Brain Webquest
The Brain
Start here, to learn about the wired brain: http://youtu.be/zLp-edwiGUU
Many interest questions to think about: How is the brain like the internet? How does stress
affect the brain? How “big” is the brain? When does it grow? Are children smarter than the
interne?
Now for a basic idea of brain structures: The links below provide some sources to explore:
http://thebrain.mcgill.ca/flash/index_i.html This is probably the best site for our purposes.
Explore the link “From the Simple to the Complex” to find out about brain anatomy and
function. Starting at the “Beginner” level, you should learn about: the 4 lobes of the brain, the 2
hemispheres, and the central and peripheral nervous system.
Axons
Dendritres
Synapses
Myelination
Once you have explored this page, look on the left hand side to find the link “Function by Level of
Organization.” (It’s a small link, so look carefully.) On this page, jot down notes about:
The wired brain
The neural circuit
Explore the website to label each of the
places marked by a letter or number in
the brain graphic to the left. Add others
you find. When you label the parts, also
add notes about what brain functions for
which each part is responsible.
See how all these parts work together when a child reads:
http://www.youtube.com/watch?v=YrzE2I1fb0M&feature=share&list=PL5667EBE7C9596FD5
This article might help you better understand brain structure if you are still a little vague on the topic:
http://www.ascd.org/publications/educational-leadership/nov98/vol56/num03/The-Brains-Behind-theBrain.aspx
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The Brain and Experiences of “The Right Kind.”
Brains change with age and experience. Here is a quick peek at how the physical brain changes over
time: http://youtu.be/-gpK5pu-XJw
What is the difference between hard-wired and soft-wired change? http://youtu.be/6f8NdC9Amhg
Here are some terms related to ways brains change and improve. As you explore resources for this
section, jot down notes for the following:.
Plasticity (check out the Brain Plasticity link, Brain Power video,)
Brain growth spurts (text, p. 109)
Pruning (Brain Power video)
http://youtu.be/VNNsN9IJkws --watch this video about the importance of early experiences for brain
development. Pay attention to some of the terms you hear—you might be able to jot down definitions
to some of the terms below
All brains have the power to grow and change. Watch this interesting video about plasticity in a child’s
brain: http://youtu.be/TSu9HGnlMV0
Brains continue to change until early adulthood. Watch the first two 10-minute clips of the videos
about the Teenage Brain to see what is happening to the brains of middle and high school students.
FRONTLINE (2002, January). Inside the teenage brain. Available at:
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/
Has your brain grown? How “smart” is your brain? Check out these games if you want to test your
memory, reaction time, or processing speed. (http://brainconnection.positscience.com/games/ )
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Challenges to Brain Development
Scanning the videos below will familiarize you will some of the important challenges to health brain
development. Make sure you can list and explain at least 2 of the important challenges.
Poverty: http://youtu.be/v0YahNvMx7o
Stress: http://youtu.be/rVwFkcOZHJw
Teratogens: http://youtu.be/XTh2-eWfcXI
Lack of stimulation and early learning: http://youtu.be/NG4Sejgtxgc
Lack of stimulation and exposure to learning: http://youtu.be/NG4Sejgtxgc
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Teaching with the Brain in Mind
We can take several important lessons for educators from current knowledge about the brain. If we
want to maximize brain development we should:
1. Provide early experiences: http://youtu.be/s31HdBeBgg4
2. Identify at-risk students early and intervene with enrichment:
http://youtu.be/NG4Sejgtxgc
2. Teach in engaging, motivating, and challenging ways (a short online article):
http://www.ascd.org/publications/newsletters/education-update/sept95/vol37/num07/Understandingthe-Brain.aspx
3. Keep schools healthy, safe, and enjoyable places for students to learn (another short article on
school organization with brain health in mind): http://www.ascd.org/publications/classroomleadership/nov1998/Toward-a-Brain-Compatible-Elementary-School.aspx
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Congratulations! You have completed this sort course on the brain. Now you should be able to
explain:
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Why it is not correct to say people are right or left-brained (unless they have really had half
their brain removed.)
Why the people who educate 0 to 5 year-olds should be paid double what they currently earn.
Why adolescents are not really crazy, they are just acting normal.
Why the phrase “use it or lose it” makes sense.
Why
And most importantly:
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Why it is so important to teach challenging content in complex, interesting ways!
Watch the short film on Brain Plasticity to see what happens if someone really does lose half their
brain.
Can people lose half their brain and still function? How is this possible?
How does this situation relate to the idea of plasticity?
Watch the short film on the brain and reading to find out how the brain reads.
What parts of the brain are used for reading?
How are the brains of weak readers different from the brains of normally skilled readers?
How do we change the parts of the brain that are used to read (and improve reading skills for
those who have trouble reading?)
What kinds of brain imaging help us learn about the brain as it reads? (also see p.
104 in our text)
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5. Using what we know about the brain, how should teachers teach so students
learn best?
First, find out what teachers and parents need to know about when some skills might be more important
than others to teach. The answer is on page 109 of the text. Make sure you remember the term
“sensitive period.”
Read pp. 111-114 in the text to find out the answers to the following questions:
What helps the brain remember what is taught to students? (make a bulleted list as
you scan pages 111-112.)
How can teachers help students develop expert knowledge?
How old should students be before they learn to read?
How do students with reading problems improve?
Is it true that people who are good at math are left-brained? Why or why not?
How does emotion relate to learning?
The following links and articles discuss what teachers can do to help students learn better:
Positive learning experiences (Brain Power video)
The importance of meaningful content and practice (The Art of Changing the Brain)
What is the best advice for teachers who want to teach in ways that make the most of their student’s
brains? (Make a list of at least 3 really important things after checking out the sources above)
IF YOU HAVE ANSWERED ALL THE QUESTIONS ABOVE, YOU ARE READY FOR THE
PRACTICE TEST. GOOD LUCK!!
(IF YOU DO WELL ON THE PRACTICE TEXT, YOU SHOULD DO WELL ON THE BRAIN
EXAM IN CLASS.)