Audio Transcript Auto-generated
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Welcome to my presentation entitled human learning process. Concept map
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I am Tanya McCrary Erdogan and I will
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be presenting an overview of the human learning process
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including a basic description of the human brain neuron anatomy and
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neuronal networks as well as the memory and learning processes.
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Next I will discuss the universal design for learning framework and related
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guidelines describe the regions of the human brain that correspond to U.
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D. L. Principles and give definitions of the three U. D.
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O networks in relation to brain mapping.
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In closing I will answer the question why might my colleagues want to
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understand the human learning process as it
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relates to memory learning and motivation?
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Some basic knowledge of the human brain and neuro
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anatomy is important to understand the memory system.
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After providing background with a brain
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I will explain sensory memory, working memory and long term memory.
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This is important for educators and trainers because
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in the words of dr Kenneth Wesson,
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if it's your job to develop the mind
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shouldn't you know something about how the brain works
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for starters what is memory?
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Memory is the process of encoding, sorting and retrieving information and events
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according to dr Michelle miller.
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Memorization is a necessary component of learning
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because it because it improves cognition,
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analytical thinking and creativity.
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According to Dr. James Noel in his book The Art of Changing the Brain.
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The human brain is made up of 100 billion neurons.
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Each neuron has three basic parts
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the axon and neuron body. The tail covered in a myelin sheath and dendrites.
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Axons can stretch six ft in length.
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In fact one neuron can form tens of thousands of
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links to other neurons close by and at a distance
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according to ZOLL.
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Chemical neurotransmitters transport electrical impulses
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across a synaptic gap,
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making it possible for neurons to communicate with each other.
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These connections give rise to comprehension.
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Heavy in law informs us that neurons that fire together wire together,
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meaning that repeated connections as with opportunities
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to learn and engage in mindful practice.
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Practice lead to stronger neural links.
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There are four types of memory and they are sensory memory, working memory,
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short term memory and long term memory.
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There are also four steps to memory formation and they are attention encoding,
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storage and retrieval.
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Next
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I will discuss the main areas of the brain involved with
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memory formation and describe the process of how memories are encoded,
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stored and retrieved.
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There are several structures in the brain that are involved in the memory process.
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These structures are the hippocampal, hippocampal region, interior striatum,
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basal ganglia, amygdala, cerebellum and the neocortex.
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This flow chart created an E. D. H E 6 20
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maps the steps of the brain's memory process.
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I will walk you through one step at a time.
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First information from the world is received through our five senses
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without focus. Much information never reaches our working memory.
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Inattention is one example of what dr steven chu identifies
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as a point of obstruction in the learning process.
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Inattention can be overcome by minimizing distractions
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after information passes through is received by our senses.
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The particular activating system,
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a bundle of neurons responsible for attention
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and arousal filters out unnecessary information.
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The rest can be thought of as the brain's gatekeeper
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information that is attended to is transferred to the amygdala,
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commonly referred to as the brain's switching station.
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This is the 3rd step
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information passing through the amygdala is switched to one of two systems.
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Sensory input moves from the amygdala
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to either the limbic system or into working memory
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located in the upper brain or prefrontal cortex.
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In working memory sometimes synonymous lee referred to a short term memory.
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Individual pieces of information can be chunked,
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which increases memory capacity given the
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limited storage space and working memory.
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In the fourth step information ideally moves into long term memory
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where it is coded as an implicit memory or explicit memory.
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There are three types of explicit memories
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And there are three types of implicit memories.
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The human brain will be discussed in further detail in the following two sections.
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The anatomy of the brain can be described in a few different
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ways as it can be viewed from multiple levels by hemispheric lee,
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the three major regions and the free and the four lobes.
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While all of these descriptions are true of the brain,
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they offer very depths of understanding
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On the most basic level. However, the brain is comprised of three major parts
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the cerebellum,
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the brain stem and the cerebrum.
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A more detailed explanation of brain anatomy can be offered by the four major
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lobes description which explains that the brain is comprised of the parietal lobe,
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occipital lobe, temporal lobe and frontal lobe.
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Each lobe is primarily responsible for certain functions
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directing our attention to the image of the brain on the far right of the screen.
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The frontal lobe shown in pink is responsible for executive functions, cognition,
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planning emotions and problem solving as well as voluntary emotions.
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The temporal lobe shown in green is responsible
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for sounds and smells making and filing memories,
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emotion and speech.
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The parietal lobe colored yellow is primarily
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responsible for bodily sensations and willful movement.
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The 4th region the occipital lobe shaded purple is
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responsible for a wide range of visual functions.
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Some crossover of functions exist given that the brain is a well integrated,
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adaptable and ever changing £3.
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Now that we have some understanding of the brain's anatomy,
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we can move on to discussing universal design for learning or U.
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D. L.
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A.
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Framework that provides guidelines to help educators
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grow robust neuronal networks with strong connections
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in all learners regardless of age, ability or level of knowledge.
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You. D. L.
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Is a framework that helps educators
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design instruction meant to change learners brains
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to borrow a phrase from sam johnston of cast.
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We want a situation that is good for everybody.
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Part of it is thinking about what has to happen
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at the level of design that makes accommodation less necessary.
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You. D. L. Is rooted in the following mind. Brain and education science.
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Foundational principles.
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One
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neuro diversity exists.
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No two brains are identical
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to
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the brain is highly plastic changeable, multiple adaptable.
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Our brains are always growing
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three Our prior knowledge or experiences influence our learning processes
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and four
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goals are critical for learning.
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You. D. L.
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Promotes multiple means of engagement,
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representation and action and expression.
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These are the three main principles.
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These principles answer the questions of why what and how learners learn.
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The goal of U. D. L.
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Is for educators to use the framework
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and guidelines to facilitate internalized self regulation,
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reflective comprehension and self monitored executive
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functioning made up of deep connections
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characteristic of the type of cognition
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that expert versus shallow learners possess.
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Returning briefly to the anatomy of the human brain.
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I will describe the relationship between the four major lobes and the three U. D. L.
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Principles of
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engagement
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representation
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and action and expression.
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Look at the diagram of the human brain
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working from the front of the brain, the blue dot to the back of the brain,
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the purple dots.
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I will describe the three U. D. L.
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Networks mapped onto the various brain structures
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and provide definitions of these networks.
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Again, let's start with the blue dot.
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The frontal lobe is the strategic hub of the brain.
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The frontal lobe is responsible for the how aspect of learning.
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This is the main region of the brain responsible for
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helping us to prepare self monitor and carry out tasks
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when we, as educators provide choices in how students expressed their knowledge,
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for example
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using embodied cognition and arts integration.
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When we diversify choices for physical action by including assistive technology
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and when we guide students executive function development to uh
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encourage them to use goal setting and self monitoring.
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We are changing learners brains to make them more
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goal oriented and strategic in their acquisition of knowledge.
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Next
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let's focus our attention on the area of the
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brain diagram that is labeled with a green dot.
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This is the effective network of the brain where we perceive,
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sort and make meaning from incoming information gathered
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than the recognition region of the brain.
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The effective area of the brain is linked to the y of learning
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this area. This effective network is deep inside the brain. Above the brain stem
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it includes the amygdala
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hippocampus, hypothalamus,
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orbital, frontal cortex, temporal cortex, paladin and insular cortex.
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This region is the emotional regulation and processing center in the brain.
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The hypothalamus, hippocampus and amygdala all play a role in memory and learning
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from the effective network information moves to the frontal lobe for execution.
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So when we,
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as teachers vary the ways that we gain student's attention through
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meaningful and authentic activities and intentionally
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designed emotionally safe classroom environments.
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We build the trust necessary for students to persist in the face of effortful,
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effortful practice to take calculated risks
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to accept timely and focus feedback
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and to sustain their efforts over time towards mastery.
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Lastly,
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let's focus our attention on the regions of
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the brain diagram marked with purple dots.
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These are actually the areas of the brain where incoming information is received
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and this region or these regions are linked to the what of learning.
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So when we as teachers provide multiple means
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of representation by providing learning options for comprehension,
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perception, language and symbols,
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um when we address the what of the content,
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this engages the recognition networks in the brain.
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The recognition networks located in the back
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and center regions of the brain process,
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incoming sensory input,
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the occipital, parietal and temporal lobes gather information
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when we, as educators customize how information is shown,
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illicit background knowledge helps students to decode
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unfamiliar jargon symbols and language and guide
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students in connecting the dots with main ideas within and between content areas.
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We are changing learners brains to make them more savvy in their abilities to
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utilize skills that will help them to organize information
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with robust networks of connections like expert thinkers do.
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As educators, we're all brain changers
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in order to prime the brain to take in new information, store it and retrieve it.
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It is critical to first understand the anatomy of the brain
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and human humans learning processes as it relates to memory.
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Learning and motivation.
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This is significant in businesses,
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organizations large and small across all industries and
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sectors and in institutions of education and health
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application of mind brain and education
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science including memory and learning processes.
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And you dl can build human capacity through professional
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development including but not limited to organizational trainings.
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The possibilities for change are far reaching through
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global research partnerships with universities around the world
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that includes
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train the trainer,
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e learning and other mind brain and teaching initiatives,
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remembering that the overarching goal of U. D. L.
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Is to design content delivery and diverse ways that make
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knowledge readily accessible to all learners throughout the lifespan.
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There really is unlimited potential in terms of the context in which
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an understanding of the human learning process as it relates to memory.
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Learning and motivation can be used.
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The potential for creative collaborations and institutions of health
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in education and in industrial realms
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has no limits
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to quote dr Mario Hardiman. All teaching does not result in learning,
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but I am confident in mbe science research continues to show us that
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application of the knowledge of human learning
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can result in stronger neuronal networks,
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better learning experiences and outcomes.
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This concludes my presentation.
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Thank you