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Stylus Arlington VA

The Art of Changing the Brain: Enriching teaching by studying the biology of learning James E. Zull. Stylus Arlington VA. JAMES E. ZULL FROM BRAIN TO MIND USING BRAIN RESEARCH TO GUIDE EDUCATIONAL CHANGE STYLUS (AMAZON.COM). Human brain changes during learning.

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Stylus Arlington VA

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  1. The Art of Changing the Brain: Enriching teaching by studying the biology of learningJames E. Zull Stylus Arlington VA

  2. JAMES E. ZULLFROM BRAIN TO MINDUSING BRAIN RESEARCH TO GUIDE EDUCATIONAL CHANGE STYLUS(AMAZON.COM)

  3. Human brain changes during learning

  4. Change is neuron branchingLeads to new contacts

  5. Synapse change-increases and decreases

  6. Learning by losing-efficiency

  7. Intelligence and cortex change

  8. WHAT MAKES CHANGE? USE OR DISUSE EMOTION

  9. The Art—part IUSE WIDESPREAD AREAS OF CORTEX

  10. The three functions of cerebral cortex Sensing Integrating Action

  11. Two kinds of integration • Back brain: integrate information and data to produce complete pictures and facts, and store memories of images, faces, stories, etc—Red dots in green trees = apple orchard • Front brain: integrate back brain information (pictures, memories and facts) by holding them in short term memory in order to create ideas plans, hypotheticals, etc—Ladder under red dots in green trees = predict apple picking

  12. Flow of signaling in cortex

  13. Confirming the cycleThorpe, S.J. et al, Science, Toulouse,

  14. FOUR PILLARS OF LEARNING • EXPERIENCE-GET INFORMATION • REFLECT-MAKE MEANING • CREATE-PREDICT • ACT-TEST

  15. THE ART-PART II ASK “HOW ARE MY STUDENTS FEELING?”

  16. SCREENING FOR THE NEGATIVEafter LeDoux, Emotional Brain

  17. AMYGDALA-CORTEX CROSSTALK

  18. The joy of learning is as indispensible in study as breathing is in running.-- Simone Weil

  19. DOPAMINE PATHS-REWARD IN THE FRONT? (Nolte, J.)

  20. REWARD IN MOVEMENT

  21. THE ART-PART III USE EXISTING NEURONAL NETWORKS

  22. BUILDING ON PRIOR KNOWLEDGE (networks!!)

  23. NETWORKS COME FROM EXPERIENCE

  24. Knowledge is networksThe branching cell-reach for connections

  25. Network modelKurt Fischer (skills)

  26. WHAT IS THE ART? 1. Use all four major functions of brain2. Ask “how do my students feel?” Are things moving?3. Work from existing networks of neurons4. Balance all these

  27. OPEN DISCUSSION

  28. We are back in the presurnames prodromarith period, of course, just when enos chalked halltraps

  29. MEMORY OF SEQUENCE-NOVICE

  30. Language links

  31. Teaching apps Gaelle’s story “I never thought that learning is physical. It made all the difference when I realized this. I began to work on school learning the same way I would on any physical skill. I put in more effort, and I was more aware of my effort, just like I did when I was learning a new sport. And, previously I struggled to get a B average, and now I am getting A’s.”

  32. Ten reading challenges +1 Concept of a symbol Emotional content Success Like learning to speak-random process Focus on natural interests—e.g. names Lots of repetition Is there really a rush? Use image—”spear” (what do you see? ) Discovery– “Ginger” Don’t stress mistakes—”errorless learning” Gesture, sign language

  33. Theoretical process for naming and writinglanguage symbol (tree)

  34. Theoretical pyramid for development of the mind

  35. FEOM BRAIN TO MIND-THE JOURNEY The great transformation (random, mimicry) Discovery and joy Integration Images and other patterns Basics—symbolic systems Forming memories Using memories Getting educated- purpose and practice The connecting thread-making a whole mind

  36. Education (short list) Multiple areas of cortex Movement (journeys) Image first and always Learning is physical Active testing is central Memory for novice Construction is personal Depth and intelligence Efficiency and intelligence Learning by losing Complexity or efficiency? Working memory gate Timing curriculum Subtleties of emotion Don’t repeat errors Anticipation Scanning for danger A bunch more……

  37. SOME REASONS CYCLE WORKS Four times (at least) the chance of remembering Its metacognitive Produces episodic memory

  38. METACOGNITION Awareness of each element Importance of last step Awareness of process

  39. BECOMES A STORY(EPISODIC MEMORY)

  40. Learning (and forgetting) change the brainDraginski et al, Nature, Regensburg

  41. Teacher as travel guide—an unexpected discovery “Travel and change of place impart new vigor to the mind.” Seneca the younger Learning as travel– journey from brain to mind The “travel centers” in the brain—mental travel as a teaching strategy

  42. NETWORKS COME FROM EXPERIENCE

  43. The prepared brain

  44. WORKING MEMORY AS GATEKEEPER

  45. Confirming the cycleThorpe, S.J. et al, Science, Toulouse,

  46. Knowledge as networks

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