Learning, Memory and Brain

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WHAT EVERY TEACHER SHOULD KNOW ABOUT
LEARNING, MEMORY AND THE BRAIN Presented
byB.PrabhakarPrincipal, JNV Lepakshi.Dist.Anant
hapuramA.P..

• Source The book
• By
• Ms.Donna Walker Tileston

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What every teacher should. know about
Learning, Memory and the Brain by Donna Walker
Tileston

• What is learning?
• Learning is not a process left to the brain, it
  involves the whole being.
• While the old academic model addressed primarily
  the intellectual aspects of learning, the
  prevailing model suggests that we learn with our
  mind, heart and body.
• This more holistic view underscores the
  importance of considering all of the learners
  issues Eric Jenson

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CLASSIFICATION OF PEOPLE

• Smart people- are those who can store
  information quickly and can retrieve it from
  storage quickly.
• Underachievers- are those who process
  information quickly and retrieve it from storage
  slowly.
• Overachievers- are those who process
  information slowly but retrieve it from storage
  quickly.

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HOW LEARNING TAKES PLACE?

• All learning seems to begin in self system of the
  brain. It decides whether or not to engage in the
  learning.
• If task is judged important, a positive effect is
  generated or associated with task, the individual
  will be motivated to engage in the new task.
• In order to make this decision, the brain
  examines the incoming information in regard to
  the following
• Is the incoming information important?
• unless the student also believes the information
  is important, the system will not view it as
  important.
• Have I had success in the past with this type of
  learning?

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FUNCTION OF THE BRAIN STEM

• It is the part of the brain that directs your
  behaviour under negative stress and is most
  responsive to any threat.
• Threat.cortisonebodyhigher order thinking.
• It is not stress that is bad, it is
  uncontrollable stress that is bad

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II. PROCESSING INFORMATION

• Once the brain had decided to pay attention to
  the incoming information, the metacognitive
  system takes over. This is the system that sets
  goals for the learning and that monitors the
  process of learning.
• This system is important for the student to
  complete a task or engage in the learning over
  time.

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As a teacher we can assist this system of the
brain by..

• Setting goals for the learning.
• Provide specific and consistent feed back to
  study to help them identify where they are in
  terms of goals.
• Directly teach students how to solve problem.

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THE COGNITIVE SYSTEM

• Most of what we do in the class room revolves
  around the cognitive system of the brain.
• According to Marzano (1998) cognitive system
  organizes into four

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• I .Storage and retrieval
• Provide access to the
• knowledge that has
• been stored in permanent
• memory.
• A way storage of new
• knowledge

• II. Information processing
• Manipulates knowledge
• Stored to be used for
• specific task

III. Input output Use knowledge to understand
communication through hearing, writing, reading
..with Outside world.

• IV. Knowledge
• System use knowledge to carry
• out specific tasks.
• Procedural goal carried out
• Through this system

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HOW DO WE ACQUIRE PROCESS INFORMATION

• Our rate of learning is the amount of time it
  takes to acquire information.
• Rate of learning distinguishes slow learner from
  typical learners.

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HOW CAN A TEACHER ASSIST?
Rehearsal
Short term memory/ Working memory
To long term memory storage
From sensory memory
Retrieval from LTMS
Forgotten
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Some facts

• 99 what we learn comes through senses
• Our brain takes 40,000 bits /sec.
• Often in the class room we rely on the auditory
  and ignore most of the rest of the senses.
• An enriched class room takes into account all the
  senses in learning.
• 87 of learners do not learn just by hearing
  (Jensen)
• They must see the learning in a visual format and
  / or experience the learning kinesthetically.

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LEARNING MODALITIES/LEARNING STYLES

• There are three learning modalities found in all
  of us (Jenson et all)

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I. THE VISUAL LEARNERS

• Visual learners make up the largest group in the
  class room.
• Learners need to see the learning before it
  will make sense to them.
• It is important to have visuals for these
  learners so they can see the information.
• They need pictures, graphics, organizers.

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CHARACTERISTICS OF VISUAL LEARNERS

• Have difficulty in remember names but may
  remember details about the person.
• Learn best when there are visual tools to help
  explain the learning.
• Would rather read a story themselves than have
  someone to read it to them.
• Organize thought by writing them down.
• Often give away their emotions through their
  facial expression.
• Like puzzles other visual tools.

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discussion
listening
Auditory
Talking
Cooperative learning
Simulations
Models
organizers
Kinesthetic
Learning Modalities
Visual
outdoors
Graphs
Active learning
Pictures
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AUDITORY LEARNERS

• Smallest number in the class room, multimedia
  diminished.
• Hearing, lecture, discussion, media important to
  brain but they must also be given opportunity to
  talk.
• Ex. Murmured reading.
• Earliest reading is auditory.

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CHARACTERISTICS

• Remember names better than faces.
• Forget what is read until it is discussed.
• Respect to physical encouragement such as a pat
  on the back.
• Would rather be in a group discussion about a
  topic than read about it, are easily distracted
  by sound.
• Are good story tellers.
• Prefer to give oral reports rather than written
  work.

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III. KINESTHETIC/TACTILE LEARNERS

• Sprenger (2002) says every lesson should contain
  movement.
• Teachers who rely heavily on lecture face
  difficulty with kinesthetic learners. These
  learners need to move, need models that that
  they can hold and touch.
• Sitting long stretches may be brain unfriendly.
• Need to have hands on activities, they need to
  practice. They say" Don't give me lot of
  directions, just give me the work and let me do
  it

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CHARACTERISTICS.

• Remember best what was done rather than what was
  seen or heard.
• Would participate in anything than just watch.
• Like simulations, drama and outdoor activities.
• Like models and often build models for
  independent project.
• Give away their emotions through their body
  language.

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TIPS

• Teach modalities to your students so that they
  know their strength and weaknesses.
• If students have difficulty with one modality,
  reteach in the modality in which they learn best.
• If you have been teaching your class auditory,
  without visual or kinesthetic opportunities, and
  you have a group of students who do not
  understand, you must reach them in a different
  modality.

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THE PERCEPTUAL REGISTER

• Also called Reticular Activation system that
  helps the brain with all of the incoming data.
  This decides whether it is worthy of our
  attention .
• If the information in sensory memory is not
  encoded in the brief time before it decays, it is
  lost.
• The brain discords 98 of all incoming message.
  The downside is that sometime we discord
  information that we need to remember.
• As information enters the working memory,
  conscious processing begins.

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WORKING MEMORY

• Once information enters the working memory, we
  have about 15 seconds while the brain decides
  to process the information or to discord it.
• The key to getting information to long-term
  memory is rehearsal.
• As long as working memory is doing something
  with the learning, it can hold it there
  indefinitely.
• Rehearsal performs two functions.
• 1.it maintains information in working memory
• 2. it is the mechanism by which we transfer
  information to long term memory.

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LONG TERM MEMORY PATHWAYS

• -Based on context and
• location and emotions
• -Information can be
• remembered yrs.
• - Remember history
• unlimited storage
• Needs little motivation

-Also known as motor memory Ex.-bicycle
riding -add movement Strongest remembering. Role
play.
Most often used in education Stores words and
facts. Less brain compatible Needs a
connector Needs rehearsal pnemonics Capacity
restricted.