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

Transcription

1 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

2 Bead Neuron activity: , 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. Bead Neuron Gather the correct number of beads needed to make the neuron (see below). Be sure to gather 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 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).

3 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 7 th bead. Step 8: Add the synaptic terminal beads to the end of each string. Tie a knot below each bead. Label the neuron parts.

4 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?

5 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?

6 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