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Learning Outcomes
By the end of the day participants will: 1.Have a general understanding of current brain research that deals with human learning. 2. Have the ability to develop teaching activities that integrate the research on how the human brain learns. .
Learning Outcomes
3. Be able to inform their students about which learning preparation activities will prepare them to learn at their best. 4. Be able to guide their students in how to maximize their own learning by sharing the current research on human learning with them.
To understand how our students learn we must understand how their brains take in, process, and retrieve information as well as the numerous factors that affect these processes.
Neuroscience
Psychology
Biology
Biopsychology Neurobiology Genetics
Chemistry
Neurochemistry Psychopharmacology Toxicology
Social Science
Sociology Anthropology Philosophy
A Caution!
Brain systems relation to complex cognition and behavior can only be explained satisfactorily by a comprehensive blend of theories and facts related to all the levels of organization of the nervous system, from molecules and cells to physical and social environments.
(Antonio Damasio, head of the Department of Neurology at the University of Iowa Medical Center)
Beware of
www.virtualgalen.com/.../ neurons-small.jpg
It is the one who does the work who does the learning
( Doyle , 2008).
Dendrite Growth
The picture show the dendritic growth that has taken place 20 minutes into new learning . See the new cellular material!
(Cognitive Neuroscientist Janet Zadina, 2010)
Use it or Lose it
When new material is not practiced the new dendrite tissue is reabsorbed by the brain to conserve resources.
(Dr. Janet Zardina, 2010)
Given the limited availability of brain metabolic resources, prolonged states of reduced water intake may adversely impact executive functions such as planning and visuo-spatial processing.
(Kempton KJ, et al. 2010)
Growth Mindset
Students believe their brain is malleable and their intelligence and abilities can be enhanced through hard work and practice. They believe only time will tell how smart they become.
Mindset-Fixed
In a fixed mindset students believe that intelligence is a fixed trait -- that some people have it and others don't -- and that their intelligence is reflected in their performance (Dweck, 2006).
Growth Mindset
Students value hard work, learning, and challenges while seeing failure as something to learn from.
Fixed Mindset
Fixed mindsets believe they either Shouldnt need to work hard to do well
or
Putting in the effort wont make any difference in the outcome.
Growth Mindset
Students are willing to take learning risks and understand that through practice and effort their abilities can improve.
Mindset is Contextual
Mindset
Fixed Intelligence is unchangeable. VS. Growth Intelligence is malleable and can be improved.
Mindset
Fixed Look smart. vs. Growth Desire to learn is paramount.
Mindset
Fixed Avoid challenges. VS. Growth Failure is seen as an opportunity to learn. Risks are necessary for growth.
Mindset
Fixed Make excuses and try to avoid difficulties. VS. Growth Effort is necessary for growth and success.
Mindset
Fixed Criticism is taken personally. VS. Growth Criticism is directed at their current skills level.
The use of various sensory channels at the same time are best especially for hard to learn concepts