 63

Questions, cues and advance organizers 0.59 22 1,251

Category No. of ESs

““why do we have to learn why do we have to learn this?”this?”

• Summarization and note taking will be skills that can be used beyond the scope of your class and help students process specific content and terminology into long-term memory where it can be accessed in the future (Wormeli, 2005).

• Summarization and note taking are two of the most powerful skills that students can learn because they give students tools for understanding and identifying the most important components of what they are learning.

•

How are summarization and How are summarization and note taking defined?note taking defined?

• Summarization is restating a portion of text in as few word as possible that accurately covey the key points of the text (Wormeli, 2005).

• Note taking is the restating of information from text and other forms in a way that the student can best use for review.

• While some best practices are specific to certain curriculum, summarization and note taking fall under study skills and can be used in any area for increasing comprehension of content.

SummarizingSummarizing

Summarizing is synthesizing information.

Summarizing can be verbal or written.

Generalizations based on researchGeneralizations based on research::

1.1. Students must delete, Students must delete, substitute, and keep some substitute, and keep some information when summarizing.information when summarizing.

2.2. Deep analysis is needed in order Deep analysis is needed in order to do #1.to do #1.

3.3. Must be aware of explicit Must be aware of explicit structure of information.structure of information.

Research and Theory Research and Theory aboutabout

SummarizingSummarizing

Generalizations based on researchGeneralizations based on research::

1.1. Verbatim note taking is least Verbatim note taking is least effective.effective.

2.2. Notes should be a work in Notes should be a work in progress.progress.

3.3. Notes should be used as study Notes should be used as study guides for tests.guides for tests.

4.4. The more notes taken, the The more notes taken, the better.better.

Research and Theory Research and Theory aboutabout

Note TakingNote Taking

Problem / Solution FrameProblem / Solution Frame• What is the problem?• What is a possible solution?• Are there any other solutions?• Which solution has the best chance

of succeeding?

Kissin’ CousinsKissin’ Cousins You are planning on

attending a family reunion. When you arrive there will be 10 cousins there. If you kiss each cousin hello, how many kisses are there?

Problem / Solution FrameProblem / Solution Frame• What is the problem? How many

kisses were exchanged?• What is a possible solution? 10• Are there any other solutions? 20• Which solution has the best chance

of succeeding? Depends on family heritage

Recommendations for Classroom Practice onRecommendations for Classroom Practice on

SummarizingSummarizing

Reciprocal Teaching– 4 step process

1. Summarizing2. Questioning3. Clarifying4. Predicting

Reciprocal TeachingReciprocal Teaching1. Summarize what was taught. Summarizing

2. What did you understand or not understand about the topic? Why? Summarizing

3. What questions did you have as you learned the lesson? Questioning

4. Were there any words you did not understand? Clarifying

5. What do you think will be taught next? How do you think this concept could be used in the future or real world? Predicting

Cornell notesCornell notes• Cornell Notes- Well-documented

method used by lawyers and doctors in school that divides the note taking paper into sections: general notes, a large left margin for main ideas, and a large bottom margin for question, comments, and summaries

• Evaluation- Help your students become better at summarization and note taking by having them self-evaluate and modify for improvement.