“
“How can we teach the whole organism since the whole organism is learning when we teach ?”
Dr. Martha E. Villarreal

How are
‘Optimal Learners’Created?
The Neurophysiology and Psychology of Learning
How Movement affects the Brain
How Emotion shapes Thought
How Memory forms in the Brain
How specific ‘Habits of Mind’ promote ‘Optimal Learning’
Behaviors

Poor Student - ‘Optimal Learner’
“Because Your Gray Matter Matters”

Evidence of ‘Wet Mind’ Activity

Info is always acquired
& associated through multiple neural pathways:
Motor,
Sensory,
Emotional,
&
Cognitive.
Traces of a Thought

Make the Abstract Into Concrete Images
Winter
Poverty
Rock n’ Roll
Heat
Liberty
Waltz
Dirt
Justice
Time
Death
Patience
Meal
Sickness
Energy
Politics
Speed

Association “Self-Assessment”
Verbal Visual
Lemon
Time
Garden
Rolls
Royce
Label
Pillow
Sea
Book
Mother
Mountain

-

‘What’s in it for me?’

What is Brain-based learning?
Learning strategies that address the student’s biological make-up, not just his/her mind.
Learning strategies that recognize the need for proper nourishment for the brain (in terms of environment).
Brain-based learning establishes the science behind cognitive development, thus providing a basis for various adaptations to help create “optimal learners”.
Brain-based learning establishes the foundation for achieving problem-solving and higher-order thinking skills.

Important Background Information:
The brain, the central nervous system, and the endocrine system are key biological components of human learning
Synapses, specialized brain cells, transmit information back and forth across the brain. These synapses act much like an electrical current.

Electrical
Input
Bouton
Transmitter
Axon
Sending
Nerve Cell
Receiving
Nerve Cell
Dendrite
Spines
Spine
Electrical
Output

 Repetitive learning – going over emotion drives learning
 Exercise and conscious breathing activities stimulate cognitive ability
 Nurture and Nature cannot be separated

T
L
E-Duc-Ate“to guide out from” like Aqua-Duc-t

Neuroplasticity:
How Learning and Experience
Changes the Brain

Students who are active, have choice in the learning process, and have an emotional framework for learning change biologically and become physically and mentally more able to learn.

Emotions tend to dictate our actions
Emotions, moods, and feelings are biological
“reference” signals to direct behavior
Strong emotions indicate “core values” and “beliefs”
Emotions are the tools used to evaluate inner and outer worlds

110
Frustration
Heart
Rate
(bpm)
90
70
50
30
110
Heart
Rate
(bpm)
90
70
50
30
0
Appreciation
30 Seconds 60 90

Informative learning attempts to
“fill up” students
For years,
“informative learning” and “informative teaching” have been the norm. Brainbased learning gives educators the reason behind “constructivist” and other “new,” more student-centered teaching approaches.

:
All Optimal Learning Behaviors have Biological Correlates.
The Mind/Brain/Body design functions in continuous
“feedback loops”of biology & behavior, physiology & thought.
Healthy ‘loops’ can be learned.

Application of Brain-based Learning to Your Classroom:
 Addresses different learning styles, because the child’s whole body is involved in learning
 Does not involve “learning” a new program; the
“new”, inquiry-based teaching strategies are the result of brain-based learning research
 Allows students to assume more responsibility for their educational and emotional choices
 Encourages greater depth and complexity for all learning through an awareness of brain/body/mood function

Creating a “Brain-based”
Classroom:
Create a novel, interesting environment that both changes and offers security and consistency to learners.
Promote active thought (Concentration or
“focus” is essential to cognition)
Make activities challenging and engaging – examples to follow!
Be consistent in teaching to the “whole” child, and in the opportunities offered for “optimal” development!

Because physical activity increases organ function, including brain activity, ALL learning should be kinesthetic.
This doesn’t necessarily mean that students should perform jumping jacks while they read, but that frequent “movement” breaks, the use of manipulatives, breathing activities, and physical exercise should routinely be incorporated into the school day.

In addition to helping students concentrate at the time of instruction, these adaptations of teaching practices help create life-long learners who understand the importance of caring for their bodies to maximize their ability to function and to live fulfilling lives.
Research shows that active, challenged adults age more gradually, and retain their mental capabilities longer, than adults who are inactive and don’t pursue self-directed learning!

Meditation and yoga are practical ways to bring brain-based activities into the classroom on a daily basis.
Begin challenging activities with brief sessions of aerobic exercise, meditation, or yoga to help prepare students physically, mentally, and emotionally to succeed.

Creating an
“Enriched” Classroom
Use Posters, Plants, Animals, & Music
Assign Multiple ‘Roles’ for your Students-
Recorders, Presenters, Feedback
Counselors, Brainstorm Teams, & Expert
Tutors
Surprise your Students with poetry, math problems, costumes, music, and games.
Use Movement Around the Room & School
Stretch, Breathe, & Prime them for Learning

As difficult as it sometime is, we must guide knowledge out from our students, and not attempt to “fill them up” with information.

Shouldn’t we teach to the entire organism, since the entire organism is learning when we teach?
Nearly
70% of
Learning may be unconscious
“Looking below the waterline for Unconscious Cognition”

What do these findings tell us about teaching School Children?
Learning is Biological & Active.
(It takes energy, movement, and uses the entire organism).
Learning is Making Connections.
(Personal Connections make for meaningful, memorable learning)
Emotional Connections are
Fundamental to Effective Learning.
Playfulness is Neurally Correct.

We could cultivate habits of mind that trigger beneficial and appropriate responses to new learning tasks and to the challenges of life?
We could teach both students and adults to practice disciplines of thinking that are habitually thoughtful and lead to flexible intelligent actions?
What if we could teach children to develop their capacity for curiosity and to use innovative, diligent, and inspired learning behaviors?
Researchers in education and human intelligence have discovered that students who excel in learning and adults who excel in life share many common “habits of minds.”

Habits of Mind for “Optimal
Learning ”
Lean into the “swells” (Challenges)
Use “Beginner’s Mind.” ( Accept mistakes)
“Chunk it”: Break down‘Problems’ into Parts
Practice Self-Patience and Self-Compassion
Find “Aha!” Meaning in the Learning Journey
Look for Thoughtful, Expert Teachers
Make it Self-Directed; Make it Yours!

Brain Research Summary
We learn and remember after a month
. . .
14% of what we HEAR
22% of what we SEE
30% of what we watch other do--DEMONSTRATIONS
42% SENSORY REDUNDANCY—classroom rituals that repeat seeing, hearing, and doing important skills or concepts
72% MOVIES OF THE MIND —learning is linked to remembered or imagined life experiences of the learner
82% PERFORMANCE OF LIFE CHALLENGE ACTIVITY first-time or demanding action that applies the new learning
92% of what we TEACH OTHERS

Aoccdrnig to rscheearch at Cmabrigde
Uinervtisy, it deosn’t mttaer in
What oredr the ltters in a word are, the olny iprmoetnt tihng is that
The frist and lsat ltteer be at the rghit pclae.
The rset can be a total mess and you can still raed it wouthit porbelm.
This is bcuseae the human mind deos not raed eryey lteter by istlef, but the word as a wlohe.
Petrty amzanig,huh?