Knowing Your Brain Knowing Your Brain

Sara Newton

It

Just

Makes

Sensehttp://www.educationplanet.com/search/Science_and_Engineering/Life_Sciences/Biology/Anatomy/Brain_Anatomy/Brain_Anatomy

Learning – What is It?Learning – What is It?

Define It; Measure It; What do you Define It; Measure It; What do you learn best?; How do you learn?learn best?; How do you learn?

Thinking About Thinking Thinking About Thinking (Blakey (Blakey

and Spence, 1990)and Spence, 1990)

Metacognition is knowing what we know Metacognition is knowing what we know and knowing what we don’t know.and knowing what we don’t know.

A thinker’s job is management of thinking.A thinker’s job is management of thinking. Strategies include:Strategies include:

• connecting new information to former connecting new information to former knowledgeknowledge

• selecting thinking strategies deliberatelyselecting thinking strategies deliberately• planning, monitoring, and evaluating thinking planning, monitoring, and evaluating thinking

processesprocesses

It Imparts Ownership It Imparts Ownership (Howard, 1994, pp. (Howard, 1994, pp.

236-239)236-239)

Metacognition Metacognition improves learningimproves learning

Knowing which of Knowing which of your Multiple your Multiple Intelligences are Intelligences are the strongest will the strongest will help you formulate help you formulate strategies for strategies for improved learning.improved learning.

http://www.ldpride.net/learningstyles.MI.htm

It Makes Sense It Makes Sense (Visser, 1996)(Visser, 1996)

Use your stronger intelligences first Use your stronger intelligences first to build solid foundation.to build solid foundation.

Then approach from other Then approach from other perspectives to fortify.perspectives to fortify.

http://www.ldpride.net/learningstyles.MI.htm

It is Content Specific It is Content Specific (Guild, 1998)(Guild, 1998)

To learn how To learn how your brain works your brain works will make will make learning the learning the anatomy and anatomy and physiology of physiology of the brain more the brain more meaningful.meaningful.

http://www.educationplanet.com/search/Science_and_Engineering/Life_Sciences/Biology/Anatomy/Brain_Anatomy/Brain_Anatomy

What Are My Strengths?What Are My Strengths?

Perceived by Howard Gardner, Perceived by Howard Gardner, Multiple Intelligences are seven Multiple Intelligences are seven different ways to demonstrate different ways to demonstrate intellectual ability. intellectual ability. (An eighth (An eighth intelligence - the naturalist - has been added.) intelligence - the naturalist - has been added.) The following descriptions are fromThe following descriptions are from http://http://www.ldpride.net/learningstyles.MI.htmwww.ldpride.net/learningstyles.MI.htm

The ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.

Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good

sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

Possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers,

mechanics, engineers

Visual/Spatial IntelligenceVisual/Spatial Intelligence

The ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.

Their skills include: listening, speaking, writing, story telling, explaining, teaching, using

humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.

Possible career interests: Poet, journalist, writer, teacher, lawyer, politician, translator

Verbal/Linguistic Verbal/Linguistic IntelligenceIntelligence

The ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.

Their skills include: problem solving, classifying and categorizing information, working with abstract

concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes

Possible career paths: Scientists, engineers, computer programmers, researchers, accountants,

mathematicians

Logical/Mathematical Logical/Mathematical IntelligenceIntelligence

The ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.

Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using

body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body

Possible career paths: Athletes, physical education teachers, dancers, actors, firefighters, artisans

Bodily/Kinesthetic Bodily/Kinesthetic IntelligenceIntelligence

The ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental

sounds (e.g. crickets, bells, dripping taps). Their skills include: singing, whistling, playing musical instruments, recognizing tonal

patterns, composing music, remembering melodies, understanding the structure and rhythm of music

Possible career paths: musician, disc jockey, singer, composer

Musical/Rhythmic Musical/Rhythmic IntelligenceIntelligence

Naturalist IntelligenceNaturalist Intelligence

The ability to observe and understand patterns in the natural environment. A naturalist shows expertise in recognizing and classifying plants and animals.

Their skills include: sorting, classifying, collecting and categorizing, shrewdly

distinguishing between variations

Possible career paths: molecular biologist, medicine and herbal remedies specialist,

analyist, ecologist, urban planner

The ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.

Their skills include: seeing things from other perspectives, listening, using empathy, understanding other

people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.

Possible Career Paths: Counselor, salesperson, politician, business person

Interpersonal IntelligenceInterpersonal Intelligence

The ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.

Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing

themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

Possible Career Paths: Researchers, theorists, philosophers

Intrapersonal IntelligenceIntrapersonal Intelligence

Brain Structure and Brain Structure and FunctionFunction

llustration from The three units of the human Brain - Júlio Rocha do Amaral, & Jorge Martins de Oliveira

General

to

Specific

MacLean’s Triune Brain MacLean’s Triune Brain TheoryTheory““three interconnected biological computers” MacLean

(as cited on Web Page)

#1 - The Reptilian Brain is

geared for survival.

It is the oldest brain. It consists of the structures of the brain stem - medulla, pons, cerebellum, midbrain.

This brain controls muscles, balance and autonomic functions, such as breathing and heartbeat. This part of the brain is active, even in deep sleep.

http://www.kheper.auz.com/gaia/intelligence/MacLean.htm#triuneImage from ://psyc.uwec.edu/km/375triune.htm

MacLean’s Triune Brain MacLean’s Triune Brain TheoryTheory

#2 - The Limbic System adds the capacity for emotion and coordination of movement.

concerned with emotions and instincts, feeding, fighting, fleeing, and sexual behavior.

Physiologically, it includes the the hypothalamus, hippocampus, and amygdala.

It has vast interconnections with the neocortex

MacLean’s Triune Brain MacLean’s Triune Brain TheoryTheory

# 3 - The Neocortex allows for the higher cognitive functions. MacLean refers to the cortex as "the mother of invention and father of abstract thought".

The cortex is divided into left and right hemispheres. The left half of the cortex controls the right side of the body and the right side of the brain the left side of the body.

The right brain is more spatial, abstract, musical and artistic, while the left brain more linear, rational, and verbal.

More Detail More Detail (Martini, 1998, pp. 445-473)(Martini, 1998, pp. 445-473)

Cerebellum

Cerebrum

Medulla Oblongata

Pons

Thalamus

Midbrain

Hippocampus

Amygdala

Hypothalamus

Pituitary gland

Reptilian (#1) Reptilian (#1) (Sylwester,1995, pp. 39-44)(Sylwester,1995, pp. 39-44)

Cerebellum

Medulla OblongataPons

Thalamus

Midbrain

•adjusts ongoing movement patterns on basis of sensory data and stored memories•maintain balance and equilibrium

•bridge cerebellum to brain stem•facial motor control

•process visual and auditory•maintain consciousness•reflex generation•RAS

•brain to spine •relays sensory information

•relay and processing center for sensory data(from outside the body)•hallucinations

Hippocampus

Amygdala

Hypothalamus

•Hunger, sex drive, thirst, hormones, temperature(sensory data from inside)

•Sophisticated emotions (love, joy, kindness)•filters and interprets incoming sensory data

•Connects the other two•stores new memories

Limbic System (#2) Limbic System (#2) (Nunley, 1999)(Nunley, 1999)

Neocortex #3(Cerebrum)•thin covering of cortex but 70% of brain cells•higher level functionsTemporal(hears& smells)

Occipital(sees)

Parietal(feels)

Frontal (solves, decides, moves)

Wernicke’s Area Interprets what is seen or heard

Broca’s Area Speech-breathing and vocalization

Learning PathwaysLearning PathwaysNeuron to NeuronNeuron to Neuron

The brain is a collection of The brain is a collection of specialized cells called neurons.specialized cells called neurons.

Information travels from one Information travels from one neuron to the next: axon neuron to the next: axon synapse dendrite axonsynapse dendrite axon

http://www.soton.ac.uk/~jrc3/chudler/neurok.html

Learning PathwaysLearning PathwaysSome links grow while others fadeSome links grow while others fade

•Each time you learn something new, new dendrites are grown on your neurons to communicate with other neurons. •connections = pathways•Those not used are pruned out to make way for stronger pathways.•The more a pathway is used, the easier it is to access.

“A single neuron may be involved in many pathways. So strengthening a neuron used for one project may have additional benefits if it is also used for other tasks.” (Nunley, p.25)

Learning PathwaysLearning PathwaysThoughts involve communication from manyThoughts involve communication from manyareas of the brain areas of the brain (Nunley)(Nunley)

you see the appleyou see the apple memories ofmemories of apple pie and milkapple pie and milk anticipate taste and anticipate taste and

salivatesalivate coordinate arm to coordinate arm to

bring it to mouthbring it to mouth new memory - new memory -

yuck! A wormyuck! A worm

A.p.p.l.e.

Learning PathwaysLearning PathwaysStorage of the information can vary Storage of the information can vary (Fishback, 1998)(Fishback, 1998)

Sensations enter your brain and are Sensations enter your brain and are temporarily stored in Short-Term Memorytemporarily stored in Short-Term Memory

Your brain decides whether to Your brain decides whether to consolidate the memory into Long-Term consolidate the memory into Long-Term Memory (Limbic system is an active Memory (Limbic system is an active player)player)

Memories are separated and then Memories are separated and then distributed in different regions of your distributed in different regions of your brain.brain.

Learning PathwaysLearning PathwaysStorage of the information can vary Storage of the information can vary (Martini, 1998, p.505)(Martini, 1998, p.505)

Sensory Input

Short-Term Memory

Repetition Promotes Retention

ConsolidationLong-Term Memory

? ?

Visualizing Brain ActivityVisualizing Brain Activity

CT (Computed Tomography) A beam of x-rays is shot straight through the brain.

PET- (photon/positron emission computed tomography) When radio-labeled compounds are injected in tracer amounts, their photon emissions can be detected much like x-rays in CT.

MRI (magnetic resonance imaging) When protons are placed in a magnetic field, they become capable of receiving and then transmitting electromagnetic energy.

http://www.med.harvard.edu/AANLIB/home.html

A Lot To RememberA Lot To Remember

Apply

what you

know

to

learn

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