The role of the Brain in learning
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The session aims to elucidate the brain's role in learning, examining how various conditions can influence learning processes and exploring strategies to enhance learning. It discusses brain structure, functions contributing to learning, myths about hydration and caffeine, and the atypical brain functions associated with dyslexia and dyscalculia. The document highlights the importance of repetition, brain plasticity, and the necessity of sufficient resources for effective brain functioning.
The role of the Brain in learning
- 1. Learning and the brain Dysgu, a'r ymennydd Christine Davies
- 2. Objectives of this session Nod y Wers • To have a basic understanding of role of brain in learning • To form ideas about how certain conditions and circumstances may affect the brain and learning processes • To pick up pointers to strategies that may aid learning
- 3. What did the Ancient Egyptians think about brains???
- 4. During mummification, brains were removed using a hook poked up the right nostril! But the heart was left in situ because this was believed to be the seat of intelligence
- 5. What is the brain made of??
- 6. The nervous system is composed of large numbers of nerve cells (neurons) which are inter-connected via tiny gaps called synapses.
- 7. TRUE OR FALSE??? • Learning involves gaining more neurons: TRUE or FALSE? • Learning involves gaining more synapses: TRUE or FALSE? • FALSE! • TRUE (probably!) This is believed to be the basis of the brain’s ‘plasticity’
- 8. ‘Basic’ functions such as control of balance, breathing, heart rate are functions of the mid and hind brain regions. Activities associated with learning occur predominantly in the forebrain, especially the cortex (outer part) of the brain of the frontal lobes
- 9. TRUE OR FALSE? • Your brain, and the way it functions depends only on your genes • Certain parts of the brain control certain aspects of learning • FALSE • Though genes play a part • NOT SURE! • We can link form and function for some parts and activities, but this is difficult with complex activities such as learning
- 10. Based on ‘stage theory’ of Atkinson and Shriffin (1968); see: http://etec.ctlt.ubc.ca/510wiki/File:Cognitive-learning-process2.gif
- 11. Since the 1990s, scanning technology, particularly functional Magnetic Resonance Imaging (fMRI), has helped to show brain function (blood flow) associated with specific tasks/ activities
- 12. Working memory & training From: Teaching and Learning Research Programme (2007). Neuroscience and Education: Issues and Opportunities. Available at: http://www.tlrp.org/pub/documents/Neuroscience%20Commentary%20FINAL.pdf (Accessed: 17 June 2014)
- 13. Value of Sleep From: Teaching and Learning Research Programme (2007). Neuroscience and Education: Issues and Opportunities. Available at: http://www.tlrp.org/pub/documents/Neuroscience%20Commentary%20FINAL.pdf (Accessed: 17 June 2014)
- 14. TRUE OR FALSE?? • Drinking large volumes of water aids brain function • Coffee helps you think • FALSE • Though dehydration causes problems • FALSE • Though there will be caffeine withdrawal symptoms for regular coffee drinkers
- 15. Dyslexia From: Goswami, U (2006) ‘Neuroscience and education: from research to practice?’ Nature Reviews Neuroscience, 7, 406- 413. Available at : http://www.nature.com/nrn/journal/v7/n5/full/nrn1907.html (Accessed 17 June 2014)
- 16. Dyscalculia Side view of left hemisphere : Blue: brain regions believed to be involved in precise calculations Yellow: brain regions believed to be involved in ‘estimation’ activity From: Teaching and Learning Research Programme (2007). Neuroscience and Education: Issues and Opportunities. Available at: http://www.tlrp.org/pub/documents/Neuroscience%20Commentary%20FINAL.pdf (Accessed: 17 June 2014)
- 17. Autism From: Goswami, U (2006) ‘Neuroscience and education: from research to practice?’ Nature Reviews Neuroscience, 7, 406- 413. Available at : http://www.nature.com/nrn/journal/v7/n5/full/nrn1907.html (Accessed 17 June 2014)
- 18. From: Hanson, JL et al (2013) ‘Family Poverty Affects the Rate of Human Infant Brain Growth’, PLoS ONE 8(12). Available at: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080954 (Accessed 17 June 2014) The graph shows results of a fMRI study of infants in the US (2013). Age in months is shown on the horizontal axis, spanning from 5 to 37 months. Frontal lobe grey matter volume is shown on the vertical axis. SES= socio-economic status What does this graph indicate?
- 19. Key points • Repetition helps information/skills to move from ‘working memory’ to ‘long term’ memory • Brains shows ‘plasticity’ : this allows learning at all ages • In conditions such as dyslexia and dyscalculia, some aspects of brain function are atypical, but may be ‘normalised’ with appropriate training • Brains need sufficient water, glucose and sleep to function effectively. Recent commercial programmes such as ‘Brain Gym’ may not help much. Some things, such as poverty, may harm • Neuroscience provides us with increasing amounts of information, but there are few certainties
- 20. Further reading • Teaching and Learning Research Programme (2007). Neuroscience and Education: Issues and Opportunities. Available at: http://www.tlrp.org/pub/documents/Neuroscience%20Commentary %20FINAL.pdf (Accessed: 17 June 2014) • Paul Howard-Jones (2014). A Review of Educational Interventions and Approaches Informed by Neuroscience. Available at: http://educationendowmentfoundation.org.uk/uploads/pdf/NSED_Li tReview_Final.pdf (Accessed: 17 June 2014) • Dan Willingham (2014) ‘When educational neuroscience works! The case of reading disability’, Science and Education blog, 01/27/2014. Available at: http://www.danielwillingham.com/1/post/2014/01/when- educational-neuroscience-works-the-case-of-reading-disability.html (Accessed: 17 June 2014)
Editor's Notes
- #8: Comment further on ‘neuroplasticity’: changes possible at all ages, though key development during infancy and adolescence
- #9: During the Renaissance, the link between brain and ‘mind’ became stronger, and we have since realised that the brain that coordinates all sensory information, controls bodily activities, and is the seat of memory and intelligence Reference to reward centres
- #10: Learning is a complex process involving the senses, the parts of the brain coordinating senses, many parts of cerebral cortex, not just frontal lobes. We are finding out more all the time. It is wrong, therefore, to say that a learner is just a ‘visual learner’, for example: it more complex than this
- #11: Just a model- others exist- difficult to ascribe specific brain regions Age can affect short term/ working memory; also injury etc, and conditions such as foetal alcohol syndrome (FAS). ADHD may affect Long-term memory less affected by age; affected by general neurodegenerative conditions such as Alzheimer’s. Model has implications for teaching: Senses: need to ‘capture’ attention : give signals, make connections, stimulate curiosity Working memory: mustn’t overload, eg ’chunking’; mnemonics. Important that there is understanding- won’t go into long-term memory otherwise. NB: important of rehearsal, repetition, testing
- #13: Different parts of the brain used when learning steps in long multiplication (adults) and when techniques becoming automatic. Showing steps in calculation- eg. By writing out- helps to ‘unload’ working memory
- #14: Sleep: bottom 3 images (asleep) similar to top (awake)- sleep appears to allow ‘recap’ of earlier experiences We don’t know why/how Aerobic Exercise helps, too- oxygen? But Brain Gym (explain- doesn’t appear to make any difference
- #16: In some dyslexics, fMRI scans appear different to those of typical readers. The areas of the brain activated in the latter in parts of the brain associated with recognition of the sounds of words. Some visual areas may also be involved, particularly in ‘graphic languages such as Chinese
- #17: In children with dyscalculia (difficulty in understanding simple number concepts), it is believed that there is reduced function in the parts of the brain associated with estimation (‘pre-mathematical’)
- #18: fMRI scans of children shown pictures of faces with different emotional expressions. The lower two pics are from children with autistic spectrum disorders
- #19: Effects of socio-economic status