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Learner Centered Teaching
Putting the Research into Practice
Developed by Professor Terry Doyle Ferris State University
www.learnercenteredteaching.wordpress.com
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Slides available for download at:
www.learnercenteredteaching.wordpress.com
Learner Centered TeachingFort Sill, OK
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Learning Outcomes
By the end of the day participants will:
1.Have a general understanding of current brain
research that deals with human learning.
2. Have the ability to develop teaching activities
that integrate the research on how the humanbrain learns.
.
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Learning Outcomes
3. Be able to inform their students about which
learning preparation activities will prepare
them to learn at their best.
4. Be able to guide their students in how to
maximize their own learning by sharing the
current research on human learning with
them.
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Here is the Problem?
Teachers cant make informed decisions about
which teaching approaches to use if they dont
first understand how their students learn.
To understand how our students learn we must
understand how their brains take in, process, and
retrieve information as well as the numerousfactors that affect these processes.
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Mind, Brain and Education
Education Neuroscience Psychology Pedagogy Cognitive Neuroscience Development Psychology
Special Ed Neuroethics Neuropsychology
Gifted Ed Neuropsychology
Developmental Neuroscience
Biology Chemistry Social Science Biopsychology Neurochemistry Sociology
Neurobiology Psychopharmacology Anthropology
Genetics Toxicology Philosophy
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What was Then
Guido Sarducci Five Minute University
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A Caution!
Brain systems relation tocomplex cognition andbehavior can only beexplained satisfactorily by acomprehensive blend of
theories and facts related toall the levels of organizationof the nervous system, frommolecules and cells tophysical and social
environments.
(Antonio Damasio, head of the Department ofNeurology at the University of Iowa Medical Center)
Beware of
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The Human Brain
The human brain works
as a complex design of
integrated systems notthrough specialized and
competing right and left
brain functions.
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The Human Brain
The human brain
weighs three (3) pounds
Contains 86 billionneurons
These neurons canmake 40 quadrillion
connections
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2012 Neuroscience and Learning
We have accumulatedenough knowledgeabout the mechanismsand molecularunderpinnings ofcognition at thesynaptic and circuitlevels to say something
about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)
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We are Born to Learn
The brain was meant to explore and learn
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The Definition of Learning
Learning is a change
in the neuron-
patterns of the
brain.(Ratey, 2002)
www.virtualgalen.com/.../ neurons-small.jpg
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Teachers Definition of Learning?
Learning is the ability to use information aftersignificant periods of disuse
andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Basic Finding from Mind, Brain and
Education Research
It is the one who does
the work who does thelearning( Doyle , 2008).
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Dendrite Growth
The picture show the
dendritic growth that
has taken place 20
minutes into newlearning .
See the new cellular
material!
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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Six Major Findings about
the Human Brain
1.Human brains are asunique as faces.
A. There are clear patternsof development that areshare by all.
B. These patterns of
development or stagesset parameters forlearning.
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Six Major Findings about
the Human Brain
2. All brains are not equal
because context and
ability influence
learning.
A. Learning environments
B. Motivation
C. Prior knowledge
The goal is to maximize
potential.
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Six Major Findings about
the Human Brain
3.The brain is
changed by
experience.
A. This happens at a
microscopic level.
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Six Major Findings about
the Human Brain
4. The brain is highlyplastic.
A. There are limits onplasticity that becomegreater as we age.
B. Developmentalstages are benchmarksnot roadblocks.
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Six Major Findings about
the Human Brain
5. Brains learns better
and faster when they
are able to connect
new information toold.
A. Prior knowledge
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Six Major Findings about
the Human Brain
The Brain is Social
Survival is accomplished
by working with otherbrains.
Groups of brains
almost alwaysoutperform a singlebrain.
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What the Brain Needs to
Function at Its Best
The brain needs tofunction effectively:
1.Oxygen
2. Hydration3.Food (glucose)
4. Sleep
5. Exercise
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The Brain and Oxygen
The brain accounts foronly 2% of total bodyweight.
It uses 25% of thebodys oxygen supply depleting 1 pints ofblood per minute.
It uses up to 30% of thetotal energy producedby the body.
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Water and the Brain
Water is brain food!In a study by Kempton andcolleagues they found
Given the limitedavailability of brainmetabolic resources,prolonged states ofreduced water intake
may adversely impactexecutive functionssuch as planning andvisuo-spatialprocessing.
(Kempton KJ, et al. 2010)
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Water and the Brain
Brain cells need twotimes more energy thanother cells in the body.
Water provides thisenergy more effectivelythan any othersubstance.
(Allen, Advanced Learning and DevelopmentInstitute)
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Water and the Brain
Water is also needed for
the brain's production
of hormones and
neurotransmitters.Nerve transmission
requires one-half of all
the brains energy.
(Allen, Advanced Learning and Development
Institute)
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Food and the Brain
Inhaling carbohydratescauses blood glucoselevels to yo-yo.
As a result the brain,which relies on glucosefor energy, is left eitherglutted or gasping,
neither of which makesfor optimal cognitivefunctioning.
(Edward M. Ned Hallowell, MD)
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Food and Learning
Learning is helped when
we rely on the complex
carbohydrates found in
fruits, whole grains, andvegetables. In general, a
balanced diet.
(Edward M. Ned Hallowell,
MD)
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Our Students Mindsets
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Growth Mindset
Students believe theirbrain is malleable andtheir intelligence andabilities can be
enhanced through hardwork and practice.
They believe only timewill tell how smart theybecome.
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Mindset-Fixed
In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have
it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).
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Growth Mindset
Students value hard
work, learning, andchallenges while seeing
failure as something to
learn from.
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Fixed Mindset
Fixed mindsets believethey either
Shouldnt need to workhardto do well
orPutting in the effort
wont make anydifference in theoutcome.
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Growth Mindset
Students are willing to
take learning risks and
understand thatthrough practice and
effort their abilities can
improve.
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Mindset is Contextual
Students Mindsets are
often different fordifferent subjects or
tasks.
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Mindset
Fixed VS. Growth
Intelligence is Intelligence
unchangeable. is malleable
and can be
improved.
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Mindset
Fixed vs. Growth
Look smart. Desire to learn
is paramount.
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Mindset
Fixed VS. Growth
Avoid challenges. Failure is seen
as an opportunity
to learn.
Risks are necessary
for growth.
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Mindset
Fixed VS. Growth
Make excuses Effort is
and try to avoid necessary for
difficulties. growth and
success.
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Mindset
Fixed VS. Growth
Criticism is taken Criticism is directed
personally. at their current
skills level.
Students know
they can improve.
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Feedback and Mindset
Teachers should focus
on students' efforts and
strategies.
Praise students efforts
or their strategies, not
their intelligence.
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Mindset and Intelligence
There is no relation
between students'
abilities or intelligence
and the development ofa growth mindset.
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
When the
information or
skill is made tohave personal
relevance.
h h d
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
The content is
made to respond
to the survival
needs of the
learner.
h hi i d i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
The teaching that
engages the brain in
multimodal,
experiential anddiverse learning.
The human brain enjoys
this kind of activeengagement.
Wh T hi A i d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
Time on task.
Learning something
new takes much longerthan most students
think. It requires a great
deal of practice.
Wh T hi A i
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What Teaching Actions
Promote Learning
When teacher embed
facts in a meaningful
context they make the
learning process mucheasier and enhance the
likelihood of recall in
the future.
Wh T hi A i d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
The brain doesnt learn
in a linear structured
and predictable fashion.
The use of various
sensory channels at the
same time are best
especially for hard tolearn concepts
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm Promote Learning
The human brain seeksand quickly detectsnovelty.
Teacher who know thiscan design novelactivities that willenhance classroomlearning and long termrecall.
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