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Brain Research

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Brain Research

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  1. Brain Research Team Presentation ED 502 Educational Issues Cohort Number 400 Instructor: Paula Bump By: Rachel Davis, Amber Lehman, and Jason Reader

  2. Getting Acquainted with Your Brain

  3. The Brain Is Involved In Everything You Do • How you... • think • feel • act • interact

  4. Meet your Amazing Brain • In SHAPE, the brain closely resembles a head of cauliflower

  5. Meet your Amazing Brain • In SIZE, it’s similar to a large grapefruit or cantaloupe (Pass grapefruit around the room)

  6. The Brain is mostly… • Water (78 %) • Fat (10%) • Protein (8%)

  7. Your Brain Is Very Soft • Brain is really soft -its texture is like soft butter or tofu, but some parts are as gooey as custard, raw eggs, or yogurt • Skull is very hard -there are many sharp ridges

  8. Weight • The adult human brain weighs about 3pounds

  9. A “Normal” Brain “There are hardly any normal brains, almost everyone has something wrong with it.”

  10. When your brain works right, you work right and are more: • Healthy • Happy • Effective • Consistent • Successful

  11. When your brain doesn’t work right, you have trouble and can be… • Unhealthy • Sad • Troubled • Inconsistent • Unsuccessful

  12. How this applies to you and your classroom

  13. Ways to prepare the learner: • Teach students about their brains • Set goals • Help students learn what proper sleep does for their brains so that they can “sleep smart”

  14. Ways to prepare the learner: • Teach your students about foods and nutrition and the relationship they have to behavior and achievement so they can “eat smart” • Let students know that water is very important for the body, especially the brain • Teach students about learning preferences

  15. Managing the environment: • A positive atmosphere • Use music • Use positive visual reminders • create an interactive environment

  16. Gain and Keep the Learner attentive: • Integrate novel or strong emotional connections to learning. • Use laughter • Allow movement • Be aware of external and internal attention

  17. Dimensions of Learning: • Positive attitude • Acquiring and Integrating Knowledge • Extending and Refining Knowledge • Using Knowledge Meaningfully • Habits of Mind

  18. Memory & Recall • Two types of memory – spatial vs rote learning • Brain understands facts best when learned in a real-life application setting • Mouse party: http://learn.genetics.utah.edu/content/addiction/drugs/mouse.html

  19. Memory & Recall Continued • Alcohol and the teenage brain • Effects of alcohol: decrease ability to learn new info, form memories, and perform cognitive functions (effects immediately) • Cells in the brain become over stimulated from the alcohol and end up breaking down and dieing • Hippocampus-involved with learning & memory • Study-hippocampus of a teenage drinker is 10% smaller than a teenage non-drinker • Study

  20. Stroop Effect • Let’s see how everyone does! • http://faculty.washington.edu/chudler/java/ready.html Blue Red

  21. Multiple Intelligences and Learning Styles

  22. Works Cited • Amen, D. G. (2005). Making a good brain great. Newport Beach: MindWorks. • Amen, D. G. (2005). Which brain do you want. MindWorks Press, DVD. • Hardiman, M. M. (2001). Connecting brain research with dimensions of learning. Educational Leadership, 52-55.

  23. Works Cited • Jensen, E. (2000). Different brains, different learners. San Diego: The Brain Store. • Jensen, E. (2005). Teaching with the brain in mind. Alexandria: Association for Supervision and Curriculum Development. • Prigee, D. J. (2002). 20 ways to promote brain-based teaching and learning. Intervention in School and Clinic, 37(4), 237-241. • Schloat, A. (2001). Brain scans: alcohol, and the teenage brain (ISBN 1-55548-232-5).Human Relations Media, Inc.