Helping our Students REALLY Get it by Understanding Neuroscience, Deep learning and SelfRegulated Le

1
Helping our Students REALLY Get it by
Understanding Neuroscience, Deep learning and
Self-Regulated Learning

• Janet Fulks, Bakersfield College
• ASCCC North Area Representative

2
Have you ever asked.
3
Sample Reference Texts

• The Art of Changing the Brain by Zull
• How People Learn by the National Research Council
• Scientific Teaching by Jo Handelsman et al.
• Back page of Chapter 5

4
Background on Neuroscience and Learning Theory

• Learning and memory require physical changes in
  the neurons of the brain

5
Deep Learning

• Requires organizing and linking knowledge for
  later retrieval

6
A little test

• I will read some numbers, you remember them

7
Recency/Primary Effect
8
Another Test

• Patterning and organization
• Concrete words and abstract words versus nonsense
  words
• Infection
• Syphilis
• Treponema pallidum
• Visualization metrics and real life
• How do you create patterning in your teaching?

9
Deep learning occurs

• When we are
• Motivated
• Immersed
• Emotional
• Types of Memory
• Explicit or specific facts or events (words and
  events)
• Implicit or perceptual Skills, Sensory, Emotive
  and Physical responses

10
Deep Learning Involves Chemicals, Mirror Neurons
and Experience

• cAMP (cyclic AMP) responsive binding protein
  (CREB)
• Calcium
• Corticosteroids
• People learn better when there is something to
  heighten the emotions mild stress
• People learn least well when the emotion is fear
• When multiple neural pathways are created
• What do you do to create an environment that
  stimulates all areas of response?

11
The facts and knowledge in most textbooks and
course materials, when memorized, translate into
useful understanding and long term learning.
(transferable knowledge)

• True
• False

False memorization can compartmentalize thinking
12
Deep Learning requires a deep knowledge from
repetition and drilling.

• True
• False

False acclimatization, inoculation, rote memory
13
Self-regulated learning (SRL)

• Misconceptions
• Preconceptions
• Metacognition
• Learning Styles

14
Students preconceptions can be easily reshaped
and replaced with new and correct content.

• True
• False

False page 42 of Chapter 5 A Private Universe
15
Pairs

• Share your discipline
• Share a misconception students have in your
  discipline
• Share a method to change this

16
Learning Retention
17
The Brain
18
The brainstem

• Primitive Brain controlling vital functions-
  think vegetable
• Breathing
• Consciousness
• Heart Rate and Blood Pressure
• Relaying information
• Digestion
• Alertness

19
The Brain
20
The cerebellum

• Center for movement control think repetitive
  skills
• Voluntary muscle movements
• Fine motor skills
• Maintaining balance, posture, and equilibrium

21
The Brain
Frontal Lobe
22
Cerebrum

• The front of the brain largest surface area
• Touch
• Vision
• Hearing
• Judgment
• Reasoning
• Problem solving
• Emotions
• Learning

23
Cerebrum

• Right side controls the left side of the body,
  creativity and artistic abilities
• Left cerebral hemisphere controls the right side
  of the body, logic and rational thinking.
• Lobes have different functions
• Frontal lobes are involved with personality,
  speech, and motor development
• Temporal lobes are responsible for memory,
  language and speech functions
• Parietal lobes are involved with sensation
• Occipital lobes are the primary vision centers

24
Learning Retention
25
The Cerebral Lobes with a few identified
functional areas
Frontal Lobe Association, personality Brocas
speech center
Parietal Lobe Speech and Reading
Temporal Lobe Smelling and Hearing
Occipital Lobe Visual
26
True or False

• Assessments are actually a learning tool, but
  provide a way to visualize that learning.
• Students must be conscious and attentive to their
  own learning strategies.
• Addressing self-regulated learning is the primary
  responsibility of the Academic Development and
  Counseling departments.
• Learning strategies that include working in
  competitive learning teams, is more effective
  than working in non-competitive teams.

27
Please link to the image of Kolbs learning cycle
overlaid on the anatomy of the brain called
Learning through a virtuous Learning Cycle from
Dr. James Zull, Professor of Biology and
Biochemistry at Case Western University, Director
of UCITE (The University Center for Innovation in
Teaching and Education), and Professor of a Human
Learning and The Brain class.
28
Learning is physical. Learning means the
modification, growth, and pruning of our neurons,
connectionscalled synapses and neuronal
networks, through experience. Four stages of
the Learning Cycle.1) We have a Concrete
experience,2) We develop Reflective Observation
and Connections,3) We generate Abstract
hypothesis,4) We then do Active testing of those
hypotheses, and therefore have a new
http//sharpbrains.wordpress.com/2006/10/12/an-ape
-can-do-this-can-we-not/
29
Key conditions for learning and self perpetuating
the learning cycle self-regulated learning
(SRL) ownership/metacognition deep learning
implicit scaffolding
Key conditions for teaching realize the brain
is a parallel processor create an environment
How do you do this in your class? learning
engages physiology How do you create the
conditions for chemicals and multiple
processing? learning is enhanced by challenge
and inhibited by fear How do you do this in your
class?
30
What you should focus on

• Create outcomes
• Develop content
• Embed metacognition activities
• Create learning activities
• Manage the environment
• teamwork
• Assessment See article chapter 5 Appendix