1. The Brain, Emotions, and Learning

2. The illiterate of the year 2000 will not be the person who cannot read and write, but the person who cannot learn, unlearn, and relearn Alvin Toffler (futurist of the past)

3. Session objectives To define learning
To understand the nature of memory
To explore implications for the classroom
To develop individualized strategies for brain-based teaching and learning

4. Clock 12 11 1
Appointments 10 2 9 3 8 4 7 5 6

5. What is learning?

6. The 3-Part Memory System
Sensory Memory
Short-Term Memory
Long-Term Memory

7. Rehearsal R E C P T O S Sight Long-Term Short-Term Memory Memory Sound
Sensory
Memory
Elaboration
&
Organization
Smell
Initial
Processing
Taste
Retrieval
Touch
Forgotten

8. Memory R E C P T O S Forgotten Sights Sensory Sounds Attention Smells
Tastes
Tactile
Sensations
Forgotten

9. Implication for college learning:
Information that is not understood
or is considered to be unimportant
has little chance of surviving the
sensory memory filter!
Therefore, faculty should ...

10. Memory (Working Brain)
Rehearsal
Short-Term
Memory
(Working
Brain) TO
FROM
Long-Term
Memory
Sensory
Memory
RETRIEVED
FROM
Long-Term
Memory
Forgotten

11. Short-Term Memory Short-term memory retains
information for an average of
seconds
(20 seconds maximum)
What are the implications for the lecture method of instruction?

12. Short-term memory capacity develops with age, increasing by one unit every other year beginning at age three.
AGE 15 13 11 9 7 5 3
BITS (+/- 1 or 2)
0 0 0
0 0

14. Chunking
A chunk is any coherent group of items of information that we can remember as if it were a single item.
A word is a chunk of letters, remembered as easily as a single letter (but carrying much more information.)

15. LS DTVF BIJ FKU SA
LSD TV FBI JFK USA

16. Mnemonics Acrostic Sentences Every Good Boy Does Fine
Please Excuse My Dear Aunt Sally
Others from your teaching area?
Acronyms
ROY G BIV HOMES

17. Implication for college learning:
Information that is not rehearsed
has little chance of being
stored in long-term memory!
Therefore, faculty should ...

18. Rehearsal 1. Maintains information in short-term memory.
2. Mechanism by which we
transfer information to
long-term memory.

19. Rote Rehearsal = Two types of rehearsal
deliberate, continuous repetition of material in the same form in which it entered short-term memory

20. Elaborative Rehearsal =
elaborating or integrating information, giving it some kind of meaning, creating chunks of information

21. Rehearsal Strategies  Visualization  Creating a story  Mnemonics
 Acting out a process
 Role play
Create a model
 Develop a song, rap, poem

22.  Interactive notebooks
 Quick writes
 Create questions
 Jigsaw activities
 Think, Pair, Share
 Games
 Reciprocal teaching
 Develop a graphic

23. Long-
Term
Memory
Elaboration
Retrieval

24. Elaboration Elaboration processes transfer short-term memories
into long-term memories.

25. Elaboration Strategies
Rhyming
Inferring
Visualizing
Finding Patterns
Personalizing
Making Connections
Integrating

26. Rehearsal R E C P T O S Declarative Sight Long-Term Memory Short-Term
Sound
Sensory
Memory
Elaboration
Smell
Attention
Taste
Retrieval
Touch
Forgotten
Procedural

27. Rehearsal R E C P T O S Sight Long-Term Short-Term Memory Memory Sound
Sensory
Memory
Elaboration
&
Organization
Smell
Initial
Processing
Taste
Retrieval
Touch
Forgotten

28. network of information.
Implication for college learning:
New information has to
be linked to
the existing, related
network of information.
Therefore, faculty should...

29. Strategies for greater learning
Think about a concept that students find difficult to learn and write it on a sticky note. (3 minutes) With your 6:00 appointment, discuss strategies for improved learning in class. (10 minutes)

30. Questions and discussion