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Transcript of Educational Neuroscience
in School Exercise Emotion From Short term to
Long term Memory Educational
Neuroscience Medina Link http://www.brainrules.net/exercise?scene= Exercise helps
the brain and
increase blood flow. Naperville Central High
school performance. In the Trends in
and Science Study
placed first in the
world in science
and 6th in Math. The Naperville Exercise
program was repeated
in two other schools
with similar results. It lowered fights
and brought a
the student body. Exercise releases BDNF
or Brain Derived
This helps to
stimulate brain growth. Exercise releases
Dopamine, Serotonin, and Norepinephrine.
They are natural
antidepressant. Goleman says there
are many different
then the ones
learned in school. Emotional
(EQ)just as or
then IQ. Zull talks about loosing
the joy in Learning.
That finding the
answers should be FUN. Back cortex is
the past, front
cortex is the
future. Sensory event Thalamus Cortex Amygdala Action Amygdala Action The upper pathway brings
emotion into an experience. The lower pathway is the
fight or flight response When we do succeed at
something dopamine is
released that is the
in the brain As Teachers if we
make learning fun
and help students find
joy in the experience
it will help them
remember. Often people with Average
IQ and Average to
High EQ will be hired
before someone with
High IQ and Low EQ People with low EQ
are hard to work
with like Sheldon
from Big Bang Theory. In Zull's 2002 book he
talks about how to help
students to in class
using emotions, and
why they are important Amygdala signals fear in
the brain. This can mark
memories and cause a
subject that had caused
stress in the past to
be harder to learn. The Hippocampus helps
to turn short term
memories to long
term ones. FUN FACT: the hippocampus
comes from the Greek
name for sea horse. Cortisol, the stress
damage or even
kill hippocampus cells Zull also tells us that
stories are great
to help students
remember things. Also, be authentic
and "real" with
your students. A Calvin and Hobbes strip
Calvin's mom: I saw your teacher Miss Wormwood, in the supermarket today. She said to say Hi.
Calvin: You saw miss Wormwood?? She shops at the supermarket?
Calvin's mom: Well certainly. What did you think?
Calvin: I donno... I kinda figured teachers slept in coffins all summer Motivation to learn
comes from learning
itself. Not from
extrinsic rewards. Sousa tells us that Emotions
are critical to learning.
He gives us three important
hints in helping us to
bring this into our learning. 1. As teachers we need
to foster an emotional
our students and
our subject. Lead students to
find the answers
on their own. 3. Have and
it's alright not
to be right. Attention! 10 Minutes before
we loose attention. Attention is caused by
3 separate but integrated
parts of the brain. 1. Alerting or Arousal Network
2. Orienting Network
3. Executing Network Emotions get our attention. ECS or Emotinal
can put a dopamine post-it
note to certain memories.
This is crucial to
making memories. Can be used in the classroom to place emotional hooks every 10 minutes to keep students attention. Short Term Memory Students forget 90%
of what they learned
30 days afterward. Repetition goes a long
way to help with
this problem. Short term memory Temporal Lobe Long Term Memory The process for this
is Encoding, Storing,
Retrieving, Forgetting. The three trick
for encoding. 1. The more elaborate the better
2. The initial pathway becomes the permanent one.
3. Mimic initial stimuli to help with retrieval.
Long Term Memory Short term memory Consolidation Retrieval Long Term Memory Repetition Reconsolidation How to Make and keep long term memory The pathway to make long
term memory from
sensory input. ECS Temporal Lobe Frontal Cortex Micheal Posner's table for how long it takes to do certain things in the brain. Milliseconds = Attention
Seconds to Minutes = Practice
Minutes to Days = Learning
Weeks to Months = Rule Learning
Months to Years = Development Willis tells us that
rewards have to be
intrinsic not extrinsic.
motivated by wanting
to learn. Teachers need to
actively engage in
activating the Reticular
Activating System or
RAS for learning
to take place. Goleman, Daniel. Emotional Intellegence. New York: Bantam Dell, 1995
Medina, John. Brain Rules. Washington: Pear Press, 2008.
Ratey, John. The Revolutionary New Science of Exercise and the Brain. New York: Little, Brown and Company, 2008.
Sousa, David. Ed. Mind, Brain, & Education. Indiana: Solution Tree Press, 2010
Zull, James. From Brain to Mind. Virginia: Stylus Publishing, 2011
Zull, James. The Art of Changing the Brain. Virginia: Stylus Publishing, 2002