2. What’s all this buzz about the brain?

3. Creating a Brain - Compatible Classroom Neuroscience and the Adult Educator

4. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. — Albert Einstein

5. In 1967, brain pioneer Marian Diamond, a UCB neuroscientist, discovered an amazing malleability to the brain. The brain can literally grow new connections with environmental stimulation. This suggests that new experiences (and new information) can get wired into the malleable brain.

6. In adulthood our brains continue to change. Beginning around the age of 20 our brains lose about 1 gram (.004 oz.) of weight every year. But the remaining neurons strengthen existing connections and form new ones (synapses). That's how we keep learning.

7. Neural plasticity is the ability of the brain and/or certain parts of the nervous system to change in order to adapt to new conditions.

8. Plasticity The brain physically changes as a result of learning. The brain actively grows and rewires itself in response to stimulation and learning. Neurons that fire together wire together.

9. When a nerve signal passes from one cell to another, a receipt is sent back to acknowledge that the signal has been received. Repeating the same combination of nerve signals, again and again, re- activates brain proteins in the nerve cells that form that memory. Learning is a molecular conversation that takes place between nerve cells in the brain.

11. Emotions and Learning Following any learning event, new information is slowly assimilated into long-term storage (a process referred to as memory consolidation). Greater emotional arousal following a learning event enhances a person's retention of that event.

12. We use our emotions to tell us what is important to learn and what to remember. Emotions drive attention. Attention drives learning and memory.

13. Two rules come from the field of brain research. One is to eliminate threat, and the other is to enrich like crazy. Today, the evidence is overwhelming that enriched environments do grow a better brain. Eric Jensen, from “Teaching with the Brain in Mind” An “enriched environment” is characterized by stimulation, novelty, and repetition.

14. Repetition is necessary but it requires novelty in instructional design.

15. For some learners, new information must be processed up to 40-80 times (depending on its complexity) before it is stored in long-term memory. Therefore, teachers must create learning experiences for their students that are utilize many different activities – providing multiple experiences to process the new information.

16. Average Retention Rate after 24 Hours Lecture 5% Reading 10% Audio Visual 20% Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach Others 90% Immediate use of Learning

17. Three Conditions for Learning “Optimizing the use of the human brain means using the brain’s infinite capacity to make connections and understanding what conditions maximize this process.” Relaxed alertness, consisting of low threat and high challenge. The orchestrated immersion of the learner in multiple, complex, authentic experience. The active processing of experience as the basis for making meaning. (Caine and Caine, Education on the Edge of Possibility, 1997)

18. What does a brain-compatible classroom look like? An enriched environment with visual and auditory elements, celebrations, and choices. Multiple intelligences are addressed through a variety of instructional activities Students are allowed time to process new information and discuss how the information can be used Absence of threat – a feeling of safety and community.

19. Collaborative learning Immediate feedback New knowledge is presented in a meaningful, relevant context

20. Cooperative Learning When we feel valued and cared for, our brain releases the neurotransmitters of pleasure: endorphins and dopamine. This helps us enjoy our work more. Groups provide a superb vehicle for social and academic feedback. When students talk to other students they get specific feedback on their ideas, as well as their behaviors.

21. Maximize Feedback The brain itself is exquisitely designed to operate on feedback, both internal and external. It decides what to do based on what has just been done. Without our magnificent system of feedback, we would be unable to learn. (Eric Jensen, from “Teaching with the Brain in Mind”)

22. Visualization The brain likes, even craves, visual images. Fostering visualization is one of the strongest ways to help new information enter the brain, and stay there.

23. Fill your classroom with visual stimulus. Use videos and digital stories. Use graphic organizers, mind-maps, and flow-charts. Try teaching in a different location. Give lots of examples – especially connected to your students’ prior knowledge and experience.

24. An important step in creating a brain- compatible classroom is to acknowledge and enhance the metacognitive capabilities of your students.

25. What is metacognition? First coined by J. H. Flavell in 1978 for the way learners control and direct their own mental processes. Up to now, research in metacognition covers primarily disabled-student learning, science learning, reading comprehension and problem solving.

26. Metacognitive strategies, that allow students to plan, control, and evaluate their learning, appear to determine the effectiveness of learning – rather than those that merely maximize interaction and input. S. Graham, “Effective Language Learning.”

27. Research shows that it is possible to teach learners at all ability levels to assess their own performance more accurately. Kruger, J. & Dunning, D. (1999)

28. Why is metacognition important? Students gain confidence and become more independent learners. Students then realize they can pursue knowledge on their own. Students will be better able to cope with new situations.

29. Conclusion

30. Contact Information Suzanne Ludlum Technology Resource Teacher Oakland Adult and Career Education hotropic@sbcglobal.net