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A New Paradigm for StudentLearning- Be Prepared toLearn
Developed by Professor Terry Doyle
Ferris State University
www.learnercenteredteaching.wordpress.com
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A New Paradigm for Student LearniBe Prepared to Learn
Slides from the presentation are available at
www.learnercenteredteaching.wordpress.com
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The Human Brain Myths and Mistak
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Forget that Right-Left Brain Stuff
The human brain works as acomplex design of integratedsystems not through specializedand competing right and leftbrain functions.
(Tokuhama-Espinosa, Mind Brain and Education Science, 2011
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The Human Brain
Complex mental tasks andbehaviors and even simple taskresult from a complexcoordination of activity inmultiple brain regions includingboth the right and left
hemispheres.
(Rekart, 2013)
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We only use 10 % of our Brains
Brain scans have shown that nomatter what one is doing, brainsare always active.
Some areas are more active atany one time than others, butbarring brain damage, there isno part of the brain that isabsolutely not functioning.
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No Adequate EvidenceBehind LearnStyles
there is no adequate evidencebase to justify incorporatinglearning styles assessments intogeneral educationalpractice
(Pashler et al, 2009:105)
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No Adequate Evidence Behind LearStyles
Professor John Hattie , author ofVisible Learning in 2012produced a synthesis of years ofeducational research trying tofigure out what has the biggestimpact upon student learningstates that,
One of the more fruitlesspursuits is labeling students withlearning styles.
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Visual and Auditory LearnersEvolution Made Sure of It
Human survival depended of theability to learnthe senses thatplayed the most significant rolein survival were sight andhearing.
See-predators
See- food
See- a mate
See- protected areas for sleep
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Multitasking is not Possible
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Multitasking does not Exist
Multitasking does not exist.
You're not actually doing four orfive things at once.
(Levitin,2014)
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The Brain Cant Multitask
Our brains engage in sequentialtasking or unitasking shiftingrapidly from one thing to anotherwithout realizing it.
The brain is actually fracturingtime into ever smaller parts andfocusing on each thingindividually.(Levitin,2014)
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Multitasking = Less Productive
People often think they are beingmore productive when they try to
juggle tasks.
Not only is sequential unitaskingdetrimental to productivity,but itproduces less creative work aswell.
Levitin, 2014
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Multitasking Burns Energy andCan Cause Stress
When people try to do severalthings at once, like text andlisten to a lecture, the brainuses up oxygenated glucose ata much faster rate andreleases the stress hormonecortisol.
(Levitin,2014)
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Multitasking Burns Energy andCan Cause Stress
Cortisol is something that makesyou feel mentally cloudy and edgyand unhappy.
(Levitin,2014)
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Why do (Especially) Younger College StudentsMultitask?They are Responding to Rewards
Some behaviors, such as textingor using social media, trigger thebrains reward system.
Once the brain has linked abehavior to that reward, it
continues to seek the rewardagain and again.
Roper, 2014
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Why do (Especially) Younger College Students MultitaskThey are Responding to Rewards
Thats why students are likely toopt for the reward of socialmedia when they should bestudying.
Or why they respond to textswhile driving
Roper, 2014
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Studies on Multitasking
92% of college students multitask
while in class.
Students reported using theirdevices for non-class purposes anaverage of 11 times during class
each day.
(McCoy, 2013 Journal of Media Education)
777 students on 6 campuses
across USA
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Multitasking and Attention
Text messaging,specifically, dominated asthe students top activitywith 86 percent ofstudents admitting totexting throughout class
times.
(McCoy, 2013)
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Studies on Multitasking
2011 study explored the perception onhow often a person thinks they aremultitasking in a 30 minute period
Subjects guessed 15
(Brasel and Gips, 2011)
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Studies on Multitasking
The students actually looked away123 times.
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Studies on Multitasking
Multitasking decreases mental resourcesneeded for new learning and study( Newman Kellert and Just 2007)
The amount of brain activation in theareas needed for new learning is much
less then when a single task is beinglearned.
(Just, Carpenter Keller, Emery, Zajac and Thulborm 2001),
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Studies on Multitasking
Heavy multitasking shortensattention spans.
(Ophir, Nass and Wagner, 2009)
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Studies on Multitasking
It gives value to all stimuli sodistractibility increases.
(Ophir, Nass and Wagner 2009)
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Reducing Multitasking
How can someone overcome theirbrains attempts to distract?
Best solution-- physically removingdistractions whenever possible.
Shut down the phone whendriving or disconnect from Wi-Fiwhile doing homework.
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Rewards are the best way to motivastudents?? Neuroscience findings suggest
that learning is improved whenthe reward for success isuncertain.
Evidence suggests that not being
sure of a reward increasesdopamine levels in the brain andengagement in learning.
Jones, Bristol University, 2104If the Reward is Uncertain Learn
Improves
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Games that PromoteUncertain Rewards In this game students will need a
combination of luck and learningto win.
Current research suggests this ismore motivating and effectivefor students' learning.
Jones, Bristol University ,2014
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The Human Brain
The human brain weighs aboutthree (3) pounds
Contains 86 billion neurons
These neurons can make 40quadrillion connections
(Ratey, 2001, Goldberg, 2009)
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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 theneuron-patterns of the
brain.
(Goldberg, 2009) www.virtualgalen.com/.../ neurons-small.jpg
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Definition of Learning
Learning is the ability to use information aftersignificant periods of disuse
and
it is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the informationwas originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
The New Paradigm for Student
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The New Paradigm for StudentLearningBe Prepared to Learn
1. Students need to prepare theirbrains for learning each day.
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Preparing to Learn
The simple but important shift inour understanding is ---that ifthe brain is prepared to learngreater success occurs.
Preparation for Learning Means Students
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Preparation for Learning Means StudentsHave Addressed these Five Areas
The brain needs to function
effectively:1. Sleep
2. Exercise
3. Oxygen
4. Hydration
5. Diet (glucose)
How Sleep Effects
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GOOD SLEEP HYGIENE?
p
Learning and Memory
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Studying School Start Times
31,800 pupils from 106 schools
across England will move theirhigh school start times to 10amfor 10th and 11thgraders.
The main trial will take placeover two years and students willalso be given lessons on theimportance of sleep for learning.
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Studying School Start Times
Professor Russell Foster, Directorof the Oxford University Sleepand Circadian NeuroscienceInstitute said: Recent advancesin our understanding of the
neuroscience of sleep has shownthat the body clock of teenagersis delayed.
How Much Sleep do College
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How Much Sleep do CollegeStudents Need? While sleep requirements vary
slightly from person toperson, most healthy adultsneed between seven and a halfto nine hours of sleep per nightto function at their best.
Dement,1999--
National Sleep Foundation
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Sleep Deprivation
Sleep Deprivation results in:
Poor Attention
Cognitive Impairment
Irritability
Difficulty with Memory
Increased Risk Taking and Impulsivity
Slowed Reaction Time
(Breus, Web MD)
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Memories are Made During Sleep
Most memory researchers nowagree that sleep plays animportant role in the formationof long term memories .
(Stickgold, 2005).
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Learning Readiness and Sleep
During sleep electricalimpulses help to shift
memories from the brain'shippocampus -- which haslimited storagespace -- tothe nearly limitlessprefrontal cortex's.
This frees up thehippocampus to take in freshdata (new learning)the nextday.
(Walker, 2010)Sleep is the key to havi
brain that is ready to le
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Rehearsal of Learning before Sleep
A 2012 study out of theUniversity of Notre Dameconfirms that sleeping directlyafter learning something new isbeneficial for memory.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Rehearsal of Learning before Sleep
it would be a good thing torehearse any information youneed to remember just prior togoing to bed.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Sleep, Creativity and Problem Solvi
Sleep also seems to reorganize
memories, extracting theemotional details andreconfiguring the memory tohelp us produce new andcreative ideas.
(Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004).
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Awake but Off Line
New findings suggest that whenthe brain is sleep deprived eventhough the person is fully awakethe neurons used for importantmental task switch off.
(Chiara Corelli,2011 Nature)
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Awake but Off Line
This is likely to have
consequences on mentalperformance and we likelyfunction less well the longerweve been awake.
(Chiara Corelli,2011, Nature)
S G
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Less Sleep Equals Lower GPA
2012 study from the University of
Arkansas Sleep and Learning Labconcluded that students thatconsistently got less than therecommended 7-8 hours of sleep eachnight had lower GPAs than studentswith 7-8 hours of sleep.
N Ei ht O l k Cl
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No Eight Oclock Classes
The University of Arkansas studywent so far as to recommendthat colleges and universitiesconsider not offering 8 amclasses.
C b k l ?
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Can we bank sleep?
Bank sleepnot really
But when sleep deprived youcan catch up with recoverysleep.
When you know you will have tobe sleep deprived it is valuableto sleep well the day before.
Ni htti Li ht d Sl
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Nighttime Light and Sleep
Nighttime light exposure
especially to the blue light of TV,computers, cellphones and iPadssuppresses melatonin thehormone that controls our wakeand sleep cycles
Ni htti Li ht d Sl
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Nighttime Light and Sleep
One hour of normal room lighting (
1000 lux) is enough to suppressmelatonin.
(Gooley, Chamberlain, and Lockley in Journal of Clinical Endocrinology andMetabolism
St d R lt
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Study Results
Compared with dim light,
exposure to room light beforebedtime suppressed melatonin,resulting in a later melatoninonset in 99.0% of individuals andshortening melatonin durationby about 90 min.
(Gooley, Chamberlain, and Lockley in Journal of Clinical Endocrinologyand Metabolism
P ibl l ti ?
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Possible solutions?
1. a computer program
called f.lux
The program that makes the colorof your computers display adaptto the time of day
Possible Solutions?
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Possible Solutions?
Wearing a pair of amber lensedgoogles.
These blue-blocking lenses are highlyeffective in reducing the effects ofblue light exposure.
Wood B1, Rea MS, Plitnick B, Figueiro MG, 2013
Naps Help Learning
http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/228504768/10/2019 Lilly Conference 2014 Be Prepared to Learn
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Naps Help Learning
Humans are supposed to napdaily.
(Dement, 2009)
Dinges,D.(
Naps Can Improve Learning Readin
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Naps Can Improve Learning Readin
The newest research suggest a
nap of 90 minutes is ideal fortrue refreshment and improvedcognitive readiness for learning.
LOEB, 2014
Rest ( Spaced Learning) after New
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( p g)Learning Improves Recall
Neuroscientist Lila Davachi
of NYU found that duringrest periods following newlearning the areas of thebrain used during newlearning were just as activeas they were when they
were learning the task
Dr Lila Davachi, NYU's Department of Psychology and Centerfor Neural Science.
Spaced Learning Research
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Spaced Learning Research
Previous spaced learning studieshave shown that regular gaps,which allow the mind time toencode learning, have helpedeveryone from primary schoolchildren read more effectively toimproving surgical skills of medicalstudents.
Brain scans have suggested thatconnections between neuronsincreases if stimulus is repeatedseveral times with intervals ofinactivity.
Time Off after Learning Study
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Time Off after Learning Study
Spaced learning, Queens
University Belfast 2,250 pupils around Sheffield,
England will be given regulargaps between learning beforethe subject is repeated.
Lesson gaps will begin at just 10minutes long, and extend to afull day or more.
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Significance of this Finding
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Dont Take Classes Back to BackThe greater the correlation
between rest and learning thegreater the chance ofremembering the task in latertests.
Taking a (coffee) break afterclass can actually help you retainthe information you justlearned." Dr Lila Davachi
Exercise Learning and Memory
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Exercise, Learning and Memory
Exercise and Learning
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Exercise and Learning
Exercise has a direct impact on the brain.
Thats because exercise works directly onbrain tissue
1.improving the connections between
nerve cells
2.creating new synapses
3. growing new neurons and blood vessels
4. improving cell energy efficiency.
(Gordon, 2014)
Exercise and Learning
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Exercise and Learning
Recent research examining bothchildrenand older adultsshows that thebrain's white matter--becomes morefibrous and compact with physicalexercise.
Rhodes, et al.,2013
White matteris composed ofbundles of myelinated nerve cell
processes, which connect various
grey matterareas of the brainto
each other, and carry nerve
impulses between neurons..
Exercise and Learning
http://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.htmlhttp://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.htmlhttp://news.illinois.edu/news/14/0917whitematter_Burzynska_Kramer_McAuley.htmlhttp://news.illinois.edu/news/14/0917whitematter_Burzynska_Kramer_McAuley.htmlhttp://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.htmlhttp://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.html8/10/2019 Lilly Conference 2014 Be Prepared to Learn
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Exercise and Learning
The more streamlined andcompact your white matter is,the faster and more efficientlyyour brain functions.
Rhodes, 2013
BEEFING UP YOUR BRAIN'SINFORMATION HIGHWAY
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INFORMATION HIGHWAY
The real enemy is sedentarism.
Just a little bit of movementevery day helps preserve theintegrity of your brains whitematter."
Bergland, 2014
We Interrupt this Presentation for aP bli S i A t
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Public Service Announcement
National Institute on Aging and
the National Institutes of
Health
Exercise Benefits for those Over 50
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This research shows the
tremendous benefit of aerobicexercise on a persons memoryand demonstrates that aerobicexercise can reduce both thebiological and cognitiveconsequences of aging.
Wyly, 2013
Exercise and Learning
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Exercise and Learning
Physical exercise may be one of themost beneficial and cost-effectivetherapies widely available toeveryone to elevate memoryperformance.
These findings should motivateadults of all ages to start exercisingaerobically.
Chapman, 2013
Exercise and Memory
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Exercise and Memory
Other recent work indicates that
aerobic exercise can actuallyreverse hippocampal shrinkage,which occurs naturally with age,and consequently boost memoryin older adults.
Erickson, et.al., 2011
Humans have two hippocampi, one i
side of the brain. It belongs to the lim
systemand plays important roles in t
consolidation of information from sh
term memoryto long-term memory
spatial navigation.
Physical and Mental Exercise
http://en.wikipedia.org/wiki/Limbic_systemhttp://en.wikipedia.org/wiki/Limbic_systemhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Navigationhttp://en.wikipedia.org/wiki/Navigationhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Limbic_systemhttp://en.wikipedia.org/wiki/Limbic_system8/10/2019 Lilly Conference 2014 Be Prepared to Learn
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y
The combination of physical andmental exercise may be the besthealth measures to improve overallcognitive brain health.
To think we can alter and improvethe basic structure of the maturebrain through aerobic exercise andcomplex thinking should inspire usto challenge our thinking and getmoving at any age.
Chapman, 2103
Exercise and Mental Health
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People who exercise regularly are50% less likely to developdementia.
Postal 2014
Now we Return You to Your RegularLILLY Presentation
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LILLY Presentation
Exercise and Learning
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g
Inactive Brain Active Brain
Movement and Learning
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g
Natural selection developed a
human brain to solve problemsof survival in outdoor, unstableenvironments while in almostconstant motion.
(Medina, 2008)
Moving to Learn
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g
A growing body of evidencesuggests we think and learn betterwhen we walk or do other formsof exercise.
Rhodes, 2013
Movement and Learning
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g
Our brains were shaped and
sharpened by movement.
We continue to require regularphysical activity in order for ourbrains to function optimally.
(Raichlen and Polk, 2013)
Exercise and Learning
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There is a course at New YorkUniversity in which studentsperform aerobic exercises forone hour followed by one hourof lecture.
(Suzuki, 2010)
Exercise and Learning
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Exercise is the single most
important thing a person can doto improve their learning.
(John Ratey, 2008, Spark, The Revolutionary New
Science of Exercise and the Brain)
Study of Exercise And Learning inSchools
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Schools Professor Heidi Johansen-Berg
from the University of Oxford willlead a trial to look at the effect ofmedium-to-high cardiovascularactivity on academic attainment,using brain imaging to investigatethe correlation between them.
It will involve around 10,000 pupilsin 8 schools in Oxfordshire, England
Exercise Stimulates NewCell Production
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Cell Production
When we exercise, new brain cellsare born in the hippocampus- thebrain's gateway to new memories.
Postal, 2014http://www.karenpostal.com/exercise-think-better/
Exercise and Learning
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It is thought that the cells thatare born may die within a fewdays unless the brain ischallenged to learn newinformation.
That is, it appears that the cells
are born just in case they areneeded. .
Postal, 2014
Exercise and Learning
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When you both exercise anduseyour memory, the cells becomepermanent.
Postal, 2014
Exercise and Learning
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b48/10/2019 Lilly Conference 2014 Be Prepared to Learn
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High fat diets have been shown toblock new brain cell growth.
Exercise Increases Attentionand Concentration
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and Concentration
Exercise directly stimulates thedorsolateral prefronal cortices- thebrain regions responsible for focus,concentration, organization, andplanning.
Postal, 2014
Exercise Boost the BrainsAbility to Learn
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Ability to Learn
Exercise increases production ofneurotransmitters that help:
1.Concentration
2. Attention
3. Motivation
4. Patience5. Mood (more optimistic)
(Ratey, 2008)
EnergyC
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http://www.youtube.com/watch?v=ho9s6Wg1xMY
Dopamine
Exercise can Enhance Learning
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Studies also show that followingexercise, problem solving,memory, and attention improve.
Postal, 2014
Exercise Increases Production of BD
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BDNF(Brain-derived neurotrophic factor )
Enhances the wiring of neurons.
(Ratey, 2008)Miracle Gro for the
Brain
Exercise Increases Production of BD
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BDNF (brain derivedneurotrophic factor) leadsdirectly to brain cells binding toone another.
Synapses, or connections
between cells become moredense.
Postal, 2014
Exercise Produces BDNF
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Improves brain health
Is a stress inoculator
Makes the brain cells
more resilient
(Ratey, 2008)
Cognitive Benefits in a Pill
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Researchers from the Dana-Farber CancerInstitute at Harvard Medical School (HMS)have also discovered that it may be
possible to capture these BDNF benefitsin a pill.
The same protein that stimulates braingrowth via exercise could potentially bebottled and given to patientsexperiencing cognitive decline, includingthose in the beginning stages of
Alzheimers and Parkinsons.
(Bruce Spiegelman of Dana-Farber and HMS and MichaelE. Greenberg, PhD, chair of neurobiology at HMS.)
Exercise, Stress and Learning
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Students rarely know that toxiclevels of stress erode theconnections between thebillions of nerve cells in the brainor that chronic depressionshrinks certain areas of the
brain.
(Jesper Mogensen , Department of Psychology,
University of Copenhagen.
Stress-HPA Axis
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Stress and Learning-HPA Axis
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Amygdala send a message
Hypothalamus releases CRH hormone
Pituitary releases ACTH hormone
Adrenal glands release cortisol and adrenalin(Herman and Cullinan, 1997
HPA Axis and Stress
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Adrenaline which is converted into epinephrine tells the amygdalaactive so the HPA LOOP continues.
The cortisol goes right to the brain and has a deactivating or inhibon neurons( Lyons, Lopez, Yang, Sobatzberg 2000
Long term cortisol kills cells through cell suicide or dependency toreduces new born cells needed for normal memory processing.
( Fuchs and Steller 2011)
(Deng, Aimone and Gage 2010)
Exercise, Stress and Learning
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Conversely exercise unleashes acascade of neurochemicals andgrowth factors that can reversethis stress process, physicallybolstering the brain'sinfrastructure.
(Jesper Mogensen , Department of Psychology, Universityof Copenhagen.
Exercise and Stress
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"In fact, the brain responds likemuscles do, growing with useand withering with inactivity.
Exercise causes neurons(dendrites) to grow and bloom,thus enhancing brain function ata fundamental level."
Jesper Mogensen ,Department of Psychology, Universityof Copenhagen
Short Term Stress
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Acute stress activates selectiveCRH molecules (corticotropin)releasing hormones, whichdisrupt the process by which thebrain collects and storesmemories. (Baram,2010)
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Oxygen Use by the Brain
Alth h th b i
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Although the brainrepresents only 2% of
the body weight, itreceives 15% of thecardiac output and 20%of total body oxygenconsumption.
( Magistretti,Pellerin andMartin,2008 )
Blood Flow and Oxygen
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Research shows that when weexercise, blood pressure and
blood flow increase everywherein the body, including the brain.
More blood means more energyand oxygen, which makes our
brain perform better.
Rhodes, 2013
Blood Flow to the Brain
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Exercisers also showed greaterincrease in brain blood flow to thehippocampus and the anteriorcingulate which are key brainregion in new learning andmemory.
Wyly, 2013
Movement Adds Oxygen to the Bloo
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Walking is particularly good foryour brain and increases blood
flow, oxygen levels and yourbrains supply of glucose.
Franklin Institute
Proper Breathing
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Breathing practice for increasingoxygen to the brain?
1) Breathe easily and normally withyour belly in a relaxed way.
2) Breathe in through your nose andunder normal conditions out through
your lips .
Cleveland Clinic , 2014
Breathing Properly
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When we breathe normally anddeeply into our belly, we move
air and oxygen down to areas ofour lungs where most of thecirculation of blood is.
This is where most oxygen andcarbon dioxide exchange takesplace.
Breathing Properly
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If we dont breath correctly wedo not get the proper amount of
oxygen into our blood to becarried to our brain and bodyparts.
Oxygen Use by the Brain
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Every breath you take converts toenergy. Human cells use nutrients
from food and oxygento createAdenosine Tri-Phosphate (ATP), theenergy source that fuels cellfunction.
Too little oxygen = less energy.
( Magistretti,Pellerin andMartin )
Hydration and the Brain
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One of the most fascinatingaspects of neurons is that they
store water in tiny balloon-likestructures called vacuoles.
Water is essential for optimalbrain health and function
(Norman ,2012)
Hydration and the Brain
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Water is needed for the brain'sproduction of the hormones and
neurotransmitters which key thebrains communication system.
Nerve transmission requiresone-half of all the brains energy.
(Allen, Advanced Learning and Development Institute)
Hydration and the Brain
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When you lose too much wateryour brain cells lose efficiency.
(Gowin2010)
Why the Brain Needs Water
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Dehydration can impair short-term memory function and therecall of long-term memory.
(Gowin, 2010)
Hydration and the Brain
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Even mild levels ofdehydration can impactschool performance.
( Norman, 2012)
Symptoms of Dehydration
1 Thirsty
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1. Thirsty
2. Dry mouth
3. Weakness4. Dizziness
5. Heart pounding
6. Fainting
7. Less or dark yellow urine
8. No tears9. Muscle cramps
10. Tired
Easy Solutions
1 Understand you lose 2 lbs of
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1. Understand you lose 2 lbs ofwater while you sleep so you
need to hydrate when youwake up.
2. Water is bestdrinkthroughout the day.
3. Soda, iced tea, coffee or otherdrinks like Gatorade are 2ndbest.
Diet and Learning
Glucose is the form of sugar that
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Glucose is the form of sugar thattravels in your bloodstream to
fuel the mitochondrial furnacesresponsible for your brainpower.
(The Franklin Institute)
Brain Energy and Learning
Neurons are living cells with a
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Neurons are living cells with ametabolism and they need
glucose in order to function.
Glucose is the fuel of the brainjust like gasoline is the fuel ofyour car.
Levitin, 2014
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The Brains Energy Source
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Because neurons cannot storeglucose, they depend on thebloodstream to deliver a constantsupply of this precious fuel.
(The Franklin Institute)
Diet and Learning
This blood sugar is obtained
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This blood sugar is obtainedfrom a balanced diet and regular
food consumption throughoutthe day.
Diet and Learning
Too much sugar or refined
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Too much sugar or refinedcarbohydrates at one time,
however, can actually depriveyour brain of glucosedepletingits energy supply andcompromising your brain's powerto concentrate, remember, andlearn.(The Franklin Institute)
Diet and Learning
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For learners, this research on dietimplies that the contents andtiming of meals may need to becoordinated to have the mostbeneficial cognitive effects thatenhance learning.
Web MD Food Recommendations foHealthy Brain Function Blueberries
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Blueberries
Avocadoes
Dark Chocolate
Nuts and seeds
Beans
Fresh brewed Tea
Whole Grains
Wild Salmon
References
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Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. Retrieved November 1, 2http://www.educationworld.com/a_curr/curr218.shtml
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.
Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticot
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Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies.The Journal of Neuroscience, 10 November,30(45), 1doi:10.1523/JNEUROSCI.4419 -1.
Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).
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Bruffee, K. (1993). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore, Maryland: Johns Hopkins University Press.
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Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the human brain. In Johnson, S., & Taylor, K. (eds.), The Neuroscience of Adult Learning , 53-62. San Francisco, California: Jossey-Bass.
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http://www.brainadvance.org/ Allen, Corinne (Water and Brain health,
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objeYork, New York: Longman.
Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2,130-163. Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity.Trends in Cogn
Aronson, J. (2007). In The secret to raising smart kids by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhto-raising-smartkids/
Arum, R., & Roksa, J. (2011).Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press.
Atkins, D. (2010). Response to the article Fixed mindset vs. growth mindset: Which one areyou? by Michael Graham Richard. Retrieved May 5, 2010 frhttp://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/
Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. Retrieved November 1, 2http://www.educationworld.com/a_curr/curr218.shtml
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.
Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticot
Journal of Neuroscience, 28,2903-11.
Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf
Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 fromhttp://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html
Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies.The Journal of Neuroscience, 10 November,30(45), 1doi:10.1523/JNEUROSCI.4419 -1.
Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).
Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing,J. Metcalfe and205. Cambridge, Massachusetts: MIT Press.
Bjork, D. (2001). How to succeed in college: Learn how to learn.APS Observer, 14(3), 9.
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Duncan, N. (2007). Feed-forward: Improving students use of tutor comments.Assessment & Evaluation in Higher Education, 32(3), 271-283.
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Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House.
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References
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