Neuroscience  of  Learning:  How  understanding  your  students’  brains  can  inform  your  teaching  

 Nancy  Michael,  Neuroscience  and  Behavior  

Kristi  Rudenga,  Kaneb  Center  for  Teaching  and  Learning        Learning  Goals  

• Understand major findings of cellular and systems neuroscience that are relevant to the classroom

• Apply brain-based principles to your own course design 1.  Cellular  Neuroscience

Parts of a Neuron

1. Dendrites

2. Cell Body with Nucleus

3. Axon

4. Synaptic Terminal

 

 

Bead Neuron activity: ©  2000-­‐2008,  BrainU,  University  of  Minnesota  Department  of  Neuroscience  in  collaboration  with  the  Science  Museum  of  Minnesota.  SEPA  (Science  Education  Partnership  Award)    Supported  by  the  National  Center  for  Research  Resources,  a  part  of  the  National  Institutes  of  Health.    

     

Directions:  To  make  a  bead  neuron,  string  the  beads  using  the  pattern  in  the  diagrams  below.  The  string  can  be  yarn,  rope,  or  flexible  wire.  Starting  with  a  different  colored  bead  at  the  tip  of  the  dendrite   indicates  the  postsynaptic  part  of  the  dendrite,  closest  to  the  presynaptic  nerve  terminal.  This  is  where   the  dendrite  senses  (tastes)  the  neurotransmitter  released  (spit  out)  by  the  nerve  terminal  from  the   previous   neuron.  

   

Step  1:  Start  with  one  of  the  Tip  of   the  Dendrite  beads  and  4  Dendrite   beads.  Make  the  first  dendrite  using  these  beads.  

 Step  2:  Add  two  cell  body  beads.   Step  3:  Add  two  more  

dendrites  (5  beads  each  -­‐  see  Step  1).  

 

 

Bead Neuron – Gather the correct number of beads needed to make the neuron (see below). Be sure togather different color beads for the six parts. Record the color of the bead for each part.

Dendrites = 20 beads Axon = 7 beads

Cell Body = 6 beads Synaptic Terminal = 2 beads

Nucleus = 1 bead Tip of the Dendrite = 5 beads

 

 

Step  4:  Add  two  cell  body  beads  and  the  nucleus  between  the  cell  body  beads.  

Step  5:  Add  two  more  dendrites  (five  beads  each).  

Step  6:  Finish  the  cell  body  using  two  beads.  

               

Step  7:  Construct  the  axon  using  seven  beads.  Tie  a  

knot  after  the  7th   bead.  

Step  8:  Add  the  synaptic  terminal  beads  to  the  end  of  each   string.  Tie  a  knot  below  each  bead.  Label  the  neuron  parts.  

 

 

   What  happens  in  a  neuron?  

Dendrites  bring  messages  to  the   ,  where  the  message  is  processed.  

The  message  then  travels  down  the   as  an                                                      message.  

Once  the  message  reaches  the     ,  it  is  converted  into  a  

  message,  which  moves  across  the  

synapse.  

   Make  a  model  circuit  using  the  neurons  your  group  made.    How  many  synapses  do  you  see?    Can  you  move  dendrites  or  axons  to  make  more  connections?      Neurons  “talk”  to  one  another  through  synapses.    When  neurons  can  “talk”  to  one  another,  they  can  “share”  information.    When  neurons  don’t  have  the  necessary  connections  to  communicate,  they  can’t  “talk,”  and  therefore  are  unable  to  “share”  information.    When  neurons  learn  something  new,  they  make  new  connections  (synapses).    That  means,  when  you  or  your  students  learn  something  new,  you/they  are  changing  their  brains!            2.  Associative  Memory    We  know  that  students  (and  us  too)  can  understand  new  information  a  little  more  easily  if  it’s  related  to  something  that  they  know  already.    By  creating  new  synapses  within  existing  neural  networks,  neurons  can  continue  to  build  on  existing  understanding,  instead  of  creating  a  brand  new  network  of  synapses.    So,  the  richer  the  existing  network  (i.e.  more  synapses  across  more  neurons),  the  easier  it  is  to  solidify  new  information  within  that  network.    This  is  the  neural  basis  of  why  “scaffolding”  information  is  such  an  effective  learning  tool.      When  you  think  about  learning  in  your  classroom,  how  do  (or  how  will)  you  scaffold  your  content  so  that  you  build  on  what  students  already  know,  allowing  them  to  make  connections  and  strengthen  existing  neural  networks?

 

 

3.  Neuroanatomy  &  Neuropsychology      

     Promoting  “Relaxed  Alertness”  in  the  Classroom  

Practice  “extreme  transparency”  of  expectations  and  rationale

Design  assessments  that  minimize  unnecessary  stress

Promote  self-­‐awareness  of  physiological  response

Incorporate  mindfulness  practice  in  the  classroom  

Writing  intervention  before  potentially  stressful  events

Build  a  positive  classroom  environment

• positive  feedback • collegial  conversation

   What  one  step  will  you  take  to  promote  relaxed  alertness  in  your  classroom?      

 

 

 4.  Summary  

• Learning  changes  the  physical  structure  of  the  brain • Active  engagement  with  course  material  leads  to  richer  neural  connections • Scaffolding  new  information  onto  what  students  already  know  promotes  robust  neural  networks • Excessive  stress  detracts  from  learning;  relaxed  alertness  is  the  optimal  condition  for  learning