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tipos de investigación
2
Brain Bounce:
Tipos
de
INVESTIGACIÓN
The following content comes from a nonprofit, Neural Education, which focuses on the intersection between neuroscience and learning. We invite you to copy and adapt this Prezi for use in your classroom as you see fit including guiding students through how the brain functions.
Investigación básica
Goals
Duration: 150-200 minutes
Gain a basic understanding of brain functions including the parts of the brain, neurons, and neurotransmitters
Unpack a video to make connections between the activity represented and neural operations
Learn more about neuroscience and education by visiting https://neuraleducation.org/.
APLICADA
Kids These Days & Behaviorism
Let's unpack the behaviors of kids. Alone or a partner, list all the negative things we have heard about kids today. (Aim for listing ten attributes.)
You have two minutes.
Ok, we have all felt it. We have all heard it. And we also may have been irritated on occasion when people have said it. We love kids, right? BUT:
What’s up with kids these day?
Let’s Compare
A nuisance to others
Can’t collaborate with peers
Fear driven and reactive
Here is a
list of common
negative attributes
about kids.
Procrastination until its too late –then paralysis
Impulsive and disruptive
Anxious and argumentatively defensive
Always in trouble
Can’t pay attention
Can’t follow instructions
Easily distracted
How have we dealt with it?
Will choose something distracting every time
Can’t focus
Can’t initiate tasks, stay on task, finish tasks
Let’s
Compare
We also know that despite these common ideas about kids, we also know their brains are their super powers.
Teen Brain Superpowers
Unfortunately, we often focus on the negative attributes of kids and use behavioral models to address them to very mixed results, especially when schools are not fully trained in behavioral models and when students don't care about external motivation which is problematic to begin with.
Negative Stereotypes
&
Behavioral Methods
From a Behaviorist Lens
We all have grown up around behaviorist mindset - a system of sticks and carrots. When we do good things were are rewarded and when we do bad things we are punished. It is simple justice and all is right with the world, right?
In schools, we perpetuate this model:
Kids are misbehaving, so we need to:
A COMMON RESPONSE
Reward their good behavior so that they might be more inclined to repeat that behavior.
Punish their bad behavior so that they might be more inclined to avoid that behavior.
Behaviorist
Learning More
https://plato.stanford.edu/entries/behaviorism/
https://www.simplypsychology.org/behaviorism.html
Lens
Behaviorist Model
5%
Individual plans for continuous behavior issues
Special plans for students for students viewed as at-risk of behavioral issues
15%
What models are similar to this?
How do such models work?
Behaviorist
How do they not?
80%
School-wide plan
(curriculum, protocols, methods, etc.)
to dampen behavioral issues.
Model
In contrast to behavioral models...
The Neural Lens
Brains are Plastic -environment shapes brain
We can address this by growing structures and re-wiring a kid’s brain.
ACEs and Trauma cause some kids to be wired differently
All behavior is communication
Lots opportunity for dysregulation, ADD, ADHD Principal’s office, detention, expulsion
Children are not born with emotional dysregulation
The Neural Contrast
DOCUMENTAL
A Neural Exploration
THE EVOLUTION OF THE BRAIN
Forebrain
Forebrain
Thinking (Forebrain): This part of the brain developed
4 million years in Homo Sapiens. That’s you, me, and our students. It is concerned with:
Reflection (Imagination, critical thinking)
Analysis (Creativity, Insight, Intuition)
Thought (Predicting, Planning)
Midbrain
Emotional (Midbrain): This part of brain developed
100 million years ago in mammals.
It is concerned with:
Midbrain
Emotions (learning, music, art, science, technology)
Connection to others (joy, love, equanimity)
Self-regulation (overcome impulse, learn to contribute)
Hindbrain
Reactive (Hindbrain): This part of the brain developed
300 million years ago. It is often called our reptilian brain.
It is concerned with:
Hindbrain
Feeding (survival)
Fighting (react to fear, danger, pain)
Fleeing (self-preservation)
Fight - Flight - Freeze
Integrate Kid’s Brains
Children are born with a strong instinct for survival, food, and reaction to pain.
Children need to learn emotions, connection to others, and self-regulation.
By integrating the three regions of the brain the child will adapt to normal life challenges.
It’s about grey matter and white matter!
Kid’s
Brains
Structure before Function
Structure refers to super highways of connectivity – White Matter Circuits
Between back of brain (Cerebellum) and front of brain (Prefrontal Cortex)
Between both hemispheres – Corpus Callosum
Function refers to subjects like Math, Science, ELA, and so on.
BUILD STRUCTURES FIRST TO ACCOMMODATE FUNCTIONS!
Structure
Gray or White!
Neurons need to connect (communicate).
In each child’s brain there are roughly 83 billion neurons (gray matter).
Oligodendrocytes
Microglia
Myelin sheath
Gray or
Neuron
Each neuron is doing its own thing.
Connections happen with electricity (Action Potentials) and chemistry (Neurotransmitters).
Neuron
White!
Dendrite
Synapse
Axon
Astrocytes
Connections get stronger with use through myelination (white matter).
Neurons allow you as a mammalian human to see, or scratch, or think, or speak.
INVESTIGACIÓN DE CAMPO
SE APLICAN EN EL FENÓMENO A ESTUDIAR
CAMPO
RECOGER DATOS DE PRIMERA MANO
OBSERVACIÓN ESTRUCTURADA
TRABAJA CON ENCUESTAS, ENTREVISTAS Y ESTUDIOS DE CASO
The Neuroscience of the Video
Each child is activating the Cerebellum (standing, balance, movement).
Each child is activating the Parietal lobe (small motor skills, intention and control).
Each student is activating the Temporal lobe (managing the auditory space and coordinating with vision and small motor).
Each student is activating the Occipital lobe (managing visual space and peripherals).
Each student is activating the Prefrontal Cortex (managing the executive center for planning, predicting, making decisions, detecting & correcting errors.
Neuroscience
Leveling Up
The Kids Move; The Balls Stay
video
Now what do you notice?
What is happening from a social emotional standpoint?
What do you think is happening in the brain?
What purpose do you think bouncing balls serves?
Leveling
Up
Connecting to
Neurotransmitters
A neurotransmitter influences a neuron in one of three ways: excitatory, inhibitory, or modulatory, which means making actions happen, stopping actions, and keeping ongoing actions going.
Visicles
Reuptake pump
Neurotransmitter
Receptor
Synaptic cleft
Neurotransmitters are the body’s chemical messengers.
They are the molecules used by the nervous system
to transmit messages between neurons, or from
neurons to muscles.
EXPERIMENTAL
Communication between two neurons happens in the synapse - the small gap between neurons. Here, electrical signals that have traveled along the axon are briefly converted into chemical ones through the release of neurotransmitters, causing a specific response in the receiving neuron.
-from Queensland University’s Brain Institute
Neurotransmitters
In the video, the room is filled with neurotransmitters that enhance learning.
Neurotrans
Norepinephrine
– anticipation, attention, focus.
Dopamine
– success, pleasure and satisfaction.
mitters
Serotonin
– happy, feel good, part of the herd.
– bonding, teamwork, and well-being.
Oxytocin
The activity inhibits aggression and competition, and it promotes collaboration, self-efficacy, teamwork, and fun.
Choice and Control
Make up the rules – count to five with two balls and then move one ball left.
In the video, kids get to:
Work in groups – manage the chaos of 8 to 10 balls bouncing.
Make mistakes – its ok to drop a ball, just pick it up and jump back in.
Experience success – anyone can learn to bounce a ball with practice.
Laugh and play – while growing structures that will help them be successful.
Choice and
Control
Works for all Kids!
Bouncing balls works for all kids.
You might need to adjust your assumptions when you realize the child’s agility or lack.
Eliminate amygdala hijack.
Eliminate aggressive behaviors.
Increase working memory (prefrontal cortex).
Connects all lobes and myelinates structures for learning.
For more information on brain-centered learning, visit:
https://neuraleducation.org/
Works
NO EXPERIMENTAL
EXPLORATORIA
DESCRIPTIVA
EXPLICATIVA
CORRELACIONAL
SINCÓNICA
DIACRÓNICA
CUANTITATIVA
CUALITATIVA
References
J. Willis, How to teach students about the brain. Educational Leadership 67, (2009).
J. Willis, Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. (Association for Supervision and Curriculum Development, Alexandria, VA, 2006).
T. K. O ' Mahony et al., in EduLearn 17: 9th Annual International Conference on Education and New Learning Technologies. (IATED, 2017).
J. Panskepp, Affective neuroscience: The foundations of human and animal emotions. (Oxford university press, New York, NY, 1989).
J. D. Bransford, A. L. Brown, R. Cocking, How People Learn: Brain, Mind, Experience and School. (National Academy Press, Washington, DC, 2000).
V. W. Berninger, T. L. Richards, Brain Literacy for Educators and Psychologists. (Academic Press, New York, 2002).
T. K. O' Mahony, E. Thompson, R. Carr, in International Conference on E-Learning in the Workplace. (Teachers College, Columbia University Teachers College, New York, 2019).