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Educational Neuroscience

What insights into the science of learning will you bring to class to make our learning real?
by

Katrina Newman

on 7 March 2013

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Transcript of Educational Neuroscience

Educational
Neuroscience The idea of educational neuroscience came to be because of the evidence and many research opportunities provided by people such as Zull, Madena, Sousa, Posner, Ratey, Immordino-Yang & Faeth, Goleman, and Willis. Movement and Learning The brain produces BDNF (Brain Derived Neurotrophic Factors) after exercise. When you
work your
brain works! BDNF is used to help
grows neurons
supports neurogenesis
supports neuroplasticity What are these?? Neurogenesis creates
braincells and neurons

Neuroplasticity strengthens
LTP pathways and allows the
brain to adapt to itself Emotion
and the
Brain Cognitive Pedagogy Neuroscience Psychology The study of the art and science of teaching The study of mental processes responsible for cognition and behavior. The study of the brains development, structure and function With this ability these researches have come up with evidence that supports three ways to increase student learning. How did they do this?? We have cool
machines like this!!! This machine is a fMRI machine, which takes pictures of the brain while the person does different activities. This allows for increased knowledge of how the brain works and what activities increase its function. (Medina, 2008) (Medina, 2008) What else does movement do?? It produces
Dopamine and
Norepenephrine These make you happy
and help you remember! (Medina, 2008) According to Medina, being emotionally connected to what you are learning allows you to pay attention and increase the amount of information you remember. How does this work? Emotional relevance helps create ECS (Emotionally Cogent Stimuli), which in turn helps retain information by deciding the path the information takes through the brain to create either short term memory or long term. (Immordino-Yang & Faeth, 2010)
(Medina, 2008)
(Zull, 2002) Prefrontal cortex Amygdala Information Back Cortex Hippocampus No ECS makes it short term If there is ESC And to make this all work you need.... SLEEP!!! According to Sousa, a teenager needs about 8-10 hours of sleep. The brain is very active during sleep and needs this time to go through knowledge and relearn in and remember it.
(Schacter, 1996) Lets Review Do you think you remember everything that was ever taught to you in school? Umm... No!? Why do you think that is?
Is it because of the way teachers teach or how you learn or a mixture of both? It has to do with the way teachers teach and the way students learn! Well, what is that? Its called...
Educational Neuroscience Educational Neuroscience Pedagogy Psychology Neuroscience Now how do we do this? You MOVE!! Create lessons that involve movement! Ride your bike to school! Scavenger Hunt! Stretch before class! According to Ratey, schools can incorporate "zero hour" which is a time where students can come in before school and exercise and will improve their obtainment of knowledge for the rest of the day. Students have to feel safe and welcome! (Goleman, 1995) As teachers and students it is important to make school a welcoming, low stress environment. (Sousa, 2010) When students are scared their brain releases cortisol and all you then remember from the experience is the negative. Schools social and cultural climates affect learning, mostly based on a students' self-esteem. Therefore... (Sousa, 2010) (Zull, 2002) How do we do this? Keep students emotionally involved in the lesson because, according to Medina, students lose interest every 10 minutes if not emotionally connected in another way. Connect emotion before information because emotion is what guides cognitive learning. (Immordino-Yang & Faeth, 2010) First information has to pass through the RAS, which only allows several thousand bits of sensory information in per second compared to the one million it receives every second. (Willis, 2010) When information sent to the RAS causes fear or stress the amygdala is sent to get rid of that information. (Willis, 2010) However... If the information makes it past the RAS The information goes to the hippocampus, which decides if there is any emotional connection and if there is ECS the information will go to the prefrontal cortex where it will later be stored in the back cortex as long term memory. If it doesn't have ECS the information lasts several weeks then the brain forgets it, making it short term memory. (Medina, 2008) How do we apply this science to teaching? Willis talks about priming the RAS by adding color and photos to information, play a song, or change seating charts, in order to add variety and focus to student learning. Encourage students to get 8 to 10 hours of sleep! Create emotional connections to the information (Sousa, 2010) (Medina, 2008) Lets work hard to use all our resources to improve student learning and teaching today!! The End!
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