The Science of learning

Interesting article that comprises the main ideas of how the brain works. These are the main points mentioned there:
1. Intrinsic motivation comes from the act of learning, learning is a motivating experience in itself,. When students experience success they will naturally feel intrinsically motivated. The role of the teacher is to find ways to help students have a suceccessful learning experience.
2. We learn by connecting the new to the old.We are always building on what has gone before.
3. In order to help the brain build more connections we need to repeat the information in a meaningful way and attatch a positive emotion to it.
4. The STUDENT is in control. The teacher's role is to arrange conditions and challanges in ways that engage the learner. Teaching is about the students.
5. Learners must create ideas and evaluate their work in order to own it.
6. The fear region of the brain is the amygdala. When the amygdala senses danger, it sends signals to our body and will deprive it from learning. A positive and a safe environment will help students to feel more relaxed and thus pave the way for a rewarding learning experience.

The Science of Learnings

Brain based learning and online education

Brain based learning and online education

Memory and attention

The topic of this week is about memory and attention and what we can do as teachers to help our students to have a successful learning experience.

Let's start with some backround knowledge about how our memory works.

Studies suggest the existence of at least three types of memory systems.

Sensory memory: this type of memory does not require conscious attention since information is perceived. Sensory memory is essential, because it is what gives us the effect of unity of an object. Then this information goes to the short term memory (working memory), here the information is held for a short period of time, if it is repeated several times, this info may be held for a longer period of time, otherwise, the info will be lost. Keeping an item in short-term memory for a certain amount of time lets you eventually transfer it to long-term memory for more permanent storage. This process is facilitated by the mental work of repeating the information, which is why the expression “working memory” is increasingly used as a synonym for short-term memory. But such repetition seems to be a less effective strategy for consolidating a memory than the technique of giving it a meaning by associating it with previously acquired knowledge.


lhttp://thebrain.mcgill.ca/flash/i/i_07/i_07_p/i_07_p_tra/i_07_p_tra.html

Now, the question is.... what can we do to help students learn more effectively? Here are some tips:
1. The lesson must be interesting for the learners. If it is not interested for them, they will not feel motivated and so won't learn at all.
2. Learners must be relaxed and feel involved in th lesson. A positive atmosphere is essential for the brain in order to work effectively. 
3. The lesson must be challenging, it must make them think and refelct.
4. It is important to always relate the lesson to what students already know. 
5. Repetition is very important, there should be this idea of being constantly recycling what is seen in class.

Useful links for Neuroscience

If you want to deepen your knoweldge about the brain and education, here are a few links...

Mind Brain and Education

Education Today

Neuroscience for kids

Teach the Brain

The Lymbic System

Emotions originate in the brain, specifically in the limbic system. The limbic system is a small structure located in the middle of the brain between the lower center or brainstem and the higher center or cortex. The brainstem controls alertness and arousal and sends sensory messages to the cortex via the limbic system. Much of our thinking and learning takes place in the cortex. Memory, an important component of learning, involves the limbic system.

The limbic system interprets and directs emotion and behavior. Priscilla Vail, an expert on learning, has described emotion as the "on-off switch to learning". According to Mrs. Vail, when the switch is off, the system is dormant and only the potential for learning is available. When the switch is on, the pathway to learning is open. When the limbic system interprets sensory information and dispatches it to the cortex for processing, it sets the emotional tone of the information before its reaches the cortex. If the limbic system interprets the information as positive, it dispatches a message of purpose and excitement and directs our behavior toward a goal. When this happens, we become motivated to act; thinking and learning are enhanced. When the interpretation is negative, the switch is turned off and thinking and learning are stifled. The system's interpretation of sensory information is based on the person's memories and immediate reaction to a current event. The more positive the learner's memories and reaction to the event (emotional state), the better the learning will be. Research has shown that happiness has a positive effect on learning, memory and social behavior. Conversely, negative emotional states, such as anger and sadness, have been shown to have a negative impact on learning and motivation.

Because the limbic system is the mediator between thought and feeling, it is easy to see why emotion is so crucial to making good decisions and thinking clearly. Emotions can disrupt thinking and learning. When we are happy we have a "clear mind" but when we are upset we can't "think straight". Positive emotions such as joy, contentment, acceptance, trust and satisfaction can enhance learning. Conversely, prolonged emotional distress can cripple our ability to learn. We all know how hard it is to learn or remember something when we are anxious, angry or depressed.

Info taken from: http://www.cdl.org/resource-library/articles/connect_emotions.php

A brain test

This is an interesting test called "Stroop Test" after Ridley Stroop who  was an American psychologist who published the effect of this test in the English language.. This test challenges selective attention, that is, one’s ability to carefully choose which environmental stimuli to focus on—and which ones to ignore. This is associated with the executive function of the brain which controls, regulates and manages cognitive processes. 
Individuals with ADHD (attention deficit hyperactivity disorder) and depression—who struggle to attend to select stimuli and control their reactions— often have increased difficulty performing the Stroop Test.
HAVE A TRY!
http://faculty.washington.edu/chudler/java/ready.html

Emotions and the brain in the learning process

There's no doubt that there is a strong connection between emotions and the brain. A student who is relaxed and happy is better prepared for the learning process. 
It is well known that when students are engaged and motivated their affective filter lowers to let information flow without any constraints.


The lymbic systen (temporal lobes, prefrontal cortex, amygdala, hippocampus) gives emotion to the information coming in and those pieces of info which are associated with a positive emotion are stored in the long term memory. 

To help our students to be successful learners it is really important to ....

1. Provide a positive atmosphere: Teachers should be able to promote a classroom atmosphere where the student feels safe and confident. It is important for the teacher to be friendly and loving, tell students her expectations and let them talk about their expectations too. When our students know what we expect from them their anxiety lowers and we set the appropriate atmosphere for a successful learning.

2. Make the information they are learning relevant. The lesson should be interestting and motivating. Teachers should ask their students what they are interested about and include their interests in the lesson plan. Students are engaged when they are taught what they want and need to learn. 

3.Let them be more independent. When we give our students more independence they will naturally feel more motivated. When appropriate, create situations where students can control aspects of classroom learning  so that they can practise freedom of choice and objective-setting with peers.
Another point to consider is that, instead of giving students the answers of everything, help them to make predictions. Give them the opportunity to think and reflect, prepare them to be "critical thinkers" The brain actually learns based on a system of predictions and feedback as neuroplasticity strengthens neural networks used to make correct predictions and it corrects memory networks used to make incorrect predictions. (This is why timely corrective feedback is important so those faulty circuits can be replaced with accurate information.) http://www.psychologytoday.com/blog/radical-teaching/201005/want-children-pay-attention-make-their-brains-curious

All in all, emotions and the brain are intrinsically connected in all aspects of life, positive emotions will prepare the brain for a successful learning. Conversely, prolonged emotional distress can cripple our ability to learn. There are some tips that, we as teachers, should take into account to make the learning experience a memorable one. First of all, a postitive classroom atmosphere will make students feel safe and lower their anxiety, the information provided by the teacher should be relevant for them so try to include in the syllabus their interests and what they want to learn. Finally, helping them to be more independent learners will increase their motivation and incentive to learn, but most important of all, it will preare them for life.

Think differently

Interesting articles to read and reflect

The Amygdala in 5 Minutes

Insights into neuroscience

Myths about neuroscience

I was really shocked by the amount of myths that I thought to be true and I am quite sure that there are hundreds of teachers who are in the same situation. The question is how to distinguish pseudoscience from scientific facts, how can we protect ourseves from all these myths?
All this should make us reflect upon our beliefs and encourage teachers to learn more about the brain and its implications on our teaching practices.
What are your reflecions?