ED 260-Educational Psychology

Ashley Swanson

Today’s TopicsWhat are Relevant Concepts?

Discuss Unit 2 Case Studies

Formulate Problem Statements

Module 6-The Brain and Development

Relevant ConceptsConcepts that are relevant to the problem and/or the solution in the

scenario

Three concepts from the textbook or two from the textbook and one from another source

Define or describe the concept in your own words and tell me why it is relevant

You should provide a citation/reference for both information from your textbook and from an outside source

Your relevant concepts will be woven into either your explanation or your solution

When choosing relevant concepts, the questions at the end of each module may be helpful

Example

Things to Consider:Problem Statement

Who are the primary participants? What is taking place? Where is the case taking place? (Is environment a factor?) When is the case taking place? (Is timing a factor?) Consider the “Assess Questions” at the end of the case study

Explanation Discussion of the problem (using information from the scenario) Why is it a problem?

Relevant Concepts Can be woven into either your explanation or your solution Consider the “Reflect and Evaluate Questions” at the end of each

module to help determine relevant concepts

Formulate Problem Statements

Module 6-The Brain and Development

Brain ResearchOld Thinking New Thinking

Brain development depends on genes Brain development is a combination of genes and experiences

Early experiences have limited impact on development

Early experiences significantly impact the development of the brain

Brain development is linear. Learning and change happens steadily from infant to adulthood

Brain development is nonlinear. Prime times for acquiring different knowledge and skills

Toddler’s brain is less active than adult’s brain By the time children are 3 years old, their brains are twice as active as adults. Brain activity drops during

adolescents

Left-brained or right brained Both hemispheres of the brain work together in almost all thinking and learning tasks

Brain is fully developed by 5 or 6 years old Brain continues to change throughout lifespan

Video Clip: “The Science of Babies”

Brain StructureMotor Cortex

Located in the back of the frontal lobe Helps control movement in various parts of the body

Sensory Cortex Located in the front of the parietal lobe Receives information from the spinal cord about senses such as

touch, pain, pressure, and perception of body parts and their movements

Brain Structure Cerebral Cortex

Responsible for higher brain functions and executive functions Divided into two hemispheres, each hemisphere is divided into four main areas:

Frontal Lobe Organizing, attention, behavior, abstract thinking, problem solving,

creative thought, emotion, intellect, initiative, judgment, coordinated movements, smell, physical reactions, personality

Parietal Lobe Tactile sensation, response to internal stimuli, sensory comprehension,

some language, reading, and visual functions Occipital Lobe

Vision, spatial working memory Temporal Lobe

Auditory and visual memories, language, some hearing, speech, and behavior

Cortex areas of the brain are the last to develop

Brain Structure

Image borrowed from: greatneck.k12.ny.us

Planning

Personality

Emotion

Brain StructureBrain stem: controls motor and sensory pathways, cardiac and

respiratory functions, and reflexes

Broca’s area: controls facial neurons, understanding of speech and language

Cerebellum: controls complex motor functions (walking, balance, etc.)

Hypothalamus: works with pituitary gland to control hormonal processes of the body, also regulates temperature, moods, thirst, and hunger

Pituitary gland: located at the base of the brain, controls the secretion of hormones essential for growth and sexual maturation

Wernicke’s area: essential for understanding and formulating speech. Damage to this part of the brain can cause deficits in understanding spoken language

Brain Structure

Image borrowed from: www.enchantedlearning.com

Developmental ProcessesBy the 20th week of fetal development a baby

has over 200 billion neurons

Half of these original cells will be eliminated with neural pruning

Myelination-process where neurons and dendrites become coated with fatty substance to enable neural impulses to travel faster

Developmental Processes

Understanding myelination patterns can give teachers insight into when children become proficient at various tasks

Number of synaptic connections between neurons peak during early childhood and are pruned over time for more efficient brain functioningBrain eliminates neurons with little myelination

Two major waves of pruning Between ages 3-6Prior to puberty

Factors Affecting Brain DevelopmentRelationship between cognitive abilities and developmental

experience is bidirectional-certain patterns of brain function has a genetic basis, but can be changed by experiences

Main Factors affecting development: Genetics Environmental StimulationCritical and Sensitive PeriodsPlasticityNutritionTeratogensGender Differences

Brain Activity During Learning“Cells that fire together, wire

together”

“Use-it-or-lose-it”

How Brain Research can Inform TeachingMemory

Successful instruction involves repetition and plenty of opportunities to practice essential skills

ReadingReading disability=decreased functioning in the temporal-

parietal region of the brainTrained remediation is necessary for children with reading

disabilities. Systematic phonics instruction (applying sounds to printed letters) has been shown to improve reading performance

Cultural differences in reading disability

How Brain Research can Inform TeachingMath

Different learning strategies to solve the same problem lead to different patterns of brain activation

Sequencing of hands on vs. paper and pencil lessons

EmotionClassroom fear and stress makes it more difficult for

students to pay attention to the learning task because of the activation of the amygdala

Chronic fear and stress can lead to destruction of neurons in the hippocampus, which helps regulate emotion and memory

Image borrowed from: www.BrainConnection.com

What is your opinion on brain-based

learning based on what you have read?

Main Sources:Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych:

Modules. New York: McGraw-Hill

National Geographic. (2007). The Science of Babies. United State: Pangloss Films