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...Own a Million-dollar Racehorse ? If you did, would you… Keep him up until the wee hours of the morning? Permit him to skip 90% his training rituals?

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Presentation on theme: "...Own a Million-dollar Racehorse ? If you did, would you… Keep him up until the wee hours of the morning? Permit him to skip 90% his training rituals?"— Presentation transcript:

1 ...Own a Million-dollar Racehorse ? If you did, would you… Keep him up until the wee hours of the morning? Permit him to skip 90% his training rituals? Let him maintain a poor non-nutritious diet? (Pepsi and potato chips?) Endorse an almost completely sedentary lifestyle? Find it okay for him to play video games for 3-4 hours a day? Experiment on him with habit-forming and destructive drugs and/or hallucinogens? Sometimes combining them with alcohol? Let him “hang out” with other un-ambitious horses listening to rock and rap music for most of the day? Kenneth WessonBrain-based learning (408)

2 ...Own a Million-dollar Racehorse ? If you did, would you… Allow him to watch 9,000 hours of TV each year, complete with 45,000 gratuitous horse murders and expect him to be well- adjusted with a healthy self concept, and to see the world as a supportive, friendly place to grow, develop and a place where he will maximize his full potential? If you did, what would he be worth to you or to himself? Our students and children have multi-billion dollar brains. We should not allow their brains to be treated in ways far worse than we would ever treat a horse. Kenneth WessonBrain-based learning (408)

3 The Human Senses SenseType of Sensory Input 1. SightVisible Light (eyes) 2. HearingVibrations (air/ear) 3. TouchTactile contact (feeling/skin) 4. TasteOral contact with chemicals 5. SmellOlfactory molecular experience (nose) Kenneth Wesson Brain-based learning (408)

4 19 Human Senses SenseType of Sensory Input 6. BalanceKinesthetic geotropic (coordination) 7. VestibularRepetitious movement (e.g. spinning) 8. TemperatureMolecular motion (heat) 9. PainSensory reception (nocioception) 10. Eidetic imageryNeuroelectrical image retention/production 11. MagneticFerromagnetic orientation 12. InfraredLong electromagnetic waves 13. UltravioletShort “ “ 14. IonicIonic charge (airborne) 15. VomeronasalPheromonic sensing 16. Proximal Physical closeness (of objects or people) 17. ElectricalSurface charges 18. BarometricPressure in the Atmosphere 19. GeogravimetricSensing differences in mass

5 Learning Input  Processing  Dissecting  Retrieval  Storage  Output (usage, application, transfer, etc.) The concept of human learning cannot be restricted to a simple Stimulus  Response equation.

6 Techniques for a Better Memory  Pay attention to what is important. (Within 18 seconds your cortical systems will determine the level of importance.)  Preserve (“download”) it in some way – notes, audiotape, etc.  Repeat any important information within 10 minutes  Repeat it again within 48 hours  Repeat at the end of a seven-day period  Use… –Acrostics (the first letter of each key word to form a new word) –Mind-maps –Graphic organizers  Bring the “smell/fragrance” with you that was used for knowledge acquisition, a lecture, or while studying (it will more likely be directly connected to the brain’s “sure-fire” limbic system)  Make as many correlations or connections to previously learned information as you can. Kenneth A. Wesson Brain-based Learning (408) ©2001

7 Acrostics SAN DOPE Serotonin 5-Hydroxytryptamine Acetylcholine (ACh) - Neurons that synthesize and release ACh are referred to as cholinergic neurons. Norepinephrine (NE) Dopamine (DA) Oxytocin Phenylethanolamine * * Epinephrine (adrenaline) *principal catecholamines are norepinephrine, epinephrine and dopamine. ** Phenylethanolamine N- methyltransferase converts norepinephrine to epinephrine

8 Techniques for a Better Memory Short periods of practice daily are better than cramming Eliminate any perceived distractions. The brain can only accommodate one dominant entry at a time. Play music (non-lyrical) at 60 beats per minute. An incomprehensible (foreign) language may be used. Take short breaks (allowing for “downtime,” allowing for time to Reflect (review, ruminate, evaluate, reexamine...) Question (differentiate, compare, analyze...) Connect (categorize, integrate, make associations...) Revise (modify, extend, refine our understandings based on new sensory input...) Construct (adjoin, incorporate, internalize, develop new models of understanding...) Store newly acquired knowledge on the existing neural circuits) Write a “One-minute paper” Kenneth A. Wesson Brain-based Learning (408) ©2001

9 Techniques for a Better Memory Process the information as if you are preparing it to teach it to another individual. (“To teach is to learn twice.”) Review old information before reading new information (build bridges from what is known to what is new) Walk after reading or learning (while walking, talk about the newly acquired content information) Study or read prior to going to bed Study in your most favored environment (whether it is in complete silence, with others around you, or with music -- be consistent) Replicate the testing environment while studying (some Bar Associations allow students to prepare for “The Bar Exam” in the examination room). Prepare your body for learning/testing - nutrition, rest, sleep, fluids Prepare your mind - positive talk (recall your “successes”) Take notes in colored pencil, colored pens, use colored highlighters. Kenneth A. Wesson Brain-based Learning (408) ©2001


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