Educators Professional Day 10/04/10

1. Educators Professional Day 10/04/10 Neurophysiological Foundations of Learning & Evidence-Based Teaching Ahmed M. Abdelal, Ph.D., CCC-SLP Assistant Professor of Communication Sciences & Disorders Department of Special Education & Communication Disorders aabdelal@bridgew.edu Phone: 508-531-6146

6. Neural Transmission

7. http://www.youtube.com/watch?v=4cDbY7Jf31I

8. Learning Stages& Strategies

9. Learning “Learning is the process in which neurons that fire together to produce a particular experience are altered so that they have a tendency to fire together again. The subsequent combined firing of the neurons reconstructs the original experience, producing a ‘recollection’ of it. The act of recollecting makes the neurons involved even more likely to fire again in the future.” (Carter, et al 2009, 154)

10. Relationship Between Learning & Memory Leaning is “the process by which we acquire knowledge about the world, while memory is the process by which that knowledge is encoded, stored, and later retrieved” (Kandel, Schwartz, & Jessell, 2000, p. 1227)

11. Types of Memory Based on Duration • Immediate memory • Capacity of 7 items • Only 30 seconds, if info not rehearsed • Working Memory (WM) • Phonological loop (verbal info) • Visuospatial sketch pad (faces, images, spatial layouts) • WM sustains info for 0.5 sec. to 10 min. • Long-term memory

12. Learning & Emotions “Our memories are personal and evocative, intertwined with emotion, and they provide us with a sense of who we are.” (Squire & Kandel 2010, 75)

13. How Learning Changes Brain Structure • Any type of learning must result in physical changes in brain structure: • Cellular changes • Birth of new neurons (Neurogenesis) • Expansion of existing networks • Creation of new circuits

14. How Learning Changes Brain Structure • Cellular changes in the existing neurons: • Strengthening existing synaptic connections • Growth of new synaptic branches and production of neurotransmitter components in presynaptic neurons • Translation and transcription of specific genes • Production of new receptor proteins and inserting them along the membrane of the postsynaptic neuron

16. Primary Centers of Learning Hippocampus Amygdala Medial temporal lobe PF cortex Association cortices

18. Phases of Learning • For information to be retained in LT memory, it has to be processed in phases • Each phase involves specific neural pathways, and structural modifications • Perception • Pre-encoding • Encoding • Transfer • Imprinting • Storage • Retrieval • Consolidation

19. Setting the Stage for Learning • Motivation and emotional response direct our attention • Information cannot enter into the memory system unless it is attended to • Attend to a piece of info for about 0.2 sec. • Attention intensifies the experience by triggering neurons to fire more frequently • The more a neuron fires the stronger its connections are with other neurons (Squire 07,77)

21. Preparatory Phase: Pre-encoding Mechanism • There are specific areas “pre-prepared to store new information, even before the stimuli are collected and coded” • If these areas are activated in time for encoding, encoding & recall will efficient • This pre-encoding circuit is activated by: • Good self-esteem • Strong motivation • Positive attitude (Atlas of Human Physiology, 2009, 166-167)

22. Executive Functions & Working Memory

23. Working Memory & Executive Functions • Executive functions: location? • Develop, pursue & focus on goals; sustain attention, allocate attentional resources, monitor our own work toward the goal; regulate our behavior, etc. • Behavioral inhibition suppresses distractions • Working Memory: PFC Sensory center • Holds material to guide on-going behavior and cognition • Info gets shuttled back and forth from frontal cortex to the sensory cortex that initially registered it.

24. Encoding • The process by which new information is attended to and processed when it is first encountered (Kandel et al., 2000) • Mediated by the hippocampus & PFC • New info reaching the hippocampus induces activation of pathways to previous info

25. What Happens During Encoding • Activation of previous information • Evaluation of the new information • Analysis • Organization • Integration • Reassembling and synthesis

26. Encoding Mechanisms • Neurotransmitters • Noreadrenaline/Norepinephrine • Acetylcholine • Serotonin • Dopamine • Proteins • C-Kinase • Synapsin 1

27. Neurogenesis During Encoding • Occupies the first 20 minutes of learning • Newly born neurons immediately enter the memory pathways individually • Enter • Exit • Re-enter and stay • They appear to imprint the new information and integrate it with previous information • They mediate forgetfulness of irrelevant information

28. Efficiency of Encoding Encoding determines the efficiency of retrieval. Efficiency of retrieval depends on the cues & strategies used while the info is being encoded, rather than the strategies used during the retrieval process.

29. What Determines Efficiency of Encoding • Emotional content of the info: happy vs sad • Motivation & level of interest cause deep encoding and subconscious rehearsal • Effort learner puts into practicing recall of info • Novelty (Carter et al, 2009, 154) • Extent to which the info is: • Organized • Related to previous knowledge • Rehearsed after it has been presented (Squire & Kandel 2009, 74)

30. Efficiency of Encoding: Elaborative Encoding • Elaborative/deep encoding is better than shallow/superficial encoding • Breaking down info • Discussing the meaning of each part • Relating the info to previous knowledge • Asking questions in the process • Example

33. Retrieval • The process of recalling stored information through reactivating the pattern or pathways in which the information was originally stored. (Nelson, 2005) • Retrieval is a reconstructive process that involves pulling pieces of info from various storage sites and integrating them into a coherent whole.

34. Retrieval … • Either involuntary or intentional • Intentional retrieval is required for adequate academic performance and similar goal-directed behavior. • Requires: • Executive functioning & WM • Attentional resources • Strategic memory searching

35. Retrieval … • Involves gene expression and protein synthesis and insertion along pathways • Any interruption of these cellular processes (e.g., stress, anxiety, etc.) prevents the formation of long-term memories

36. Retrieval: Facts & Strategies Previous knowledge promotes efficient recall of new information Experts have superior abilities in remembering info related to there area of expertise, but “have no special gift for recalling details that are not meaningful to their area of expertise” Memory exercises do not improve retrieval (Squire & Kandel 2009, 77-78)

37. Teaching Techniques

38. Maximizing Learning Outcomes: Instructor-Based • Teaching Environment • Foster a friendly relationship with students, characterized by mutual respect • Create a flexible teaching environment free from tension and anxiety • Have the students move about in the classroom, whenever possible: to provide physical mobility & reduce tension

39. Maximizing Learning Outcomes: Instructor-Based • Reduce your own stress to avoid stressing your students • Perseveration Effect/Rigidity • Always adopt a positive communication style • Yes, smile at the kids and use humor • void negative feedback • Always be positive, even if the student’s answer is incorrect – student’s learn from mistakes

40. Maximizing Learning Outcomes: Instructor-Based • Avoid Habituation: • Elicit student interaction • Avoid monotone • Vary loudness, tone, and accent frequently • Do not stand or sit still for an extended period of time • Change topic points every 5-10 minutes • Use humor

41. Maximizing Learning Outcomes: Instructor-Based • Ensure adequate encoding (quality over quantity) • Guide students to the correct answer by asking step-by-step questions • Keep in mind that students have different learning styles • Two major interactive learning styles: • Experiential/Narrative Style • Rational/Expository Style • A combination of both styles is expected to produce the best results

42. Maximizing Learning Outcomes: Instructor-Based Rational Experiential • Teaching through: • Stories • Settings • Intentions • Emotions • Plots • Acting and role-playing • Metaphors and similes • Personal experiences • Teaching through: • Analysis • Logical explanations • Abstract ideas, etc. • Completely removed from direct experience

43. Maximizing Learning Outcomes: Instructor-Based • The familiarity effect • Provide lesson previews a week or two prior to in-depth presentation of lessons • Implications for: • Arabic Instruction • English Instruction to nonnative speakers • Exercise

44. Maximizing Learning Outcomes: Instructor-Based • Power of Retrieval (Newell & Rosenbloom, 1981; Anderson, 1995) • Strengthens existing synaptic connections • Establishes new synaptic connections • Strengthens memory pathways between hippocampus and storage sites • Leads to cognitive efficiency • First few revisions are the most important • First revision  40% • Second revision  80-90% • Third revision  95% • Then, get a good night’s sleep!

45. Maximizing Learning Outcomes: Instructor-Based • Power of Retrieval • The more frequently the information is retrieved, the stronger the pathway, and the faster the activation • Information not retrieved for an extended period of time might take longer to reactivate or might be forgotten • Context & Strength of cues are related to strength of retrieval • Retrieval is best when in same context and in presence of initial cues used during encoding

46. Maximizing Learning Outcomes: Instructor-Based • Create opportunities for student interaction: • Heighten student curiosity, and ask questions to make them actively engaged in the information • Provide hands-on learning experiences and concrete examples • Teach information in an organized way • Use controlled, deep semantic encoding • Allow for transition time when shifting between topics to avoid interference

47. Maximizing Learning Outcomes: Instructor-Based • Testing promotes “better long-term retention than restudying” (Squire & Kandel 2009, 77). • Prior knowledge of test format impr. perf. • High-protein breakfast prior to major exams • Focusing on concepts is best for essay tests • Focusing on details is best study for multiple-choice tests • Visual presentation is extremely powerful: “Nearly half of the cortex is dedicated to processing visual information” (Squire & Kandel 2009, 77)

48. Learning Techniques

49. Maximizing Learning Outcomes: Learner-Based • Use testing as a teaching tool • Protein breakfast on morning of Testing • Advise parents who smoke not to do so in the presence of their children: • Decreased recall, attention & tooth decay • Sleep is crucial