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ENVIRONMENTAL AND CHEMICAL FACTORS

THE RELATIONSHIP BETWEEN


JESSICA POULIN
EDU417
INSTRUCTOR: JOANNA SAVARESE-LEVINE
FEBRUARY 1, 2016

RELATIONSHIP BETWEEN
ENVIRONMENT AND THE
CHEMICAL FACTORS IN
LEARNING.
Environmental factors can affect
the brains ability to learn.

Sleep
Nutrition
Technology
Movement

The brain releases different

chemicals to produce different


reactions to environmental
stimulus.

These chemicals can foster

learning or prevent learning from


taking place.

NEUROTRANSMITTERS

Dopamine: Controls conscious motor activity and


enhances pleasurable feelings within the reward center of
the brain

Serotonin: The best know neurotransmitter. Serotonin is


used to clam the brain and creates a feel-good effect.

Acetylcholine: Acetylcholine is one of the only


neurotransmitters that does not originates from an amino
acid and functions in several areas of the brain.
Acetylcholine helps to regulate REM sleep as well as
memory circuits converting short term memories into
long term memory.

THE PROCESS OF
MEMORY
Memory is the brains way of absorbing,
sorting, processing and storing sensory
information.
The memory process:

Sensory information is collected and sent to


sensory memory sorted and discarded or
passes to working memory. Hold time of a
few seconds.

Information passes to working memory


where it either is discarded or passed into
long term memory. Hold time of a few
hours to a few days.

Information is stored in long term memory


as either explicit or implicit memory to be
recalled when needed. Information can be
stored for a life time depending on how
often it is recalled.

WHAT IS
LEARNING?
Learning is the process of absorbing
sensory information, sorting,
processing, and either storing the
information into long memory or
discarding it. Many things can
affect the learning process:

Environment
Emotions
Engagement or student interest
Sleep
Activity level
Nutrition

NEURONS IN THE BRAIN LEARN


REMEMBER AND FORGET, BUT THEY
DO NOT DO SO IN ISOLATION.
-CLIKEMAN, N.D
RELATIONSHIP BETWEEN NEUROTRANSMITTERS, MEMORY, AND LEARNING

Both neurotransmitters and memory are required for learning. Neurotransmitters send
chemical reactions that effect the mood and state of the students mind. Memory is the
representation of learning because students can recall from long term memory the
information they where taught.

MOVEMENT
Positive Effects of Physical activity and Movement:

Increased oxygen flow in the bloodstream

Physical activity releases proteins and neurotrophic factors that stimulate neural growth and therefore learning in
the brain.

Physical activity promotes emotional and physical well-being.

Physical activity can positively affect the memory center of the brain through the hippocampus a vital part of
memory storage.

SLEEP
Affects that sleep have on the brain:

Consolidation and stabilization of


long term memories during REM
sleep.

Dreaming helps to process the day


and the days activities

The brain is able to rest from the


task of constantly processing
sensory information.

Strengthens neural connections.

NUTRITION

Nutritions affect on the brain:

Good nutrition is critical for brain development

Eating healthy meals helps with learning by improving attention,


working memory, and episodic memory.

Children are less likely to be sick or tired.

Healthy eating and portion control leads to healthy weight and


well being.

Healthy foods provide amino acids needed for the brains


neurotransmitters.

TECHNOLOGY
POSITIVE EFFECTS ON
THE BRAIN

NEGATIVE EFFECTS ON
THE BRAIN

Some programing can improve


children's communication skills

Programing needs to have context


and meaningful content.

Complex content can improve


higher level thinking.

Excessive use can lead to decree


in physical activity

Can help with critical skills and


provide children with instant
feedback and problem solving
strategies.

Content can sometimes be violent


or inappropriate for children and
can lead to behavior issues and
aggressive tendencies.

Connectedness with information as


well as other people and cultures.

Emotional suppression and


inability to express themselves in
a healthy way.

AS EDUCATORS SEARCH FOR WAYS AND MEANS TO


INCREASE STUDENT LEARNING AND POSITIVE BEHAVIORS,
IT HAS BECOME EVIDENT THAT WE NEED TO LOOK NOT
ONLY AT WHAT HAPPENS IN THE CLASSROOM BUT ALSO AT
THE IMPACT OF ENVIRONMENTAL FACTORS OUTSIDE THE
SCHOOL.
-WOLFE, 2010
How to support environmental and neurochemical factors in the classroom

As teachers how can we support a childs learning? With the knowledge of the brain,
neurotransmitters, environment, and memory creating an environment that children
can feel safe and strive in is within our grasp. Lets take some time and brainstorm
together what we can do to foster environment and neurotransmitters and most
importantly learning in the classroom.

REFERENCES
Clikeman, M (n.d). Research in brain function and learning: The importance of
matching instruction to a childs maturity level. American Psychological
Association. Retrieved from http://www.apa.org/education/k12/brainfunction.aspx
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass reader
on
the brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass.
Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How
neuroscience supports the learner-friendly classroom. Bloomington, IN:
Solution Tree Press.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice.
(2nd ed.). Alexandria,VA: Association for Supervision & Curriculum
Development.