» The Art of Changing the Brain: Interview with Dr. James Zull « Brain Fitne... - The Diigo Meta page

• 07 Oct 09
  

  Charles Rathbone

  short interview that connects to Kolb's learning cycle...done in 2006. Connects to CAST "engagement" idea...
  
  Zull says...
  
  Always provoke an active reaction, ensuring the student is engaged and sees the connection between the new information and what he or she already knows. You can do so by asking questions such as "What does this make you think of? Is there some part of this new material that rings a wild bell for you?” To ensure a safe learning environment, you have to make sure to accept their answers, and build on them. We should view students as plants and flowers that need careful cultivation"

  brain learning zull

  • Always provoke an active reaction, ensuring the student is engaged and sees the connection between the new information and what he or she already knows. You can do so by asking questions such as "What does this make you think of? Is there some part of this new material that rings a wild bell for you?” To ensure a safe learning environment, you have to make sure to accept their answers, and build on them. We should view students as plants and flowers that need careful cultivation: growing some areas, helping reduce others.
• 14 Sep 09
  

  Marg Wilkinson

  Dr. Zull loves to learn. And to teach. And to build connections. He has spent years building bridges between neurobiology and pedagogy, as a result of which he wrote The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biolog

  learning brain

• 14 Dec 08
  

  Kevin Corner

  Zull learning experiential reflection

• 24 Apr 08
  

  Doug Noon

  Learning is physical. Learning means the modification, growth, and pruning of our neurons, connections–called synapses– and neuronal networks, through experience.

  brain science cognition learning

  • we 1) get information (sensory cortex), 2) make meaning of that information (back integrative cortex), 3) create new ideas from these meanings (front integrative cortex) and 4) act on those ideas (motor cortex). From this I propose that there are four pillars of learning: gathering, analyzing, creating, and acting.

  • A) Students who have an introversion tendency can be very good at the Reflection and Abstract hypothesis phases, but not so at the Active Testing one. In order to change that, I help create small groups where they feel safer and can take risks such as sharing their thoughts aloud and asking more questions.

     

    B) More extroverted students can be very good at having constant Concrete experiences and Active Testing, but may benefit from increased Reflection and Abstract hypothesis. Having them write papers, maybe predicting the outcome of certain experiments or even current political affairs, helps.
• 17 Sep 07
  

  gingerana

  cycle learning

  • the Art of the Learner may be the Art of Finding Connections  between the new information and challenges and what we already know and care  about.
  • Second, learning and changing are not that easy. They require effort, and also,  by definition, getting out of our comfort zones. We need to try  new things, and to fail. The Active Testing phase is a critical one, and  sometimes our hypothesis will be right, and sometimes wrong. The fear of  failing, the fear of looking un-smart, is a key obstacle to learning  that I see too often, especially for people who want to protect perceived  reputations to such an extent that they can't try new genuine Learning Cycles.
  • I think all of us need to develop the capacity to self-motivate  ourselves. One way to do that is to search for those meaningful  contact points and bridges, between what we want to learn and what we  already know. When we do so, we are cultivating our own neuronal  networks. We become our own gardeners.

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