1. B6

3. Brain & Mind The Big Picture! 5. Learning & the Brain 6. Memory 7. Complex Behaviour LO: To understand how memory works(in the brain!) 1. Stimulus & Response 2. Reflexes 3. Neurons & Hormones 4. Synapses & Drugs REVISION Learning & the Brain Memory Complex Behaviour Stimulus & Response Reflexes Neurons & Hormones Synapses & Drugs REVISION

4. Outcome To understand how we store and retrieve information. 1. Describe the difference between short and long term memory and techniques to improve memory (Grade C) 2. Interpret the strengths and weaknesses of the multi-store model. (Grade B) 3. Explain the implications of ‘sensitive period’ to neglected children (Grade A/A*)

5. 1. Sensitive period 2. Neuron pathway 3. Pruning 4. Short term memory 5. Long term memory 6. Repetition/Chunking/Stimulus strength 7. Multi-storage memory model Outcome To understand how learning happens.

6.  SHORT term memory (STM) and LONG term memory (LTM).  STM last ~30 seconds  LTM could last a lifetime.  The ability to store and retrieve information. 2 Types of memory…… How long does STM last?How long does LTM last? LO1. Describe the difference between short and long term memory and techniques to improve memory

7.  Everything you do or learn is first recorded in STM.  Alzheimer's disease damages STM neurons.  What happens if you get brain damage in your STM area? LO1. Describe the difference between short and long term memory and techniques to improve memory

8.  In pairs  #1 shows #2 a picture card for 2min.  #2 writes as many pictures as can remember.  >7 means = excellent STM!  STM also depends on your level of attention Can you remember the number from earlier? Why/Why not? LO1. Describe the difference between short and long term memory and techniques to improve memory

9.  A lasting store with no limit.  Improve LTM: - Seeing/finding patterns - Relate it to what you know. LO1. Describe the difference between short and long term memory and techniques to improve memory

10.  This time, make a story from the pictures.  #1 shows #2 a different card for 2mins  1min to write what you remember.  Chunking info or making it meaningful makes it easier to store. Did you remember more? LO1. Describe the difference between short and long term memory and techniques to improve memory

11. Outcome To understand how we store and retrieve information. 1. Describe the difference between short and long term memory and techniques to improve memory (Grade C) 2. Interpret the strengths and weaknesses of the multi-store model. (Grade B) 3. Explain the implications of ‘sensitive period’ to neglected children (Grade A/A*)

12. Task Write a list of the methods you use to revise. Include at least three Instead of bullet points write each method on the left of a line like this. LO1. Describe the difference between short and long term memory and techniques to improve memory

13. LO2. Describe the difference between short and long term memory and techniques to improve memory

14. 2, 5, 10, 17, 26, 37, 50, 65, 82, 101, 122, 145, 170, 197, 226, 257, 290, 325, 362, 401, 442, 485, 530, 577, 626, 677, 730, 785, 842, 901, 962, 1025, 1090, 1157, 1226…… X 2 +1 How many can you remember? Can you spot the pattern…. LO1. Describe the difference between short and long term memory and techniques to improve memory

16. Outcome To understand how we store and retrieve information. 1. Describe the difference between short and long term memory and techniques to improve memory (Grade C) 2. Interpret the strengths and weaknesses of the multi-store model. (Grade B) 3. Explain the implications of ‘sensitive period’ to neglected children (Grade A/A*)

17. Techniques  Repetition/ Rehearsal – Read over and over and over OR read sections and make notes. Visualise notes in exam.  Stimulus Strength – Do something! Use a highlighter to pick out main points!  Creating Patterns /Active memory– Link ideas to other memories. Use bridge maps to show how your revision strategies match memory ‘tricks’. LO2. Interpret the strengths and weaknesses of the multi-store model

18.  Memory models try to explain how memory works: LO2. Interpret the strengths and weaknesses of the multi-store model

19. Can this model explain…: 1. Not remembering a dream? 2. Déjà vu? 3. Tip of your tongue?

20. Outcome To understand how we store and retrieve information. 1. Describe the difference between short and long term memory and techniques to improve memory (Grade C) 2. Interpret the strengths and weaknesses of the multi-store model. (Grade B) 3. Explain the implications of ‘sensitive period’ to neglected children (Grade A/A*)

21. As you grow, the brain removes unused synapses to improve efficiency. Adolescence - brain has a major tidy-up, getting rid of unused connections. Which means….. USE IT OR LOSE IT From birth - age 3 brain makes lots of new synapses Learning as you grow LO3 - Explain the implications of ‘sensitive period’ to neglected children

22. Feral Children Children deprived of human interaction.  Sensitive periods for learning certain skills.  Neuron pathways are ‘pruned’ after these periods.  The skill can never be learnt in the same way. Sensitive Periods Language – (<6y) Ordering - (<3y) Social skills - (2.5-6y) Sensory – (<4y) So what happens if you are separated from people in our early years? LO3 - Explain the implications of ‘sensitive period’ to neglected children

24. Task Annie was a neglected child. She did not socialise with other children until she started school at 6. a. What problems do you think she might have in school? b. Why might she find it difficult to learn the same skills as other children? EXT e. What major change happens in the brain that makes it harder to learn language and develop of social skills after childhood? Language, sensory skills, motor skills, social skills Unused neuron pathways have been removed from her brain Pruning of neuron pathways/connections/synapses required to learn these skills LO3 - Explain the implications of ‘sensitive period’ to neglected children

25. 1. Sensitive period 2. Neuron pathway 3. Pruning 4. Short term memory 5. Long term memory 6. Repetition/Chunking/Stimulus strength 7. Multi-storage memory model Outcome To understand how we store and retrieve information.

28. B6 Brain & Mind The Big Picture! 5. Learning & the Brain 6. Memory 7. Complex Behaviour LO: To understand how complex behaviour develops 1. Stimulus & Response 2. Reflexes 3. Neurons & Hormones 4. Synapses & Drugs REVISION Learning & the Brain Memory Complex Behaviour Stimulus & Response Reflexes Neurons & Hormones Synapses & Drugs REVISION

29. Homework

30. B6

31.  Pub Quiz! (B3, B5, B6)  B3, 5 and 6 exam questions and review  Options: Textbook questions, online homework review in booklet

32. Ms O’Connor’s B3, B5 & B6

33.  Pub Quiz! (B3, B5, B6)  B3, 5 and 6 exam questions and review  Options: Textbook questions, online homework review in booklet

35.  Pub Quiz! (B3, B5, B6)  B3, 5 and 6 exam questions and review  Options: Textbook questions, online homework review in booklet

36.  Textbook questions  Complete online homeworks  Bitesize Testbites & activities  RAG in booklet (must be active!) All the options are ACTIVE learning

37.  Answer B3, 5 and 6 exam questions in pub quiz  Review knowledge of B3, 5 and 6 in specification booklet – ask Qs  Practice B3, 5 and 6 exam questions in exam booklets