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A New Paradigm for Student Learning
Developed by Professor Terry Doyle
Ferris State University
www.learnercenteredteaching.wordpress.com
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Slides are available for download at:
www.learnercenteredteaching.wordpress.com
UofM Flint
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Here is our Professional Obligation
We must follow where theresearch leads us even if it makesus uncomfortable or results inmajor changes in our teachingpractices.
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Here is Our Challenge?
We as teachers cant makeinformed decisions about whichteaching approaches or tools touse if we dont first understandhow our students learn.
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Here is Our Challenge?
To understand how our studentslearn we must understand howtheir brains take in, process, andretrieve information as well as thenumerous factors that affect theseprocesses.
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3 Key Teaching Questions
1.What Content Should We Teach?
What would make us happy that
our students still knew and couldapplyfrom the content and skills
of our course a year later?
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3 Key Teaching Questions
2. What to spend timeon?
What knowledge andskills do students need
to learn and what canthey look up as needed?
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3 Key Teaching Questions
3. What is the best use ofour time?
What teaching actionsoptimize the opportunitiesfor students to master thelearning outcomes of ourcourses?
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An Old World View of Learning
Guido Sarducci Five Minute University
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Educating for Life Long Learning
Cramming and forgetting will not cut it in todays world and infuture our students are facing.
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Facing a New World
In 1973 28% of jobs in theUnited States required postsecondary education.
In 2018 57-67 % of jobs will
require post secondaryeducation.
(Georgetown University Study, 2013)
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Facing a New World
23 Exabytes of information wasrecorded and replicated in 2002.
We now record and transfer thatmuch information every 7 days.
1 exabyte isone quintillionbytes
1000 to the 6thpower = watching50,000 years of DVD 24/7
(Robert Moore, 2011)
10006 EB exabyte
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Facing a New World
5,922,000,000 Google searchesper day.
2.1 trillion search's using Google
in 2013.
350 million photos uploaded toFacebook each day.
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Facing a New World
Currently there are hundreds ofmillions ofChinese and Indianhonor students many of who willbe competing for the same jobsour college students want.
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Life Expectancy and Changes inRetirement Systems
Current life expectancy in USAis 78 years.
Medical breakthroughs mayallow many of our students to
live to be a 100! Retirement may come at 75-80
years of age.
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A Caution about Brain Research!
Brain systems relation to complex cognition and behcan only be explained satisfactorily by a comprehensblend of theoriesand facts related to all the levels oforganizationof the nervous system,from moleculesto physical and social environments.
(Antonio Damasio, Head of the
Department of Neurology at the
University of Iowa Medical Center)
Beware of
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The Human BrainForget that Right-Left Brain MythComplex mental tasks andbehaviors and even simple taskresult from a complexcoordination of activity in multiplebrain regions including both theright and left hemispheres.
(Rekart, 2013)
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Example of Hemisphere Activity
Both hemispheres are activatedwhen sensory images that have aname and can be easily called tomind( familiar people).
(Kelley et al 1998)
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Guiding Students aboutLearning Styles
there is no adequate evidence baseto justify incorporating learningstyles assessments into generaleducational practice...
Limited education resources wouldbetter be devoted to adopting othereducational practices that have astrong evidence base."
(Pashler et al, 2009)
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Guiding Students Learning Styles
John Hattie , author of VisibleLearning in 2012 produced asynthesis of years of educationalresearch trying to figure out whathas the biggest impact uponstudent learning states that,
One of the more fruitlesspursuits is labeling students withlearning styles.
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Guiding Students aboutLearning Styles
We are all visual and auditory
learnersevolution made certain ofit.
Advocating a Tactile/Kinesthetic styleof learning is a mistake.The directconnectivity found in the visual andauditory centers of the brain are notfound in the tactile modality.
(Goswami, 2006)
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Guiding Students aboutLearning StylesNeither the somatosensorycortices (which process touch) northe cerebellum (motor learning)would produce the kind of longterm memories desired in school.
(Dekart, 2013)
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Multitasking and Learning
92% of college students multitask
while in class.
Undergraduate college studentsreported using their devices fornon-class purposes an average of
11 times during class each day.
(McCoy, 2013 Journal of Media Education)
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Multitasking and Learning
Text messaging, specifically,
dominated as the students topactivity with 86 percent ofstudents admitting to textingthroughout class times.
(McCoy, 2013)
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Multitasking and Learning
2011 study explored the perception onhow often a person thinks they aremultitasking in a 30 minute period
Subjects guessed 15
Actual 123 times
(Brasel and Gips, 2011)
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Multitasking and Learning
Multitasking decreases mental resourcesneeded for new learning and study
The amount of brain activation in the areasneeded for new learning is much less thenwhen a single task is being learned.
(Just, Carpenter Keller, Emery, Zajac andThulborm 2001),
( Newman Kellert and Just 2007)
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Multitasking and Learning
Multitasking recruits brain regionsfor habit making not for higherlearning.
(Foerde, knowlton Poldrask, 2006
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Multitasking and Learning
Heavy multitasking shortens
attention spans.
It modifies cognitive andneurological behaviors.
(Ophir, Nass and Wagner, 2009)
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Multitasking and Learning
It gives value to all stimuli sodistractibility increases.
(Ophir, Nass and Wagner 2009)
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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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Neuroscience and Learning
We have accumulated enoughknowledge about themechanisms and molecularunderpinnings of cognition atthe synaptic and circuit levels tosay something about which
processes contribute (James Bibb of theUniversity of Texas Southwestern Medical Center, 2011)
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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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Attention Drives the Changes
Attentionis almost magical in its
ability to physically alter the brainand enlarge functional circuits.
(Merzenich and colleagues, UCSF, 2011)
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Attention and Learning
When we attend to something we
are readying various cognitiveprocess we may need for learning.
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Keeping Students Attention
Neuroscientists have a saying:
Emotion drives attention andattention drives learningthismakes Attention the key tolearning.
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Keeping Students Attention
The emotional engagementpathway is effective in capturingand sustaining attention.
(Merzenich and colleagues, UCSF, 2011)
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Reward for Learning
Dopamine is there to reward your
brain for learning newinformation, or engaging in newexperiences.
Without dopamine, you would not
be interested in learning or tryingnew things.
(Merzenich and colleagues, UCSF, 2011)
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Emotional Contagion
A process in which a person or
group influences the emotionsor behavior of another person orgroup through the conscious orunconscious induction ofemotion states and behavioral
attitudes".
Schoenewolf, G., (1990). Emotional contagion: Behavioralinduction in individuals and groups.' 'Modern Psychoanalysis;15, 49-61
N lt d Att ti
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Novelty and Attention
A key part of learning and memory
is novelty.
The hippocampus is our noveltydetector.
(Knight, 1996)
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Sound Gains Attention
Unlike our eyes our ears can
never be shut.(Elizabeth La daras)
Sound is an excellent way to gainand regain attention.
Att ti d L i
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Attention and Learning
Attention is limited and largelyfixedthere is not a lot left over forother tasks.
(Capacity Theory, Kahneman, 1973)
General Consensus about
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General Consensus aboutAttention Capacity
Attention capacity will increase ordecrease
due to:
Ones arousal level--meaningfulness/relevance.
Type of tasknew vs. automatic
How people allocate attention-previous experiences.
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Keeping Students Attention
It is very important to specificallydirect the student toward thedesired object of attention.
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Mistaking an Attention Problem
If students fail to comprehendlengthy directions orinstructions, it may not be theyare not trying to pay attentionbut rather a working memory
problem.
Shorter, clearer directions andinstruction can help.
Readiness to Attend
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Readiness to Attend
Brain regions involved in payingattention for new learning maturemore slowly that other brainregions.
These are the Prefrontal Cortex and
Anterior Cingulate Cortex
(Sturm and Willmes, 2001)
Prefrontal Cortex
S
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Keeping Students Attention
We know that some students are
impaired in their attentionalabilities, but these can beimproved through activities thatrequire sustained attention.
Automatic Processes and Attention
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Automatic Processes and Attention
If we have become goodat something so itsautomatic (reading) thisreduces the cognitiveresources needed for atask -
Making it more likely wecan attend to the taskbeing learned.
Inhibiting Automatic Processes
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Inhibiting Automatic Processes
However, if turning off (inhibit) anautomatic process is necessary itcan be hard to do and can interferewith learning.
Name the colors each written in.
Blue
Green
Red
Purple
Black
Attention Blink
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Attention Blink
This is when the brain believes it isdone with a task
Example-
multiple choice questions-- we finda correct answer and dont look
further
(Rekart, 2013)
Attention Blink
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Attention Blink
Lasts about second.
Anxiety increases attention blink.
A. Rock and Roll
B. Jazz and Blues
C. Punk/ Heavy Metal
D. All of the Above
E. None of the Above
Th N P di
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The New Paradigm
A new paradigm is needed for how students seetheir responsibilities for learning
1. Students need to prepare theirbrains for learning each day.
2. Students need to follow thenew brain research for how totake in, process and retrieveinformation.
A N P di f St d t L
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A New Paradigm for Student Learne
A paradigmis a particular set ofpractices.
The New Paradigm
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The New Paradigm
Improvements in teaching alonecannot meet Americaseducational needs.
Students must take on new roles
and responsibilities for theireducation.
There is no other solution!
Preparing to Learn
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Preparing to Learn
Findings from neuroscience over
the past decade has led to a newparadigm concerning improvingstudents learning.
The simple but important shift in
our understanding is ---that ifthe brain is prepared to learngreater success can be expected.
Preparation for Learning Means StudentsHave Addressed these Five Areas
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Have Addressed these Five Areas
The brain needs to function
effectively:1. Hydration
2. Diet (glucose)
3. Exercise
4. Sleep
5. Oxygen
Hydration and the Brain
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Hydration and the Brain
One of the most fascinating
aspects of neurons is that theystore water in tiny balloon-likestructures called vacuoles.
Water is essential for optimal
brain health and function
(Norman ,2012)
Hydration and the Brain
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Hydration and the Brain
Water is needed for the brain's
production of hormones andneurotransmitters which key thebrains communication system.
Nerve transmission requires
one-half of all the brains energy.
(Allen, Advanced Learning and Development Institute)
Hydration and the Brain
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Hydration and the Brain
When you lose too much wateryour brain cells lose efficiency.
(Gowin2010)
Why the Brain Needs Water
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Why the Brain Needs Water
Dehydration can impair short-term memory function and therecall of long-term memory.
(Gowin, 2010)
Hydration and the Brain
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Hydration and the Brain
Even mild levels ofdehydration can impactschool performance.
( Norman, 2012)
Diet and Learning
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Diet and Learning
Glucose is the form of sugar
that travels in your bloodstreamto fuel the mitochondrialfurnaces responsible for yourbrain power.
(The Franklin Institute)
The Brains Energy Source
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The Brains Energy Source
Because neurons cannot storeglucose, they depend on thebloodstream to deliver a constantsupply of this precious fuel.
(The Franklin Institute)
Diet and Learning
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Diet and Learning
This blood sugar is obtained
from carbohydrates: the starchesand sugars you eat in the form ofgrains and legumes, fruits andvegetables.
Diet and Learning
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Diet and Learning
Too much sugar or refined
carbohydrates at one time,however, can actually depriveyour brain of glucose depletingits energy supply andcompromising your brain's powerto concentrate, remember, and
learn.
(The Franklin Institute)
Diet and Learning
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Diet and Learning
For learners, this research impliesthat the contents and timing ofmeals may need to becoordinated to have the mostbeneficial cognitive effects that
enhance learning.
Web MD Food Recommendations foH lth B i F ti
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Healthy Brain Function Blueberries
Avocadoes
Dark Chocolate
Nuts and seeds
Beans
Fresh brewed Tea Whole Grains
Wild Salmon
Exercise, Learning and Memory
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Exercise, Learning and Memory
Movement and Learning
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Movement and Learning
Natural selection developed a
human brain to solve problemsof survival in outdoor, unstableenvironments while in almostconstant motion.
(Medina, 2008)
Movement and Learning
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Movement and Learning
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)
Movement and Learning
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g
Recent studies have shown-
regular exercise, even walking,leads to more robust mentalabilities, beginning in childhoodand continuing into old age.
(Raichlen and Polk, 2013)
Movement is Best for Learning
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g
We need to rethink our learningenvironments to allow for agreat deal more movement.
Exercise and Learning
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g
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)
Exercise Stimulates Synaptic Growt
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y p
Exercise stimulates the
production of new synapses,whose capacity andefficiency underlie superiorintelligence.
(Art Kramer of the University of Illinois at Urbana-Champaign)
It thus provides more
generalizable benefits
How does Exercise Boost Learning?
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g
Exercise increases production ofneurotransmitters that help:
1. Concentration
2. Attention
3.Motivation
4. Patience5. Mood (more optimistic)
(Ratey, 2008)
Energy C
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 Produces BDNF
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Improves brain health
Is a stress inoculator
Makes the brain cellsmore resilient
(Ratey, 2008)
BDNF and Exercise
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In particular BDNF seems to be important for long term me(Ratey, 2008)
Cognitive Benefits in a Pill
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Researchers from the Dana-Farber Cancer Instituteat Harva
Medical School (HMS) have also discovered that it may be pcapture these benefits(BDNF) in a pill.
The same protein that stimulates brain growth via exercise potentially be bottled and given to patients experiencing codecline, including those in the beginning stages of AlzheimeParkinsons.
(Bruce Spiegelman of Dana-Farber and HMS and Michael E. Greenberg, PhD, chneurobiology at HMS.,2013)
Exercise, Stress and Learning
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Students rarely know that toxic
levels 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.
Exercise, Stress and Learning
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Conversely exercise unleashes a
cascade of neurochemicals andgrowth factors that can reversethis process, physicallybolstering the brain'sinfrastructure.
(Jesper Mogensen , Department of Psychology, Universityof Copenhagen.
Exercise and Stress
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"In fact, the brain responds like
muscles 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, University
of Copenhagen
Short Term Stress
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Acute stress activates selective
CRH molecules (corticotropin)releasing hormones, whichdisrupt the process by which thebrain collects and storesmemories. (Baram,2010)
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How Sleep Affects Learning and Me
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How Much Sleep is Enough
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How much sleep is enough,varies from person toperson. It's usually six toeight hours, but could rangefrom five to 10 hours.
(UW-Madison sleep researcher Dr. Chiara Cirelli,2014)
Read more: http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98S
How Much is Right for You
http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/246733847/21/2019 The New Science of Learning UofM Flint Presentation
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The key is finding the right amountof sleep that allows your brain tocomplete its process beforerebooting for the next day.
If you get tired during the day, loseconcentration or focus, even
occasionally, each day, chances areyou're not getting enough sleep.
(UW-Madison sleep researcher Dr. Chiara Cirelli,2014)
Sleep, Memory and Learning
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50 to 70 million adults in theUnited States alone have a sleeporwakefulness disorder, accordingto the Centers for Disease Controland Prevention.
Sleep and Brain Health
http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-13482093247/21/2019 The New Science of Learning UofM Flint Presentation
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1n 2012 University ofRochester neurosurgeon Maiken
Nedergaard, identified the brainswaste-removal mechanism theglymphatic system.
The glymphatic systemrelieson cerebrospinal fluid(CSF) to flushout neurotoxins via pathways
separate from the lymphatic system.
(Journal of Science, 2013)
Sleep and Brain Health
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Among the toxins that are flushedis beta amyloid, a protein thatsfound in clumps in the brains ofAlzheimers sufferers.
Sleep and Brain Health
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In 2013, Nedergaardsresearchteamfollowed up on thisdiscoveryby identifying hiddencaves that open in the brain
while we sleep, allowingcerebrospinal fluid to flush outneurotoxins through the spinal
column.
(Journal of Science, 2013)
Sleep and Brain Health
http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/3737/21/2019 The New Science of Learning UofM Flint Presentation
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The implications of this researchcant be overstated: failing toget enough sleep isnt just a badidea for all of the reasons wealready know, but over time itcould also lead to neurologicaldisorders like Alzheimers.
How Sleep Affects Learning and Me
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Memories are Made During Sleep
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Most sleep researchers nowagree that sleep plays animportant role in the formationof long term memories .
(Stickgold, 2005).
The Importance of Sleep to Learnin
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Weve learned that sleep beforelearning helps prepare your brainfor initial formation of memories,
And then, sleep after learning isessential to help save and cementthat new information into thearchitecture of the brain, meaningthat youre less likely to forget it.
(Dr. Matthew Walker, a sleep scientist at the Universityof California, Berkeley).
Sleep and Learning
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The non-REM stages of sleepseem to prime the brain forgood learning the next day.
You cant pull an all-nighterand still learn effectively,
Learning Readiness and SleepEl t i l i l
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Electrical impulses
(spindles) help to shiftmemories from the brain'shippocampus -- which haslimited storagespace -- tothe nearly limitlessprefrontal cortex's , thusfreeing up thehippocampus to take infresh data (new learning)
the next day.
(Walker, 2010) Sleep is the key to havibrain that is ready to le
Learning Readiness and Sleep
http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm7/21/2019 The New Science of Learning UofM Flint Presentation
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"A lot of that spindle-rich sleepis occurring the second half ofthe night, so if you sleep sixhours or less,you areshortchanging yourself andimpeding your learning
(Mander, 2011).
Advice to Students
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Realize that the sleep you getthe night after you study is atleast as important as the sleepyou get the night before youstudy.
When it comes to sleep andmemory, he says, you get verylittle benefit from cuttingcorners.
Rehearsal of Learning before Sleep
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A 2012 study out of theUniversity of Notre Dameconfirms that sleeping directlyafter learning something new isbeneficial for memory.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
Rehearsal of Learning before Sleep
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it would be a good thing torehearse any information youneed to remember just prior togoing to bed.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
Sleep and Creativity
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Sleep also seems to reorganizememories, extracting theemotional details andreconfiguring the memory tohelp us produce new andcreative ideas.
(Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004).
Sleep and Problem Solving
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In addition, REMthe mostactive stage of sleepseemsto play a role in linking togetherrelated memories, sometimesin unexpected ways.
Thats why a full night of sleepmay help with problem-solving.
(Stickgold, 2013)
Awake but Off Line
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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)
Awake but Off Line
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This is likely to haveconsequences on mental
performance and we likelyfunction less well the longerweve been awake.
(Chiara Corelli,2011, Nature)
Less Sleep Equals Lower GPA
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2012 study from the University ofArkansas Sleep and Learning Lab
concluded that students thatconsistently got less than therecommended 7-8 hours of sleep eachnight had lower GPAs than studentswith 7-8 hours of sleep.
No Eight Oclock Classes
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The University of Arkansas studywent so far as to recommendthat colleges and universitiesconsider not offering 8 amclasses.
Naps Help Learning
d
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Humans are supposed to napdaily. Twenty to thirty minutes is
ideal.(Dement, 2009)
A NASA study found pilots whonapped for 27 minutes in theafternoon improved their flyingperformance by 34% .
(Dinges, 2005).
Dinges,D.(
Rest after Learning Improves Recal
N i i Lil D hi
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Neuroscientist Lila Davachiof NYU found that during
rest periods following newlearning the areas of thebrain used during newlearning were just as activeas they were when theywere learning the task
Dr Lila Davachi, NYU's Department of Psychology and Centerfor Neural Science.
Significance of this Finding
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The greater the correlationbetween rest and learning the
greater the chance ofremembering the task in latertests.
Taking a break after class can
actually help you retain theinformation you just learned." DrLila Davachi
Oxygen Use by the Brain Although the brain
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represents only 2% ofthe body weight, it
receives 15% of thecardiac output and 20%of total body oxygenconsumption.
( Magistretti,Pellerin andMartin )
Oxygen Use by the Brain
E b th t k t t
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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 )
Oxygen Use by the Brain
O i i l f b i
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Oxygen is essential for brainfunction, and enhanced blood
flow increases the amount ofoxygen transported to the brain.
Physical activity is a reliable wayto increase blood flow, andhence oxygen, to the brain.
(Eric Jensen, 2005)
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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 corticotJournal 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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Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by acollege and university examiners.Handbook 1: Cognitive domain. New York, New York: Longmans.
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http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf
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Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored mathChallenges and possibilities.Journal of Special Education, 41,31-49.
Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 fromhttp://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi-
Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retr2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/
Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Co
on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experience, and school(ExpandeD.C.: National Academy Press.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000).How people learn:Brain, mind, experience, and school (ExpaWashington, D.C.: The National Academies Press.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms Francisco, California: Jossey-Bass.
Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.
Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 1
Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(
References
Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work.Assessment & Evaluation in Higher Education, 32(5), 571-581.
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf7/21/2019 The New Science of Learning UofM Flint Presentation
120/134
Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235.
Customer Service Training. McDonalds developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/
Schacter, D. (2001).The seven sins of memory. Boston, Massachusetts: Houghton Mifflin.
Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill.
Damasio, A. R. (2001). Fundamental feelings. Nature,413,781.
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam.
Davachi, L., & Bernhard, P. S., (2009).Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron,63(2), 267-276. doi:10.1016/j.neuron.2009.06.024.
Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280290.
De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June.Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2
De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij.
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