Post on 05-Sep-2020
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BRAIN – BASED BRAIN – BASED LEARNINGLEARNING
By Drina MaddenBy Drina Madden
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BRAIN – BASED LEARNINGBRAIN – BASED LEARNING
DevelopmentalDevelopmentalFoundationFoundation
LearningLearning EnvironmentEnvironment
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DEVELOPMENTAL FOUNDATION
4 EMOTIONAL 4 EMOTIONAL
INTELLIGENCEINTELLIGENCE 3 TERTIARY3 TERTIARY 2 SECONDARY2 SECONDARY 1 PRIMARY1 PRIMARY
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PRIMARY BRAIN
Attention/survivalAttention/survival Prenatal through preschoolPrenatal through preschool Brain PathwaysBrain Pathways
Brain StemBrain Stem Primary cortexPrimary cortex CerebellumCerebellum Limbic/mood Limbic/mood
• Amygdala Amygdala • HippocampusHippocampus
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PRIMARY BRAIN
ATTENTION ATTENTION Bottom upBottom up
• Brain chemicalsBrain chemicals• ElectricityElectricity• FormationFormation
Mood Mood Begin link to brain stemBegin link to brain stem
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PRIMARY BRAIN
Early childhood memoryEarly childhood memory A whole new worldA whole new world Initial sensory inputInitial sensory input
One sense at a timeOne sense at a time
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PRIMARY BRAIN
Reflexes - SurvivalReflexes - Survival Begin in uteroBegin in utero Primitive reflexes end by one year Primitive reflexes end by one year
after birthafter birth
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PRIMARY BRAIN
Reflexes – immature development - cause Reflexes – immature development - cause problemsproblems Attention problems Attention problems HyperactiveHyperactive HypoactiveHypoactive Sensitivity issuesSensitivity issues Motor problemsMotor problems Memory problemsMemory problems
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PRIMARY BRAIN Immature reflex development impedes learningImmature reflex development impedes learning
Input is difficultInput is difficult Output is impededOutput is impeded
AttentionAttentionMemoryMemoryEye movement – reading, writing, copyingEye movement – reading, writing, copyingHand control - writingHand control - writingPosture – writing, readingPosture – writing, readingSpatial awareness for math and writingSpatial awareness for math and writingOrganizationOrganization
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PRIMARY BRAIN
Primary brain can take over physical parts of Primary brain can take over physical parts of advanced, learned skill advanced, learned skill Frees upper brain to Frees upper brain to
Focus attentionFocus attentionObserve Observe Discover ways to improveDiscover ways to improve
• HandwritingHandwriting• DrivingDriving• SportsSports
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SECONDARY BRAIN
Emotional/cognitive – limbicEmotional/cognitive – limbic Preschool to Primary gradesPreschool to Primary grades New brain pathwaysNew brain pathways
Multi-sensory cortexMulti-sensory cortex Cross midline (corpus collosum)Cross midline (corpus collosum) Mood connectionsMood connections
• Linked to lower (amygdala & hippocampus)Linked to lower (amygdala & hippocampus)• Linked to higher brain (cortexLinked to higher brain (cortex))
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SECONDARY BRAIN
AttentionAttention Top downTop down Some bottom up emergingSome bottom up emerging
Mood is strongly connectedMood is strongly connected Affects all relationshipsAffects all relationships Increases awareness of worldIncreases awareness of world
& need to relate & need to relate emotionallyemotionally
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SECONDARY BRAIN
MemoryMemory Past & presentPast & present Multisensory connectionsMultisensory connections Concrete/realConcrete/real
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SECONDARY BRAIN
Relates directly to temporal (language) Relates directly to temporal (language) lobes and lobes and rightright hemisphere hemisphere Dreaming, Intuition and CreativityDreaming, Intuition and Creativity ReadingReading WritingWriting MathMath Beginning reasoningBeginning reasoning
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TERTIARY BRAIN Language and ThinkingLanguage and Thinking Upper Middle schoolUpper Middle school
Upper gradesUpper grades New brain pathwaysNew brain pathways
Cortex + limbic + brain stem Cortex + limbic + brain stem Higher cortex can control brain stem responsesHigher cortex can control brain stem responses Mood Mood
• Enhances connectionsEnhances connections• Short-circuits connectionsShort-circuits connections
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TERTIARY BRAIN
Attention/Executive FunctionAttention/Executive Function Top down AND bottom upTop down AND bottom up Organization and planning.Organization and planning.
Mood Mood Limbic connections remain immatureLimbic connections remain immature Some top down controlSome top down control
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TERTIARY BRAIN
MemoryMemory Past, present and futurePast, present and future Connects to reasoningConnects to reasoning
Abstract reasoning growsAbstract reasoning grows
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TERTIARY BRAIN
““Brain Levels” affect one another Brain Levels” affect one another Idea from level Idea from level 22 or 3 or 3
can change can change perception from perception from level level 11
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TERTIARY BRAIN
Relies upon firm foundation of Primary
And
Secondary
Brain
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PREFRONTAL BRAIN
Emotional ReasoningEmotional Reasoning Older TeensOlder Teens Past, present, futurePast, present, future
PLUS EMOTIONPLUS EMOTION Abstract reasoning completeAbstract reasoning complete Full brain operationFull brain operation
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PREFRONTAL BRAIN
Most fragileMost fragile Earlier Earlier
foundations foundations mustmust be completed be completed oror tumblestumblesdd ownown
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PREFRONTAL BRAIN
Strong foundation =Strong foundation = StrongStrong
Full brain responsesFull brain responses
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PREFRONTAL BRAIN
Person can monitor and controlPerson can monitor and control
Level 4Level 4 Level 3Level 3 Level 2Level 2 Level 1Level 1
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PREFRONTAL BRAIN Weak foundation =Weak foundation =
Weak links to full brainWeak links to full brain
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LEARNING ENVIRONMENT
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LEARNING IS A MIND-BODY EXPERIENCE
ATTENTIONAL STATESATTENTIONAL STATES EMOTIONAL EASEEMOTIONAL EASE MEMORY AND RECALLMEMORY AND RECALL
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ATTENTIONin the classroom
Strong understructureStrong understructure Clear, new stimuliClear, new stimuli Emotional safetyEmotional safety
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ATTENTIONin the classroom
Give learner MORE CONTROLGive learner MORE CONTROLEngage them in creating Engage them in creating
• Classroom ritualsClassroom rituals• ProjectsProjects• RulesRules• ProceduresProcedures• ConsequencesConsequences
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ATTENTIONin the classroom
Ensure successEnsure success Teach through multiple learning stylesTeach through multiple learning styles RepeatRepeat Use concrete visuals – 85%Use concrete visuals – 85%
Provide curriculum choicesProvide curriculum choices Sense of freedomSense of freedom Individual expressionIndividual expression Individual choiceIndividual choice
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ATTENTIONin the classroom
Encourage pursuit of life-like projectsEncourage pursuit of life-like projects Engage curiosityEngage curiosity Engage natural passionsEngage natural passions
Incorporate guest speakersIncorporate guest speakers and field tripsand field trips
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ATTENTIONin the classroom
Provide noveltyProvide novelty Be:Be:
CourageousCourageousFunnyFunnyDifferentDifferent
Encourage group workEncourage group work
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ATTENTIONin the classroom
Give plenty of “down time”Give plenty of “down time” Allows for personal meaningAllows for personal meaning Learning goes internal Learning goes internal
Walk, stretch, classroom clean-up, doodle or just Walk, stretch, classroom clean-up, doodle or just restrest
Seatwork or homework IS NOT “DOWN TIME”Seatwork or homework IS NOT “DOWN TIME” Eyes upon you doesn’t mean Eyes upon you doesn’t mean AttentionAttention is paid is paid
EITHER attention or meaning NOT BOTHEITHER attention or meaning NOT BOTH
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ATTENTIONin the classroom
Encourage pleasure in their workEncourage pleasure in their work Celebrate new learningCelebrate new learning Post jokes or funny cartoonsPost jokes or funny cartoons
Allow for movementAllow for movement Play musicPlay music
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ATTENTIONin the classroom
Adjust the environmentAdjust the environment Color Color
Orange and yellow are best for learningOrange and yellow are best for learningDark colors lower stress – blue most tranquilizingDark colors lower stress – blue most tranquilizing
LightLight Visual distractionsVisual distractions Auditory distractionsAuditory distractions TemperatureTemperature PlantsPlants
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EMOTIONAL STATE AttentionAttention and and moodmood go hand-in-hand go hand-in-hand
UpUp UpUp MoodMood // = = attention /attention /
Mood Mood = = attention attention \\ downdown \ down\ down
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EMOTIONAL STATE
Our emotional state is an integral part of Our emotional state is an integral part of our learningour learning
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EMOTIONAL STATE
Caregiver’s emotional stateCaregiver’s emotional state Influences child’s stateInfluences child’s state Influences child’s development in generalInfluences child’s development in general
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EMOTIONAL STATE Fear or anger shifts attention and energy to Fear or anger shifts attention and energy to
lower levelslower levels
Reacts on a primitive levelReacts on a primitive levelInsecureInsecureAnxiousAnxiousTenseTenseThink one thing - feel anotherThink one thing - feel another
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EMOTIONAL STATE Negative emotions cause lowered learningNegative emotions cause lowered learning
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EMOTIONAL STATE Distress and threat interfere with learningDistress and threat interfere with learning 25-40% of students have outside stress issues25-40% of students have outside stress issues
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EMOTIONAL STATE
Positive Learning EnvironmentPositive Learning Environment
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EMOTIONAL STATE
Role of positive emotions in learningRole of positive emotions in learning Binds learningBinds learning Intensely activates long term memory Intensely activates long term memory Facilitates faster and better decisionsFacilitates faster and better decisions Helps determine what’s real, what believeHelps determine what’s real, what believe
and feeland feel
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EMOTIONAL STATEin the classroom
Deal with students gently and personallyDeal with students gently and personally Acknowledge and include in the learning processAcknowledge and include in the learning process
Emotions Emotions Feeling Feeling Beliefs Beliefs Cravings Cravings Problems Problems Attitudes Attitudes Skills Skills
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EMOTIONAL STATEin the classroom
Create an optimal learning environmentCreate an optimal learning environment Establish positive and productive Establish positive and productive
ritualsrituals Set a tone of teamworkSet a tone of teamwork Encourage participationEncourage participation Maintain an Maintain an absenceabsence of threat and of threat and
high stresshigh stress
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EMOTIONAL STATEin the classroom
Ensure successEnsure success Teach to all learning stylesTeach to all learning styles
Visual = 85 %Visual = 85 %Auditory = 10 %Auditory = 10 %Tactile = 5 %Tactile = 5 %
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EMOTIONAL STATEin the classroom
Ensure successEnsure success Be aware of gender differencesBe aware of gender differences
FemalesFemales• Fine motor skillsFine motor skills• Computation testsComputation tests• MultitaskingMultitasking• SpellingSpelling• Use of verbal memoryUse of verbal memory• Appreciation of depth and perceptual speedAppreciation of depth and perceptual speed• Reading body language/facial expressionsReading body language/facial expressions• Habit formation and maintenanceHabit formation and maintenance• Most spatial tasksMost spatial tasks• Tie right and left brain ideas togetherTie right and left brain ideas together
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EMOTIONAL STATEin the classroom
Ensure successEnsure success Be aware of gender differencesBe aware of gender differences
MalesMales• Targeting skillTargeting skill• Working vocabularyWorking vocabulary• Extended focus and concentrationExtended focus and concentration• Mathematical reasoning and problems solvingMathematical reasoning and problems solving• Navigation with geometric properties of spaceNavigation with geometric properties of space• Verbal intelligenceVerbal intelligence
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EMOTIONAL STATEin the classroom
Ensure successEnsure success RepetitionRepetition Duration of themes/unitsDuration of themes/units
Newer concepts need more timeNewer concepts need more time Complexity needs more timeComplexity needs more time Plan for elaborationPlan for elaboration Use textbooks as supplementsUse textbooks as supplements
Use self-assessment toolsUse self-assessment tools
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MEMORY AND LEARNING
Memory pathwaysMemory pathways Short-term to long-termShort-term to long-term
• Hippocampus = new memoryHippocampus = new memory• Medial temporal lobe = forms and Medial temporal lobe = forms and
organizesorganizes
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MEMORY AND LEARNING Declarative knowledge – Declarative knowledge – language-basedlanguage-based
• Working memory = prefrontal cortexWorking memory = prefrontal cortex– Helps us use informationHelps us use information– Utilizes a neuronal networkUtilizes a neuronal network
• Episodic memory = hippocampusEpisodic memory = hippocampus– Store and replay eventsStore and replay events
• Semantic memory = Stored throughout Semantic memory = Stored throughout cortexcortex
– Raw facts and dataRaw facts and data
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MEMORY AND LEARNING
Nondeclarative knowledge – Nondeclarative knowledge – how to dohow to do somethingsomething
• Basal ganglia Basal ganglia – Skilled behaviorSkilled behavior– Learned habitsLearned habits
Emotional aspects Emotional aspects • AmygdalaAmygdala
Motor learning with precise timingMotor learning with precise timing• CerebellumCerebellum
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MEMORY AND LEARNING Speech/Language functioningSpeech/Language functioning
Receptive = Receptive = temporal lobetemporal lobe Expressive = Expressive = frontal lobefrontal lobe
Visual word readingVisual word readingVisual cortexVisual cortex – words seen – words seenAngular gyrusAngular gyrus – matched with words – matched with words
spokespoke Dyslexics – trouble with sounds/words Dyslexics – trouble with sounds/words
and and visual word matchvisual word match
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MEMORY/LEARNING in the classroom
Pre-expose learners to new material in advancePre-expose learners to new material in advance The more background they have, The more background they have,
the more connections they’ll makethe more connections they’ll make Discover student’s backgroundDiscover student’s background
Learn of their experiencesLearn of their experiences Present through all senses/stylesPresent through all senses/styles
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MEMORY/LEARNING in the classroom
Help encode in memoryHelp encode in memory Down timeDown time EmotionsEmotions Real life associationsReal life associations Memory techniquesMemory techniques
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MEMORY/LEARNING in the classroom
Teach thinkingTeach thinking Questions promote better learningQuestions promote better learning Give immediate, positive, dramatic Give immediate, positive, dramatic
feedback feedback
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MEMORY/LEARNING in the classroom
Seven stage brain – based planning Seven stage brain – based planning 1. Pre-exposure1. Pre-exposure
Create a positive learning environmentCreate a positive learning environmentPlan for movement, choice and brain wake-upsPlan for movement, choice and brain wake-ups
2. Preparation2. PreparationContext with real-life groundingContext with real-life groundingBegin with concrete experiencesBegin with concrete experiencesProvide noveltyProvide novelty
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Seven stage brain – based planningSeven stage brain – based planning
3. Initiation and Acquisition 3. Initiation and Acquisition NO to lock-step, sequential presentationNO to lock-step, sequential presentationYES to initial virtual overload of ideas, YES to initial virtual overload of ideas,
detailsdetailscomplexity and meaningscomplexity and meanings
Follow with multiple intelligence activitiesFollow with multiple intelligence activitiesProvide choicesProvide choices
MEMORY/LEARNING in the classroom
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MEMORY/LEARNING in the classroom
Seven stage brain – based planningSeven stage brain – based planning 4. Elaboration 4. Elaboration
Presenting is not learningPresenting is not learning Learning must be processed to own itLearning must be processed to own it
• Provide discussion of previous materialProvide discussion of previous material• Tie things together holisticallyTie things together holistically• Have learners design an evaluation procedureHave learners design an evaluation procedure• Online exploration, group mind-maps, Online exploration, group mind-maps,
question answer period, and/or students doing question answer period, and/or students doing the teachingthe teaching
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MEMORY/LEARNING in the classroom
Seven stage brain – based planningSeven stage brain – based planning 4. Elaboration 4. Elaboration
Facilitate reviews that use all five sensesFacilitate reviews that use all five senses• Encourage discussionsEncourage discussions• Use storyboards to present ideasUse storyboards to present ideas• Make a video or audio tapeMake a video or audio tape• Create or redo a song, etc.Create or redo a song, etc.
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MEMORY/LEARNING in the classroom
Seven stage brain – based planningSeven stage brain – based planning 5. Incubation and memory encoding5. Incubation and memory encoding
• Provide time for unguided reflection/down timeProvide time for unguided reflection/down time• Have learners keep a learning journalHave learners keep a learning journal• Provide stretching and relaxation exercisesProvide stretching and relaxation exercises• Provide musicProvide music• Ask students to discuss new learning with family and Ask students to discuss new learning with family and
friendsfriends
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MEMORY/LEARNING in the classroom
Seven stage brain – based planning Seven stage brain – based planning 6. Verification and confidence check 6. Verification and confidence check
Functional integration only happens over Functional integration only happens over time with repeated review.time with repeated review.
• Have learners present learning to othersHave learners present learning to others• Students interview and evaluate each otherStudents interview and evaluate each other• Students write about what they’ve learnedStudents write about what they’ve learned
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MEMORY/LEARNING in the classroom
Seven stage brain – based planningSeven stage brain – based planning 7. Celebration and Integration7. Celebration and Integration
Provide sharing timeProvide sharing time Play music, hang streamers and blow hornsPlay music, hang streamers and blow horns Let class design a celebrationLet class design a celebration Invite another class, parents, principal or Invite another class, parents, principal or
community guests to view projectscommunity guests to view projects Incorporate the new learning in future lessonsIncorporate the new learning in future lessons
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MEMORY/LEARNING in the classroom
Boost test scoresBoost test scores Improve the original learningImprove the original learning Teach study skillsTeach study skills Review learning frequentlyReview learning frequently Rehearse the testRehearse the test Teach student how to take various tests typesTeach student how to take various tests types Prepare learners to manage themselves Prepare learners to manage themselves
RelaxationRelaxation Positive self-talkPositive self-talk PosturePosture Resting the eyesResting the eyes High energy food and water before testHigh energy food and water before test
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MEMORY/LEARNING in the classroom
Boost test scoresBoost test scores Tell them what they can and cannot doTell them what they can and cannot do
during the testduring the test• Walk aroundWalk around• Take a stretchTake a stretch• Chew on hard candyChew on hard candy• Use learning aidsUse learning aids
Discuss the test experience afterwardsDiscuss the test experience afterwards• Change study modeChange study mode• Less stressLess stress
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MEMORY/LEARNING in the classroom
Brain-based disciplineBrain-based discipline Emotions can be expressedEmotions can be expressed
Most discipline problems are inappropriately Most discipline problems are inappropriately expressed emotionsexpressed emotions
Learners feel goodLearners feel good Boundaries and structure are respectedBoundaries and structure are respected Learners learn moreLearners learn more Discipline problems diminishDiscipline problems diminish More choice is offeredMore choice is offered More learning is fosteredMore learning is fostered Less direct discipline is neededLess direct discipline is needed Everyone winsEveryone wins
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LEARNING IS A MIND-BODY EXPERIENCE