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Chp. 1 How does the brain learn? Neuroplasticity and and Deep Learning
Transcript of Chp. 1 How does the brain learn? Neuroplasticity and and Deep Learning
grow & change with learning
generate new circuits or pathways
respond to our environment, experiences, & thoughts
Rigorous or challenging
When does neuroplasticity occur in the brain?
At the beginning of life
when an infant's brain begins to develop
Applying Principles of Neuroplasticity to Reading & Learning
The brain is like a muscle
1. Define neuroplasticity.
2. Explain how & when neuroplasticity occurs in the brain.
3. Identify activities & behaviors that stimulate neuroplasticity.
4. Apply your knowledge of neuroplasticity to the learning process.
5. Implement active reading & learning strategies that promote neuroplasticity.
6. Distinguish between a growth & fixed mindset.
7. Discuss the role failure plays in the learning process, and how failure affects neuroplasticity.
Neuroplasticity refers to the brain's ability to change throughout life.
Neuroplasticity enables the brain to...
In response to brain injury:
to compensate for lost functions, OR
to make the most of what's left
any time something new is learned or memorized
By the end of this lesson, you will be able to:
Both are capable of growth.
Both need to be challenged in order to grow.
Both increase in strength & size when they are engaged in stimulating activities
Both respond to challenging environments & novel experiences (i.e. muscle confusion)
Both decrease in strength & size when they are not exercised or challenged
Brain plasticity is stimulated by activities that are:
Quantity of Processing:
Find a partner:
1. In math, I do at least five practice problems of each type each day for a full week!
2. Remembering what I learned in my tennis class, I decide to try using topspin in racquetball.
3. After class, I organize my notes, creating outlines or graphic organizers to help me remember the important points.
Quality of Processing
Students with a
believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.
what it is & why it matters
Students with a
believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). They see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks.
High-performing students and low-performing students may have either mindset.
Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics.
Quality of Processing
Quantity of Processing
3 Principles of
Deep and Lasting Learning
Relate new information to previously learned information.
Use numerous and varied
Use frequent practice sessions
of sufficient length distributed
1. If you know how to play a clarinet, learning to play the saxophone will most likely be easier for you.
2. Olympic spring runners don't just run, they lift weights, jump rope, and do calisthenics.
3. Cramming 2 hours right before an exam = little learning. Studying 6 hours spread over a week = much learning.
Becoming an Active Learner
The Core Learning System
Identify which element of the CORE learning system is being used in the following statements.
You strengthen neural connections by going over your study material several times a week.
You use formal and informal feedback to insure accurate and complete learning (example: you quiz yourself).
You gather information (take notes) and skills from sources such as textbooks and lectures.
You arrange your notes to create deep and lasting learning.