Learning MUST be emotional? salient
What a toll on teachers and students?
This link has been bookmarked by 89 people . It was first bookmarked on 17 Jun 2009, by Jennifer Dorman.
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08 Jun 19
mberryman86The ASCD website provides this article which details brain-friendly learning. The narrative provides evidence for the benefits of brain-friendly learning, defines it, and discusses the emotional aspect of learning.
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The brain's biological mechanisms responsible for learning and remembering are roughly the same for learners of different ages
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brain's efficiency and an individual learner's motivation. Because these factors are more developed in adults than in children, they have greater influence over adults than they have over children
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Imaging studies show that regions in the brain's emotional and cognitive processing areas are activated when an individual is motivated to perform learning behavior
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our key factors affect the intensity of a learner's intrinsic motivation in any given situation: emotions, feedback, past experiences, and meanin
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How we feel about a learning situation often affects attention and memory more quickly than what we think about it.
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Instead of learning, the brain remembers the pressure and registers these kinds of situations as unpleasant.
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Recent imaging studies have shown that brain regions associated with motivation are more active in subjects who are learning tasks and receiving feedback than in subjects doing the same tasks with no feedback (van Duijvenvoorde et al., 2008). This finding should come as no surprise to teachers who use constructive feedback to encourage struggling students. Feedback is a key contributor to motivation.
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Past experiences here refers to experiences that the brain encodes into long-term memory and readily recalls. Past experiences always affect new learning. As we learn something new, our brain transfers into working memory any long-stored items it perceives as related to the new information.
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As a learning episode ends, the brain decides whether to encode the new learning into long-term memory or let it fade away.
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09 Nov 15
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Four key factors affect the intensity of a learner's intrinsic motivation in any given situation: emotions, feedback, past experiences, and meaning
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But teachers who are deeply annoyed by mandatory attendance or who feel emotionally detached may resist learning
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Does the program offer learning experiences associated with moderate challenge, excitement, creativity, and joy so teachers will be more likely to remember what they learn and implement it in the classroom?
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- Does the program speak to a problem that teachers identified rather than some outside entity? If not, can we connect this content to teachers' concerns?
- Are teachers excited about this initiative?
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Have we included opportunities for hands-on participation and activities that address a variety of learning styles?
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Will participants give leaders feedback on the program—and receive regular feedback?
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But feedback is often a neglected or halfhearted component of professional development programs.
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- Directly connect the new initiative to job-related goals. For example, activities that show science teachers precisely how they can use new strategies to help students learn science content are more valuable than general suggestions.
- Present the topic over enough time and in enough depth so teachers gain a thorough understanding of how it relates to their work. It is foolish, for instance, to expect participants to make in-depth connections in a one-hour workshop, especially if there are no follow-up activities.
- Use instruction modalities other than "telling." Participants need to see the strategy modeled and then apply it themselves soon thereafter. When teachers actively participate in a demonstration of the primacy-recency effect, for example, they more clearly recognize that the brain remembers best the first and last items presented in a learning episode—and they are more likely to sequence instruction with this phenomenon in mind.
- Initiate action research. Conducting action research in the classroom enables teachers to personally assess the effectiveness of a new strategy, obtain validation for incorporating new strategies into their repertoire, and investigate specific problems that affect their teaching.
- Promote in-school study groups around the topic. As group members exchange new research and share in-class experiences, they can analyze why—and under what conditions—a strategy is effective. Participating in study groups helps teachers who are reluctant to try out new ideas gain confidence.
To create experiences that participants perceive as meaningful, professional development leaders should
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14 Mar 15
Sarah HanawaltFounded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.
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Lynn OchsOnline June 2009 | Volume 66
Revisiting Teacher Learning
Brain-Friendly Learning for Teachers
David A. Sousa
How can we create professional development that engenders deep learning?
Think of those times you've left a professional development workshop saying to yourself, "Wow, that really made me think!" Now think of those grimmer occasions when you said, "What a waste of time! I'd have preferred a root canal." Why did you learn in one situation but not in the other? -
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Shelly Cullipher"Twitter"
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Four key factors affect the intensity of a learner's intrinsic motivation in any given situation: emotions, feedback, past experiences, and meaning.
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Jody OliverEducational Learning Brain-Friendly Learning for Teachers David A. Sousa http://t.co/YQrwmDW
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Elizabeth ZoddaBrain-Friendly Learning for Teachers (via @Ed_Leadership & @ASCD ): http://bit.ly/34tyj #edchat #cpchat #edadmin
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As teachers participate in learning activities, how do their brains determine what—if anything—to take away? And how can we use insights into the brain's workings to improve learning activities for teachers?
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13 Sep 09
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19 Aug 09
Rena ShiffletBrain-Friendly Learning for Teachers
David A. Sousa
How can we create professional development that engenders deep learning? -
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Four key factors affect the intensity of a learner's intrinsic motivation in any given situation: emotions, feedback, past experiences, and meaning
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Feedback is a key contributor to motivation. The need to be valued is a potent emotional force, and positive feedback fills that need
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Effective feedback is timely. The sooner an observer provides reinforcement for a teacher's desirable behavior (such as trying out a new instructional strategy), the more likely that teacher is to repeat that behavior. Using peer coaches (teacher pairs who observe in each other's classrooms) is one way to provide frequent job-embedded professional development that uses nonthreatening feedback.
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You're doing a nice job" doesn't help that person's brain explore and apply modifications to behavior that might lead to continued success
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A better example of positive feedback might be, "Your students seemed engaged when you had them create graphs using data from their online survey."
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Specific, positive feedback stimulates the prefrontal cortex to reflect on ways to improve performance
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Use instruction modalities other than "telling." Participants need to see the strategy modeled and then apply it themselves soon thereafter. When teachers actively participate in a demonstration of the primacy-recency effect, for example, they more clearly recognize that the brain remembers best the first and last items presented in a learning episode—and they are more likely to sequence instruction with this phenomenon in mind
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Promote in-school study groups around the topic. As group members exchange new research and share in-class experiences, they can analyze why—and under what conditions—a strategy is effective. Participating in study groups helps teachers who are reluctant to try out new ideas gain confidence
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The field of education is strewn with the corpses of well-intentioned programs that failed to lead to action because developers failed to give teachers motivating feedback; connect new learning to relevant past teaching; establish long-term supports (such as peer coaching or action research); or consider how the program's approach might interact with teachers' emotions. In
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07 Jul 09
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06 Jul 09
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A. T. WyattArticle on how to maximize learning for adults. Quite a lot of scientific background, which is very good. Rather like the book "How People Learn".
education teachers professional professionaldevelopment professional development instructional design
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04 Jul 09
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As teachers participate in learning activities, how do their brains determine what—if anything—to take away? And how can we use insights into the brain's workings to improve learning activities for teachers?
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02 Jul 09
Ms. RowleyEducational Leadership: Article from ASCD discussing the brain and professional development
professional_development pln ascd AdultLearning article teachers
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28 Jun 09
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22 Jun 09
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twiggy44However, the efficiency of these mechanisms varies with the degree of development of the brain regions involved (Shaw et al., 2006). Emotional and social factors and past experiences also enter into play in terms of the brain's efficiency and an individual learner's motivation. Because these factors are more developed in adults than in children, they have greater influence over adults than they have over children.
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The brain's biological mechanisms responsible for learning and remembering are roughly the same for learners of different ages. However, the efficiency of these mechanisms varies with the degree of development of the brain regions involved (Shaw et al., 2006). Emotional and social factors and past experiences also enter into play in terms of the brain's efficiency and an individual learner's motivation. Because these factors are more developed in adults than in children, they have greater influence over adults than they have over children.
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maging studies show that regions in the brain's emotional and cognitive processing areas are activated when an individual is motivated to perform learning behaviors.
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Four key factors affect the intensity of a learner's intrinsic motivation in any given situation: emotions, feedback, past experiences, and meaning.
-
How we feel about a learning situation often affects attention and memory more quickly than what we think about
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Adults may also come to a learning activity with strong emotions. But a fully developed prefrontal cortex enables most adults to consciously dampen their emotions.
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Negative feelings, on the other hand, cause the hormone cortisol to enter the bloodstream. Cortisol puts the brain into survival mode; this shifts the brain's attention away from learning so it can deal with the source of stress. Instead of learning, the brain remembers the pressure and registers these kinds of situations as unpleasant.
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Feedback is a key contributor to motivation. The need to be valued is a potent emotional force, and positive feedback fills that need. In our professional development with West Orange teachers, each participant presented a minilesson and received constructive feedback.
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Past experiences always affect new learning. As we learn something new, our brain transfers into working memory any long-stored items it perceives as related to the new information. These items interact with new learning to help us interpret information and extract meaning, which is part of the principle called transfer (Sousa, 2006).
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Working memory draws on the individual's past experiences to help it answer two questions: Does this new information make sense? and Does this information have meaning for me personally? When both sense and meaning are present, the likelihood of long-term storage is high.
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When teachers actively participate in a demonstration of the primacy-recency effect, for example, they more clearly recognize that the brain remembers best the first and last items presented in a learning episode—and they are more likely to sequence instruction with this phenomenon in mind.
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20 Jun 09
John Turner# Gene expression. Certain genes express themselves only when provoked by circumstances in the environment, such as social interactions (Rossi, 2002).
# Mirror neurons. These networks of neurons fire either when a person acts or when that person observes the same action performed by someone else, mimicking the actions of the one being observed (Iacoboni et al., 2005). The discovery of gene expression and mirror neurons highlights the importance of schools' social environments in motivating students to learn.
# Neuron regeneration. Contrary to a long-standing belief, neurons can rewire themselves and establish new networks through in-depth learning in a low-stress, creative environment (Kempermann, Wiskott, & Gage, 2004).
# Memory capacity. New discoveries show that (1) working memory has age-related capacity limits that should not be exceeded by "cramming" in content, and (2) people can hold items in working memory longer than previously thought—up to several weeks (Crone, Wendelken, Donoue, van Leijenhorst, & Bunge, 2006).
# ADHD, autism, and dyslexia. New understandings are leading to successful interventions (Shaywitz, 2003).
# The role of exercise. Exercise is central to brain growth, mood regulation, and cognitive processing (Hillman, Erickson, & Kramer, 2008).
# The arts. Participation in the arts contributes to brain development, including visual-spatial ability, attention, concentration, and creativity (Ashbury & Rich, 2008).
# Body rhythms. Daily body rhythms affect learning, particularly for adolescents (National Sleep Foundation, 2000). -
Dr. "TKA" Kulla-AbbottBrain Friendly Learning
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19 Jun 09
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18 Jun 09
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Brett CampbellThis is a poor explanation of "brain-bsed research" guiding educational practice
The logic is absent and faulty emotional experience leads to motivated student followed by academic achievement
This is repackaging old ideas-
the efficiency of these mechanisms varies with the degree of development of the brain regions involved
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Add Sticky Noteattention to stimuli and events that are accompanied by emotions
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I think this is one reason why multimedia is so powerful. Adding all the visual cues, facial and body language, as well as audibles add a huge amount. I do an exercise with my class where we READ the Gettysburg Address and then watch a video that has the same text paired with photographs of the carnage of war. There is no comparison in terms of the effect produced.
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Add Sticky Note(the limbic area
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Limbic system not limbic area, the system includes the prefrontal cortex, while the limbic area could be considered in "more primitive" area of the brain
Let's not forget the the role of neurotransmitters which is more than endorphis, cortisol and dopamine (i.e. responder to crack)
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Add Sticky NoteEndorphins provide a feeling of euphoria
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When the student is heavily involved in physical education, maybe
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Are teachers excited about this initiative
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Add Sticky Notethe release of cortisol
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Cortisol is released from the adrenal glands atop your kidneys in times of severe stress,
as in fight or flight. Not something to be promoted in a classroom
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17 Jun 09
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Emotional and social factors and past experiences also enter into play in terms of the brain's efficiency and an individual learner's motivation. Because these factors are more developed in adults than in children, they have greater influence over adults than they have over children.
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This inherent desire to learn to do something simply for the satisfaction of doing the job well is an intrinsic motivation. Four key factors affect the intensity of a learner's intrinsic motivation in any given situation: emotions, feedback, past experiences, and meaning. These factors are all connected and influence one another to some degree.
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When people feel positive about a learning situation, chemicals called endorphins and dopamine become active. Endorphins provide a feeling of euphoria. Dopamine stimulates the prefrontal cortex, keeping the individual attentive, interactive, and likely to remember what he or she experiences. Negative feelings, on the other hand, cause the hormone cortisol to enter the bloodstream. Cortisol puts the brain into survival mode; this shifts the brain's attention away from learning so it can deal with the source of stress. Instead of learning, the brain remembers the pressure and registers these kinds of situations as unpleasant.
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- Does the program offer learning experiences associated with moderate challenge, excitement, creativity, and joy so teachers will be more likely to remember what they learn and implement it in the classroom?
- Does the program speak to a problem that teachers identified rather than some outside entity? If not, can we connect this content to teachers' concerns?
- Are teachers excited about this initiative?
- Have we included opportunities for hands-on participation and activities that address a variety of learning styles?
- Will participants give leaders feedback on the program—and receive regular feedback?
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Michelle KrillHow can we create professional development that engenders deep learning?
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Our brain pays more attention to stimuli and events that are accompanied by emotions.
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How we feel about a learning situation often affects attention and memory more quickly than what we think about it.
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15 Jun 09
Nancy Caramanico"Wow, that really made me think!"
Public Stiky Notes
What a toll on teachers and students?
Let's not forget the the role of neurotransmitters which is more than endorphis, cortisol and dopamine (i.e. responder to crack)
as in fight or flight. Not something to be promoted in a classroom
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