RIGOROUS INSTRUCTION –
IT IS BRAIN SURGERY!
Label the brain parts on page 3 of your handout.
(Best guesses – no pressure!)
If it's an educator’s job to develop the mind,
shouldn't we know how the brain works?
• Educators should understand the processes operating within
the cerebral "inner space" of the mind. Kenneth Wesson
The Science of Learning
Focus Questions - Think Sheet on page 2
1. How does the brain impact the “choice” to learn?
•
Amygdala Hijacking
2. How do teachers impact students’ willingness to
think and learn?
•
Relaxed Alertness
3. How does the brain process information?
•
The Information Processing Model
4. What are neural schema, and do they ever stop
growing?
•
Neuroplasicity
BRAIN 101 – How Learning Initiates
Pg. 3
The BRAIN STEM is
responsible for basic vital
life functions - breathing,
heartbeat, and blood
pressure.
It is referred to a reptilian
brain because a reptile’s
entire brain resembles our
brain stem.
• Basic vital life
functions
• Reptilian
brain
The CEREBELLUM,
or "little brain", it has
two hemispheres.
• Regulates and coordinates
movement, posture, and
balance.
• higher brain function such as
reasoning
The CEREBRUM, or cerebral
cortex, controls higher brain
functions such as reasoning.
The Frontal Lobe is the
location of reasoning,
planning, and problem
solving.
The LIMBIC SYSTEM,
mid-brain, is buried
within the cerebrum and
often referred to as the
"emotional brain“.
It contains the thalamus,
hypothalamus,
amygdala, and
hippocampus
• Emotional brain
• Thalamus, hypothalamus,
amygdala, hippocampus
Brain Basics for Learning
• The brain evolved to
protect the well-being of
its owner and species.
• Therefore, the processes for effort and
attention are first directed to protect wellbeing.
• The brain filters information by predicting its
risk for harm, or value for pleasure.
IN Coming… Filtering System
• The thalamus is first part of
the brain to receive all the
signals gathered from the
environment .
• There is a direct connection
from the thalamus to the
amygdala and to the
cerebral cortex.
Key Understanding
The amygdala receives information
from the thalamus… Split seconds
BEFORE the cerebral cortex!
• The amygdala is the brain’s
repository of emotional memory
and acts as its
emergency broadcasting system.
• If a signal arrives that the
amygdala perceives as
dangerous (fear) and
could cause possible
harm to the self…
(“I see a gorilla!”),
… it instantaneously
sends a message to the
brain and body… FEAR,
emergency…possible
harm… Run!
Amygdala Hijack
• Amygdala Hijack is a term coined by Daniel
Goleman in his 1996 book Emotional
Intelligence: Why It Can Matter More Than IQ.
• Goleman uses the term to describe responses
which are immediate and overwhelming, and
often out of measure with the actual stimulus
because the amygdala triggers a reaction to a
“protect” from threat...
Before the cerebrum can intercede.
What can the amygdala do to learning?
• Amygdala » DANGER SIGNAL »
(fear/anxiety) floods the body
with adrenaline.
• Adrenaline directs the brain to
react automatically … low level
thinking… “Just Do It!”
• Adrenaline also inhibits
neurotransmitters and
interferes with messages to the
cerebrum, thus reduces higher
level thinking.
Learning Caution!
• If the amygdala signals DANGER to self… the
brain/body will react accordingly.
Gorilla and adverbs are merely
information input to the brain.
OR… based on prior experience the amygdala
might pause a split second and give the cerebral
cortex a chance to mediate the thought.
The cerebrum has a chance to think about the
information and recognize it as not dangerous…
It is valuable or helpful.
What can the amygdala do to learning?
• Amygdala » Valuable »
signals the body to produce
endorphins.
• Endorphins increase
neurotransmitters and the
ability to carry messages to
the cerebrum… higher level
thinking.
**Humor and exercise also increase endorphin production.
Remember!
The amygdala can hijack thought and actions
before the cerebrum gets a chance to consider
options.
The learning
environment and
teachers must
prevent amygdala
hijacking!
Amygdala Impact on Learning
Positive experiences (and the connected emotions)
improve our ability to divert an
amygdala hijacking.
BUT negative experiences (and the connected emotions)
can increase reactions that are out of measure with
the actual stimulus because the amygdala triggers a
signal to “protect” from threat... Amygdala Hijacking
BOREDOM IS NOT PLEASURABLE
Some brain researchers explain the amygdala’s
interpretation of boredom as:
Harmful to self » Fear
Increase adrenaline ↗
increase aggression
No-stimulation » No pleasure
Limits endorphin production ↘
messages to the cerebrum.
Judy Willis, M.D., M.Ed.
Amygdala Impact on Learning
How does the brain impact the
“choice” to learn?
Experience can intervene or assist amygdala hijacking.
Let’s put it all together!
Cerebral
Cortex
Higher Order
Thinking
“DOWNSHIFTING”
Mid-Brain –
Limbic System
Emotions
Brain Stem
Instincts
Neural Downshifting
24
Neural Downshifting
Stress and threat cause the brain to
downshift, which reduces the
opportunity for neuron growth and
causes learning to be inhibited.
(Singh, Dalip. Emotional Intelligence at Work. India: Sage Publications Pvt. Ltd. 2006, p 189)
25
Have you experienced Neural Downshifting ?
Describe the experience to your neighbor.
Relaxed Alertness
Learning is enhanced by
challenge and inhibited by
threat.
• Classroom Connection - ZPD (zone of proximal
development)
What were you thinking?
What is wrong with
this question?
What might be a
better question?
Why?
Why should we count to ten before reacting
to something that has made us angry?
How can teachers prevent amygdala hijacking and
neural downshifting?
By creating a classroom environment that
demonstrates
Unconditional Positive Regard
Unconditional Positive Regard is when one person is
completely accepting toward another person. This is not
just a show of acceptance, but is an attitude that is then
demonstrated through behavior.
Carl Rogers - On Becoming a Person
Human beings have a well developed ability to quickly
distinguish friend from foe. It’s part of our innate set of
survival skills…Children and youth can quickly tell which
of their teachers offer Unconditional Positive Regard
to their students and which do not.
Mike Rutherford
Evidence of Teacher’s Respect
As noted by students…
Teacher Expectations and Student Achievement Research
•
•
•
•
•
•
•
•
•
•
Is courteous to students
Calls on everyone in the room equitably
Uses “WAIT TIME.”
Listens, and paraphrases student thoughts
Probes and prompts students to reach “appropriate”
responses
Provides individual help.
Provides timely, specific, and abundant performance
feedback
Gets within arms distance of each student everyday
Shows personal interest and give compliments
Responds to misbehavior with an effective level of response
The Complexity of Learning
Information Processing
Decay Valve
Pg. 5
Explain the Information Processing Model in
your own words to a neighbor.
Active Learning
Martin Heiddegar
Concept Attainment
EXAMPLE
EXAMPLE
EXAMPLE
Non - EXAMPLE
EXAMPLE
Non - EXAMPLE
EXAMPLE
EXAMPLE
Non - EXAMPLE
Non - EXAMPLE
Neuroplasticity
Neuroplasticity is the growth and reorganization of
nerve webs or neural schema in the brain in
response to the new life experiences.
Teachers are Neuroplasticians
Neuroplasticians aid in the
brain’s natural ability to form
new connections; aiding the
function of dendrites and
axioms, synapses and
biochemical electricity;
reaching untapped potential.
bigstock_golden_brain_2557157.jpg
47
RIGOROUS INSTRUCTION –
IT IS BRAIN SURGERY!
Focus Questions - Think Sheet on page 2
1. How does the brain impact the “choice” to learn?
•
Amygdala Hijacking
2. How do teachers impact students’ willingness to
think and learn?
•
Relaxed Alertness
3. How does the brain process information?
• The Information Processing Model
4. What are neural schema, and do they ever stop
growing?
•
Neuroplasicity
Tammy Ramsey
QTL Instructional Specialist
tramsey@qtlcenters.org
919-247-7907
Please complete the plus/delta feedback page and
turn it in before you leave. Thank you!
Case sensitive
RIGOROUS INSTRUCTION –
IT IS BRAIN SURGERY!
The Centers for Quality Teaching and Learning
4009 Barrett Dr., Suite 102 Raleigh, NC 27609
www.qtlcenters.org 919-878-0540
RIGOROUS INSTRUCTION –IT IS BRAIN SURGERY!
Focus Questions
1. How does the
brain impact the
“choice” to learn?
• Amygdala
Hijacking
2. How do
teachers impact
students’
willingness to
think and learn?
• Relaxed
Alertness
3. How does the
brain process
information?
• The Information
Processing
Model
4. What are neural
schema, and do
they ever stop
growing?
• Neuroplasticity
©QTL 2012
www.qtlcenters.org
The Centers for Quality Teaching and Learning
2
Notes:
©QTL 2012
www.qtlcenters.org
The Centers for Quality Teaching and Learning
3
Unconditional Positive Regard
Unconditional Positive Regard is when one person is completely accepting toward
another person. This is not just a show of acceptance, but is an attitude that is then
demonstrated through behavior.
Carl Rogers - On Becoming a Person
Human beings have a well developed ability to quickly distinguish friend from foe.
It’s part of our innate set of survival skills…Children and youth can quickly tell which
of their teachers offer Unconditional Positive Regard to their students and which do
not.
Mike Rutherford
Evidence of Teacher’s Respect
As noted by students…
Teacher Expectations and Student Achievement Research
•
•
•
•
•
•
•
•
•
•
Is courteous to students
Calls on everyone in the room equitably
Uses “WAIT TIME.”
Listens, and paraphrases student thoughts
Probes and prompts students to reach “appropriate” responses
Provides individual help.
Provides timely, specific, and abundant performance feedback
Gets within arms distance of each student everyday
Shows personal interest and give compliments
Responds to misbehavior with an effective level of response
©QTL 2012
www.qtlcenters.org
The Centers for Quality Teaching and Learning
4
Notes:
©QTL 2012
www.qtlcenters.org
The Centers for Quality Teaching and Learning
5
©QTL 2012
www.qtlcenters.org
The Centers for Quality Teaching and Learning
6