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Janet Fulks, Bakersfield College ASCCC North Area Representative.

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Presentation on theme: "Janet Fulks, Bakersfield College ASCCC North Area Representative."— Presentation transcript:

1 Janet Fulks, Bakersfield College ASCCC North Area Representative


3  The Art of Changing the Brain by Zull  How People Learn by the National Research Council  Scientific Teaching by Jo Handelsman et al.  Back page of Chapter 5

4  Learning and memory require physical changes in the neurons of the brain

5  Requires organizing and linking knowledge for later retrieval

6  I will read some numbers, you remember them


8  Patterning and organization  Concrete words and abstract words versus nonsense words  Infection  Syphilis  Treponema pallidum  Visualization – metrics and real life  How do you create patterning in your teaching?

9 When we are  Motivated  Immersed  Emotional  Types of Memory  Explicit or specific – facts or events (words and events)  Implicit or perceptual – Skills, Sensory, Emotive and Physical responses

10  cAMP (cyclic AMP) & responsive binding protein (CREB)  Calcium  Corticosteroids  People learn better when there is something to heighten the emotions – mild stress  People learn least well when the emotion is fear  When multiple neural pathways are created  What do you do to create an environment that stimulates all areas of response?

11  True  False False – memorization can compartmentalize thinking

12  True  False False – acclimatization, inoculation, rote memory

13  Misconceptions  Preconceptions  Metacognition  Learning Styles

14  True  False False – page 42 of Chapter 5 – A Private Universe

15  Share your discipline  Share a misconception students have in your discipline  Share a method to change this



18 Primitive Brain controlling vital functions- think vegetable  Breathing  Consciousness  Heart Rate and Blood Pressure  Relaying information  Digestion  Alertness


20 Center for movement control – think repetitive skills  Voluntary muscle movements  Fine motor skills  Maintaining balance, posture, and equilibrium

21 Frontal Lobe

22 The front of the brain –largest surface area  Touch  Vision  Hearing  Judgment  Reasoning  Problem solving  Emotions  Learning

23  Right side controls the left side of the body, creativity and artistic abilities  Left cerebral hemisphere controls the right side of the body, logic and rational thinking.  Lobes have different functions ◦ Frontal lobes are involved with personality, speech, and motor development ◦ Temporal lobes are responsible for memory, language and speech functions ◦ Parietal lobes are involved with sensation ◦ Occipital lobes are the primary vision centers


25 Frontal Lobe Association, personality Broca’s speech center Parietal Lobe Speech and Reading Temporal Lobe Smelling and Hearing Occipital Lobe Visual

26  Assessments are actually a learning tool, but provide a way to visualize that learning.  Students must be conscious and attentive to their own learning strategies.  Addressing self-regulated learning is the primary responsibility of the Academic Development and Counseling departments.  Learning strategies that include working in competitive learning teams, is more effective than working in non-competitive teams.

27 Please link to the image of Kolb’s learning cycle overlaid on the anatomy of the brain called “Learning through a virtuous Learning Cycle” from Dr. James Zull, Professor of Biology and Biochemistry at Case Western University, Director of UCITE (The University Center for Innovation in Teaching and Education), and Professor of a Human Learning and The Brain class.Dr. James ZullUCITE (The University Center for Innovation in Teaching and Education)Human Learning and The Brain

28 Learning is physical. Learning means the modification, growth, and pruning of our neurons, connections–called synapses– and neuronal networks, through experience. Four stages of the Learning Cycle. 1) We have a Concrete experience, 2) We develop Reflective Observation and Connections, 3) We generate Abstract hypothesis, 4) We then do Active testing of those hypotheses, and therefore have a new

29 Key conditions for teaching: realize the brain is a parallel processor – create an environment – How do you do this in your class? learning engages physiology – How do you create the conditions for chemicals and multiple processing? learning is enhanced by challenge and inhibited by fear How do you do this in your class? Key conditions for learning and self perpetuating the learning cycle: self-regulated learning (SRL) ownership/metacognition deep learning – implicit scaffolding

30 Create outcomes Develop content Embed metacognition activities Create learning activities Manage the environment teamwork Assessment – See article chapter 5 Appendix

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