EDED20513 - Portfolium

Module 1:

1.4.8 - The Central Nervous System

Describe the role of the Central Nervous System OR draw and annotate a diagram of the CNS.

The CNS is the processing centre of the body and consists of the brain and spinal cord. Its primary
function is integration and coordination. It is a complex network that coordinates our actions,
reflexes and sensations. Both areas are well protected with the brain being cased in the skull and
the spinal cord protected by vertebrae. Tissue in the CNS is either termed grey matter or white
matter. In the brain, grey matter is found in the outer layers, while in the spinal cord it looks like a
butterfly shape in the centre. White matter is made up of axons (the long cords that come off
neurons). Many of the axons are covered in myelin which is a fatty cover that covers the axon and
allows nerve signals to travel faster.

1.4.9 SNS and PNS

Why is it important to balance and synergy between the sympathetic & parasympathetic nervous
systems.

To be in a constant state of alert would be detrimental to a person’s health. Therefore the SNS
should hopefully be switched on a limited amount with the majority of time spent in the PNS
where the body is relaxing and in ‘rest or digest’ mode.

Reflect on the implications that this relationship might have on learners if they are to engage in
optimal learning.

If a student is consistently in a heightened state where their PNS is activated then they are unlikely
able to learn and retain further memory consolidation knowledge. Therefore their learning will be
severely limited.

Discuss a couple of likely scenarios that may occur in your learning environment and how you
may manage them with this new understanding.

Children who have experienced trauma are often much more likely to move into the
fight/flight/freeze state where they will find themselves with a faster beating heart and adrenaline.
It is very difficult to learn in this state as your body and brain are in survival mode. A teacher can
attempt to make a classroom as safe as possible for children by having a predictable layout and
routine. While novelty supports learning, the teacher should be aware that this could push a child
into activating their SNS. Thus the teacher can take the opportunity to warn a particular student if
there is something unexpected coming up.

1.5 Reflective Journal entry

In light of the information you have just covered, and notes you have been keeping spend some
time researching current literature that discusses physiological and lifestyle factors that
promote and/or inhibit neuronal development and the learning and memory of your students.

Consider the specific needs of your students. Research the pertinent factors (and potential
issues) that may contribute or inhibit their ability to function well in your educational setting.

I researched into the effects of exercise on the brain. I was particularly interested in learning how
the hippocampus responds extremely well to exercise by processing learning and creating
neurogenesis and plasticity in this area.

There are many studies that compare children who have a sedentary lifestyle to students who
participate in exercise. In these studies we see that the children who are active appear to
outperform students in many cognitive areas. Therefore, as a teacher one should advocate for
physical exercise to be a pivotal part of the curriculum. In addition to this encouraging students to
participate in after school clubs would also be beneficial. Teachers can do short exercise breaks in
the classroom using tools like ‘gonoodle’ which are designed to get children activity for short
periods of time.

1.6.2 The Triune Brain

Consider also the impact of popular figures, like Carl Sagan, in perpetuating the myth of the triune brain.

Popular press like to perpetuate notions that will be popular or of interest with the public with the ultimate goal
of increasing readership. Myths like having a triune brain appear to show some scientific facts that are
comprehensible by the common person, which is necessary in popular press. This particular myth gives a neat
and tidy understanding of the brain that does not leave the lay person with questions, doubts or concerns about
inconsistencies. Therefore, it has easily become a neuromyth.

1.6.3 Triune brain - What to keep and what to discard

Reflect on something new that you learned

It was interesting to me that neuroscienctists can not determine what is included in the limbic system. That
some things are included in one version but not in another version.

2.3.1 Neuroplasticity explained

Thoughtfully consider the following video explanation of neuroplasticity and summarise key points in a
paragraph or two.

● Brains can change well in old age

● Brains change everyday
● It's possible to repair a blocked neural pathway
● Strengthening existing pathways, making new ones, weakening old ones and repairing broken ones
is neuroplasticity
● Neuroplasticity is not good or bad, just what the brain does
Module 2:

2.3.6 Neuroplasticity

Create an infographic for your portfolio synthesising key understandings about neuroplasticity.

See Portfolium poster

2.3.8 Nurture in Neuroplasticity

Explain how knowledge of 'The Plastic Brain' has influenced your teaching practice within your educational
setting/context.

My understanding of Neuroplasticity has increased dramatically throughout this course. From a teaching
perspective it means that I am very aware that brains are malleable and have every potential to grow and
change. I let my students know this and use the very powerful word ‘yet’ with them if they appear to doubt
their ability to do something. I think ensuring children have a growth mindset towards their abilities is
something that I am focussing on more and more.

2.4.4 Memories

In 'Memories are Made of This', a trampled footpath analogy is used to describe memory formation. Explain
how this analogy has informed your teaching practice.

In teaching, principles such as repetition and spacing need to be utilised. Repetition ensures that the neural
pathways are strengthened and allow for easier retrieval. Spacing provides optimal periods of learning to occur
to support the strengthening of pathways. Therefore if students are learning to do fractions a teacher can utilise
the strategies of teaching it over several days of a week (example every second day) and even when the teacher
feels the students have mastered the topic the teacher should continue to bring the content up intermittently in
the future weeks and months.

2.4.6 Information processing model: Sensory, short term and long term memory

How could Implicit memory particularly 'priming' impact on learning?

Teachers can use this to their advantage by using props, videos, books etc to elicit learning from students in
certain areas of the curriculum. Examples could be:

● Reading a story before a history lesson

● Watching an olympics video before PE
● Placing a model of the brain out before a science lesson

2.4.14 - Memory 2

Explain the difference between long and short-term memory.

Duration: The memories held in each of the short term and long term memory differ in how long they stay. The
short term memory is only about 30 seconds or for as long as you are attending to a piece of information by
repeating it for example. The long term memory can keep memory there infinitely though it may change or
become inconsistent with the original memory depending how strong the memory is and how often it is recalled.
Capacity: The long term memory has the potential to hold a vast amount of knowledge. Whereas the short term
memory only holds around 7 pieces - though these can be chunked to increase the capacity.

2.4.18 - Memory Facts

Reflections: How could you incorporate this resource into your lesson plans?

Children can make a visual form of the memory process. It would be helpful as well to use the terminology in
your teaching for example when a new fact comes up, identify with the kids that the fact is in the working
memory and make a plan with the children to ensure it moves to the long term memory. For example, agree that
in two days they will re learn the fact and then repeat it again two days later.

2.5.8 - Good Vs Bad Stress

Reflect on how you will educate and convince your students that stress can be beneficial

● Students can be encouraged to think of times when they have overcome stress. Like in an exam where
they have done well on before
● Students can be taught that stress is a response designed to help us
● Students can be encouraged to approach tasks with a growth mindset
● Students can think of strategies to support themselves. They can get additional math tutoring, join a
study group, revise work frequently for a subject they think is difficult for them
● They can be encouraged to think ahead to what potential roadblocks for them might be so they can plan
to alleviate stress associated with those road blocks

Module 3:

3.2.10 - A deeper look into working memory

Use the information to devise strategies that may assist students with poor working memory.

● Students may have difficulty completing a task because of multi step instructions - consider ways that
children can go back to the instructions as needed by writing them on the board.
● Allow for memory aides to allow a student to succeed at a task
● Reminders posted around the classroom with aides to completing tasks (maths for example)
● Memory training
● Giving shorter instructions
● Frequent feedback
● Break down instructions into small sections
● Encourage the child to ask for the next direction
● Repeat important information

3.3.3 - Memory in learning and teaching

How does stress affect working memory?

Stress reduces the amount we can hold in our working memory. Often in times of stress we can do nothing
(freeze) or one thing at a time.

What are some of the potential problems with overloading the working memory on learning?

Having the working memory overloaded means the subject is unlikely to learn anything
What strategies could be used to minimise blocks to learning?

Fear and ego - if a learner already thinks they know a subject

3.4.5 - Cognitive flexibility and basic planning

As you read this think about how you could support the learning of a student who may have executive
functioning issues. What would this look like on a daily basis?

● Organisational support - consider mnemonics, checklists, rubrics, and note taking to support learning

3.4.8 - What is self regulation?

What are 3 key elements of self-regulation did you learn from this reading?

● Understanding the ‘’zones of regulation’ - categorising how we feel into four different colour states
● Understanding how ‘self regulated learning’ can be beneficial for students in the classroom - so they can
begin to control their own learning

What are 3 new skills that you personally can apply?

● Ego depletion - It is interesting to note that you can work towards a goal with excellent results but
eventually ‘give in’ when your will power is used up
● Reframing negative thoughts - recognizing they are negative, then thinking of ways to respond to a
situation by being positive
● Doing the opposite of what you feel like doing

What are 3 new strategies that you can suggest to your students?

● Encourage self regulated learning - where students take control by making goals and using strategies to
learn effectively
● Environments without distractions can be beneficial for students (e.g without lots of work and reminders
on the wall).
● Students should have the opportunity to assess their own work and make reflections for improvement

3.5.14 - Why Sleep?

Lastly, compile a short presentation that you might use to demonstrate to young people (and/or colleagues and
parents) the relevance of sleep - not only for good health, but also to learning.

● Sleeping will give your brain an opportunity to process the days learning
● In studies it has been shown that retention of learning occurs better after having sleep
● Full 8 hours (approx) is important - studies of college students found that those students that slept less
had worse grades on average than those who slept the recommended amount
● Sleep deprivation means that you can not focus properly

3.4.15 - Deep in sleep

How does sleep impact learning and memory?

Learning followed by sleep gives the brain the opportunity to process the information and turn them into
memories available for retrieval. Sleep can also strengthen memories.
How will you aid your students in improving their learning and memory?

Teaching should occur in short bouts of up to 20 minutes on one concept. Teaching of a concept should occur
over several days to allow for sleep to occur and the learning to be processed. For example 60 minutes worth of
learning fractions could be split over 3 x 20 minute sessions over 3 days. Students who learn this way are likely
to retain more of the skill that is being taught.

Does more sleep link to better learning? Why or why not?

It appears in many studies that retrieval of learning occurs better for students that have slept well. Studies on
college students showed that those who sleep the prescribed nightly amount (typically 8 hours) do better at their
grades than students who have a sleep deficit.