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How The Brain learns

The neuroscience of how the brain learns and the implications for educators and learners whether learning at school, in business or just because you want to understand.

Mark Treadwell

on 7 August 2018

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Transcript of How The Brain learns

Ideas &


Inner Voice
Amazing Brain
What we know

Brain Cells
Different learners have
different strengths and weaknesses
across the entire range of these intelligence domains as you can see
from the diagram. In this diagram three different learners are profiled.
Each concept framework is made up of numerous contributing concepts and the ability of our brain to build and manage these concepts varies considerably. As a result every individual has a unique, inherent design built into their genetic code and it is the influences of each person’s experiences applied to that code through life, that subsequently, and continually modifies our
The Senses
It is necessary to use a
3-dimensional solution to reasonably
reflect the complexity of this set
of interactions between the nine, somewhat artificial intelligence domains. The three principal dimensions that underpin our new working definition of intelligence are:

• cognition
• domain complexity
• domain range

Each of the nine domains is represented by a 3-dimensional sphere that can partially intersect neighbouring domain spheres. This means that social nuance may be partially encased by other domain spheres such as physical dexterity, reasoning & risk and metacognition. Depending on the context, social nuance may involve some sub
concepts of all the domains.
If you are not talking to yourself -
you are in trouble!

This capability requires us to be able to interrogate our thinking metacognitively by asking ourselves clever questions and having conversations with ourselves. The questions and the conversations we have with ourselves allow us to interrogate each of our learning systems to build an integrated picture of our understanding.
Innovation & Ingenuity
Having a network of ideas, concepts and concept framework allows the learner(s) to
new possibilities for other contexts.

is a process whereby we use our
to synthesise, distil and ask clever questions and interrogate and remix the knowledge, ideas, concepts and concept frameworks the learner has developed.

is about creating new ideas, concepts concept frameworks that have the potential of becoming new products, systems and environments.

is taking those creative and innovative notions and turning them into the practical outworking of that innovative outcome that meet needs & opportunities.
Sequencing (episodic):
There appear
to be two distinct models for storing
these episodic memories. We can have temporary, short and long term episodic memories.

Ideas and Concepts (semantic):
Neural-astrocytic partnerships store concepts and hormone stimulation triggers their application. Memories of these are instantly remembered.

Brainwaves identify and link semantic memories complete with their links to the episodic memories
Learning to read and write is a very different task from learning to drive a car, however from a cognitive perspective they are both very demanding. Interestingly though, after only a few hours in the driver’s seat the learner driver is managing the driving process with relative ease, while our emergent reader/writer is still struggling to remember the shape of just a few letters of the alphabet. What could possibly explain the vast difference in success of these two learning processes? And no this does have much to do with the age of the learner,other than they cannot see over the car bonnet

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Learning: How the Brain Learns

Einstein had one of the lowest known ratio of neurons (compared to other brain cells) of any human being in certain parts of his brain.
In 2012 an extraordinary experiment was carried out by a group of neuroscientists. They added some human brain cells, called astrocytes, into mice embryos and then re-inserted them. When the mice were born their brains had a high proportion of human astrocytes and had noticeably changed in structure. When the scientists tested these mice for intelligence they were stunned to discover that the speed at which they learned had increased by 300%.
We largely build our version of the world using our 23 senses.

You can't actually see pictures in your head -
We use our sequencing process to learn to mimic the the 'shapes' of the others lips, tongue and mouth to make the sounds that will eventually become our voice/words. We also use this process to link sequences of actions.

We are hopeless at learning 'off by heart' - it is our worst learning system because historically we never used it very much. We do now but mostly due to having to learn to read and write.

A bit of advice - choose your parents carefully if you want to be good
at this one!

We are all great at this learning system - there is virtually no difference regardless of who your parents are.


Because we have been doing it for tens of thousands
of years

is intelligent
There are very few exceptions to this.
Some people lack confidence maybe,
but that can be sorted
The brain is composed of different types of cells that carry out different processes. The most well known are the neurons. We have approximately 86 billion brain cells.

When we are born 70% of our brain cells appear to be neurons BUT by the time we are in our late 20's they make up about 50%

BUT a type of glial cell called astrocytes could make up between 40- 50%
Somewhat unbelievably
neuroscience still cannot
accurately count the number
of each cell type
in the brain
he's right!
We are all great at this one too - YEP - every single one of you AND no ..... you are not the global exception!

it's all about confidence
How is it possible to hear our self talk when we don't make any noise?
Our 4 +1 Learning Systems
Neuroscience 101
Can we really see
pictures in our head?
Sydney 2018
Full transcript