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Meeting the Needs of the Individual Learner: Brain-Based Learning (Day 4) 2014 - 2015 Archdiocese of Dubuque Educators.

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Presentation on theme: "Meeting the Needs of the Individual Learner: Brain-Based Learning (Day 4) 2014 - 2015 Archdiocese of Dubuque Educators."— Presentation transcript:

1 Meeting the Needs of the Individual Learner: Brain-Based Learning (Day 4) Archdiocese of Dubuque Educators

2 Can yuo raed tihs? i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg! The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig, huh? Yaeh and I awlyas tghuhot slpelnig was ipmorantt!

3 Parietal Lobe

4 Inside the Brain: An Interactive TourThe Thinking Business: Brain Tour The Secret Life of the Brain (PBS) (Links on the Wiki: Session 3)

5 The Brain in the News

6 The basic functional unit of the nervous system; We are born with, and retain throughout our lives, approximately 100 billion neurons; 30,000 fit on the head of a pin The Neuron

7 Every thought that you think… Every action that you take… Is the result of neurons communicating with each other! Google Image Source:

8 The Synapse

9 Neurons and How They Work (Discovery Channel)

10 Learning is the act of making… and strengthening… connections between neurons!

11 Build Your Own Neuron

12 Sensory Memory Long-Term Memory Working Memory Eyes Ears Nose Tongue A Model of Information Processing Skin Not transferred to next stage and therefore forgotten

13 Initial Processing Sight Sound Smell Taste Touch RECEPTORSRECEPTORS Not transferred to next stage and therefore forgotten Sensory Memory

14 There are three factors that strongly influence whether or not the brain pays attention to incoming stimuli… Whether or not the information has meaning and relevance Whether or not the information has an emotional component or hook Novelty

15 The brain is continuously trying to make sense out of its world, attempting to determine what is meaningful in what it experiences.

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17 What if there is no existing category to fit new information into? Is it possible to learn new information without context or connections? ?

18 It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel Traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. THE MONTILLATION OF TRAXOLINE

19 ? Would it be possible for a student to learn something well enough to ace a test over it… without really understanding the material’s meaning or relevance?

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22 = a = b = c = d = e = f = g = h = i ab d c e f g hi

23 “Cayard forced America to the left, filling its sails with ‘dirty air,’ then tacked into a right-hand shift… That proved to be the wrong side. America, flying its carbon fiber/liquid crystal main and headsails, found more pressure on the left. Cayard did not initiate a tacking duel until II Moro got headed nearly a mile down the leg… Cayard did not initiate a jibbing duel to improve his position heading downwind and instead opted for a more straight-line approach to the finish.” Excerpt from USA Today USA Today, May 13, 1992, pg. 9

24 ? What if there IS an existing category… yet there isn’t enough knowledge/information in the category to help with understanding?

25 Ashburn hit a ground ball to Wirtz, the shortstop, who threw it to Dark, the second baseman. Dark stepped on the bag, forcing out Cremin, who was running from first, and threw it to Anderson, the first baseman. Ashburn failed to beat the throw. What would an apt title be for this paragraph?

26 What do you see?

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28 “The single most important factor influencing learning is what the learner already knows. Ascertain this, and teach him accordingly.” David Ausubel

29 If we want to make information meaningful to students, we have two options… Find an experience they’ve had and hook the new information to it, or… Create a new experience with them. 1 2

30 It’s time for a quiz! Google Image Source:

31 Class Score Sampling… ?? 24

32 Between now and April 22, 2015 See: Session 4 (March 25) for assignments

33 See you on April 22, 2015


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