A New Paradigm for Student

Learning- Be Prepared to
Learn

Developed by Professor Terry Doyle

Ferris State University
www.learnercenteredteaching.wordpress.com

doylet@ferris.edu

A New Paradigm for Student LearningBe Prepared to Learn

Slides from the presentation are available at

www.learnercenteredteaching.wordpress.com

The Human Brain Myths and Mistakes

Forget that Right-Left Brain Stuff

The human brain works as a
complex design of integrated
systems not through specialized
and competing right and left
brain functions.
(Tokuhama-Espinosa, Mind Brain and Education Science, 2011

The Human Brain

Complex mental tasks and
behaviors and even simple task
result from a complex
coordination of activity in
multiple brain regions including
both the right and left
hemispheres.
(Rekart, 2013)

We only use 10 % of our Brains

Brain scans have shown that no
matter what one is doing, brains
are always active.

Some areas are more active at

any one time than others, but
barring brain damage, there is
no part of the brain that is
absolutely not functioning.

No Adequate EvidenceBehind Learning

Styles
there is no adequate evidence
base to justify incorporating
learning styles assessments into
general educational practice

(Pashler et al, 2009:105)

No Adequate Evidence Behind Learning

Styles
Professor John Hattie , author of
Visible Learning in 2012
produced a synthesis of years of
educational research trying to
figure out what has the biggest
impact upon student learning
states that,
One of the more fruitless
pursuits is labeling students with
learning styles.

Visual and Auditory Learners

Evolution Made Sure of It
Human survival depended of the
ability to learn the senses that
played the most significant role
in survival were sight and
hearing.
See-predators
See- food
See- a mate
See- protected areas for sleep

Multitasking is not Possible

Multitasking does not Exist

Multitasking does not exist.
You're not actually doing four or
five things at once.

(Levitin,2014)

The Brain Cant Multitask

Our brains engage in sequential
tasking or unitasking shifting
rapidly from one thing to another
without realizing it.
The brain is actually fracturing
time into ever smaller parts and
focusing on each thing
individually.
(Levitin,2014)

Multitasking = Less Productive

People often think they are being
more productive when they try to
juggle tasks.
Not only is sequential unitasking
detrimental to productivity, but it
produces less creative work as
well.
Levitin, 2014

Multitasking Burns Energy and

Can Cause Stress
When people try to do several
things at once, like text and
listen to a lecture, the brain
uses up oxygenated glucose at
a much faster rate and
releases the stress hormone
cortisol.

(Levitin,2014)

Multitasking Burns Energy and

Can Cause Stress
Cortisol is something that makes
you feel mentally cloudy and edgy
and unhappy.

(Levitin,2014)

Why do (Especially) Younger College Students

Multitask?
They are Responding to Rewards

Some behaviors, such as texting

or using social media, trigger the
brains reward system.
Once the brain has linked a
behavior to that reward, it
continues to seek the reward
again and again.
Roper, 2014

Why do (Especially) Younger College Students Multitask?

They are Responding to Rewards
Thats why students are likely to
opt for the reward of social
media when they should be
studying.
Or why they respond to texts
while driving
Roper, 2014

Studies on Multitasking
92% of college students multitask
while in class.
Students reported using their
devices for non-class purposes an
average of 11 times during class
each day.
(McCoy, 2013 Journal of Media Education)

777 students on 6 campuses

across USA

Multitasking and Attention

Text messaging,
specifically, dominated as
the students top activity
with 86 percent of
students admitting to
texting throughout class
times.
(McCoy, 2013)

Studies on Multitasking
2011 study explored the perception on
how often a person thinks they are
multitasking in a 30 minute period

Subjects guessed 15

(Brasel and Gips, 2011)

Studies on Multitasking

The students actually looked away

123 times.

Studies on Multitasking
Multitasking decreases mental resources
needed for new learning and study
( Newman Kellert and Just 2007)

The amount of brain activation in the

areas needed for new learning is much
less then when a single task is being
learned.

(Just, Carpenter Keller, Emery, Zajac and Thulborm 2001),

Studies on Multitasking

Heavy multitasking shortens

attention spans.

(Ophir, Nass and Wagner, 2009)

Studies on Multitasking
It gives value to all stimuli so
distractibility increases.

(Ophir, Nass and Wagner 2009)

Reducing Multitasking
How can someone overcome their
brains attempts to distract?
Best solution-- physically removing
distractions whenever possible.
Shut down the phone when
driving or disconnect from Wi-Fi
while doing homework.

Rewards are the best way to motivate

students??
Neuroscience findings suggest
that learning is improved when
the reward for success is
uncertain.
Evidence suggests that not being
sure of a reward increases
dopamine levels in the brain and
engagement in learning.
Jones, Bristol University, 2104

If the Reward is Uncertain Learning

Improves

Games that Promote

Uncertain Rewards
In this game students will need a
combination of luck and learning
to win.
Current research suggests this is
more motivating and effective
for students' learning.
Jones, Bristol University ,2014

The Human Brain

The human brain weighs about
three (3) pounds
Contains 86 billion neurons

These neurons can make 40

quadrillion connections
(Ratey, 2001, Goldberg, 2009)

We are Born to Learn

The brain was meant to explore and learn

The Definition of Learning

Learning is a change in the

neuron-patterns of the
brain.
(Goldberg, 2009)

www.virtualgalen.com/.../ neurons-small.jpg

Definition of Learning
Learning is the ability to use information after
significant periods of disuse
and
it is the ability to use the information to solve
problems that arise in a context different (if only
slightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)

The New Paradigm for Student

Learning
Be Prepared to Learn
1. Students need to prepare their
brains for learning each day.

Preparing to Learn

The simple but important shift in

our understanding is ---that if
the brain is prepared to learn
greater success occurs.

Preparation for Learning Means Students

Have Addressed these Five Areas
The brain needs to function
effectively:
1. Sleep
2. Exercise
3. Oxygen
4. Hydration
5. Diet (glucose)

How Sleep Effects

Learning
and Memory
GOOD
SLEEP
HYGIENE?

Studying School Start Times

31,800 pupils from 106 schools
across England will move their
high school start times to 10am
for 10th and 11th graders.
The main trial will take place
over two years and students will
also be given lessons on the
importance of sleep for learning.

Studying School Start Times

Professor Russell Foster, Director
of the Oxford University Sleep
and Circadian Neuroscience
Institute said: Recent advances
in our understanding of the
neuroscience of sleep has shown
that the body clock of teenagers
is delayed.

How Much Sleep do College

Students Need?
While sleep requirements vary
slightly from person to
person, most healthy adults
need between seven and a half
to nine hours of sleep per night
to function at their best.
Dement,1999-National Sleep Foundation

Sleep Deprivation
Sleep Deprivation results in:
Poor Attention
Cognitive Impairment
Irritability
Difficulty with Memory
Increased Risk Taking and Impulsivity
Slowed Reaction Time

(Breus, Web MD)

Memories are Made During Sleep

Most memory researchers now
agree that sleep plays an
important role in the formation
of long term memories .

(Stickgold, 2005).

Learning Readiness and Sleep

During sleep electrical
impulses help to shift
memories from the brain's
hippocampus -- which has
limited storage space -- to
the nearly limitless
prefrontal cortex's.
This frees up the
hippocampus to take in fresh
data (new learning) the next
day.

(Walker, 2010)

Sleep is the key to having a

brain that is ready to learn

Learning Readiness and Sleep

"A lot of that spindle-rich sleep
is occurring the second half of
the night, so if you sleep six
hours or less, you are
shortchanging yourself and
impeding your learning
(Mander, 2011).

Rehearsal of Learning before Sleep

A 2012 study out of the
University of Notre Dame
confirms that sleeping directly
after learning something new is
beneficial for memory.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )

Rehearsal of Learning before Sleep

it would be a good thing to
rehearse any information you
need to remember just prior to
going to bed.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )

Sleep, Creativity and Problem Solving

Sleep also seems to reorganize
memories, extracting the
emotional details and
reconfiguring the memory to
help us produce new and
creative ideas.
(Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004).

Awake but Off Line

New findings suggest that when
the brain is sleep deprived even
though the person is fully awake
the neurons used for important
mental task switch off.

(Chiara Corelli,2011 Nature)

Awake but Off Line

This is likely to have
consequences on mental
performance and we likely
function less well the longer
weve been awake.
(Chiara Corelli,2011, Nature)

Less Sleep Equals Lower GPA

2012 study from the University of
Arkansas Sleep and Learning Lab
concluded that students that
consistently got less than the
recommended 7-8 hours of sleep each
night had lower GPAs than students
with 7-8 hours of sleep.

No Eight Oclock Classes

The University of Arkansas study
went so far as to recommend
that colleges and universities
consider not offering 8 am
classes.

Can we bank sleep?

Bank sleepnot really
But when sleep deprived you
can catch up with recovery
sleep.
When you know you will have to
be sleep deprived it is valuable
to sleep well the day before.

Nighttime Light and Sleep

Nighttime light exposure
especially to the blue light of TV,
computers, cellphones and iPads
suppresses melatonin the
hormone that controls our wake
and sleep cycles

Nighttime Light and Sleep

One hour of normal room lighting (
1000 lux) is enough to suppress
melatonin.

(Gooley, Chamberlain, and Lockley in Journal of Clinical Endocrinology and

Metabolism

Study Results
Compared with dim light,
exposure to room light before
bedtime suppressed melatonin,
resulting in a later melatonin
onset in 99.0% of individuals and
shortening melatonin duration
by about 90 min.

(Gooley, Chamberlain, and Lockley in Journal of Clinical Endocrinology

and Metabolism

Possible solutions?
1. a computer program
called f.lux
The program that makes the color
of your computers display adapt
to the time of day

Possible Solutions?
Wearing a pair of amber lensed
googles.
These blue-blocking lenses are highly
effective in reducing the effects of
blue light exposure.

Wood B1, Rea MS, Plitnick B, Figueiro MG, 2013

Naps Help Learning

Humans are supposed to nap

daily.
(Dement, 2009)

Dinges, D. (

Naps Can Improve Learning Readiness

The newest research suggest a
nap of 90 minutes is ideal for
true refreshment and improved
cognitive readiness for learning.

LOEB, 2014

Rest ( Spaced Learning) after New

Learning Improves Recall
Neuroscientist Lila Davachi
of NYU found that during
rest periods following new
learning the areas of the
brain used during new
learning were just as active
as they were when they
were learning the task
Dr Lila Davachi, NYU's Department of Psychology and Center
for Neural Science.

Spaced Learning Research

Previous spaced learning studies
have shown that regular gaps,
which allow the mind time to
encode learning, have helped
everyone from primary school
children read more effectively to
improving surgical skills of medical
students.
Brain scans have suggested that
connections between neurons
increases if stimulus is repeated
several times with intervals of
inactivity.

Time Off after Learning Study

Spaced learning, Queens
University Belfast
2,250 pupils around Sheffield,
England will be given regular
gaps between learning before
the subject is repeated.
Lesson gaps will begin at just 10
minutes long, and extend to a
full day or more.

Spaced Learning
Spaced Learning is a potentially
powerful strategy that takes
what we know about
neuroscience and directly
applies it to a learning technique
that can be used in the
classroom.
Gittner,Stockbridge HS

Significance of this Finding

Dont Take Classes Back to Back
The greater the correlation
between rest and learning the
greater the chance of
remembering the task in later
tests.
Taking a (coffee) break after
class can actually help you retain
the information you just
learned." Dr Lila Davachi

Exercise, Learning and Memory

Exercise and Learning

Exercise has a direct impact on the brain.
Thats because exercise works directly on
brain tissue
1.improving the connections between
nerve cells
2.creating new synapses
3. growing new neurons and blood vessels
4. improving cell energy efficiency.
(Gordon, 2014)

Exercise and Learning

Recent research examining both

children and older adults shows that the
brain's white matter--becomes more
fibrous and compact with physical
exercise.

Rhodes, et al.,2013

White matter is composed of

bundles of myelinated nerve cell
processes, which connect various
grey matter areas of the brain to
each other, and carry nerve
impulses between neurons..

Exercise and Learning

The more streamlined and
compact your white matter is,
the faster and more efficiently
your brain functions.

Rhodes, 2013

BEEFING UP YOUR BRAIN'S

INFORMATION HIGHWAY
The real enemy is sedentarism.

Just a little bit of movement

every day helps preserve the
integrity of your brains white
matter."

Bergland, 2014

We Interrupt this Presentation for a

Public Service Announcement

National Institute on Aging and

the National Institutes of
Health

Exercise Benefits for those Over 50

This research shows the
tremendous benefit of aerobic
exercise on a persons memory
and demonstrates that aerobic
exercise can reduce both the
biological and cognitive
consequences of aging.
Wyly, 2013

Exercise and Learning

Physical exercise may be one of the
most beneficial and cost-effective
therapies widely available to
everyone to elevate memory
performance.
These findings should motivate
adults of all ages to start exercising
aerobically.
Chapman, 2013

Exercise and Memory

Other recent work indicates that
aerobic exercise can actually
reverse hippocampal shrinkage,
which occurs naturally with age,
and consequently boost memory
in older adults.

Erickson, et.al., 2011

Humans have two hippocampi, one in each

side of the brain. It belongs to the limbic
system and plays important roles in the
consolidation of information from shortterm memory to long-term memory and
spatial navigation.

Physical and Mental Exercise

The combination of physical and
mental exercise may be the best
health measures to improve overall
cognitive brain health.
To think we can alter and improve
the basic structure of the mature
brain through aerobic exercise and
complex thinking should inspire us
to challenge our thinking and get
moving at any age.
Chapman, 2103

Exercise and Mental Health

People who exercise regularly are

50% less likely to develop
dementia.

Postal 2014

Now we Return You to Your Regular

LILLY Presentation

Exercise and Learning

Inactive Brain

Active Brain

Movement and Learning

Natural selection developed a
human brain to solve problems
of survival in outdoor, unstable
environments while in almost
constant motion.
(Medina, 2008)

Moving to Learn
A growing body of evidence
suggests we think and learn better
when we walk or do other forms
of exercise.
Rhodes, 2013

Movement and Learning

Our brains were shaped and
sharpened by movement.
We continue to require regular
physical activity in order for our
brains to function optimally.
(Raichlen and Polk, 2013)

Exercise and Learning

There is a course at New York
University in which students
perform aerobic exercises for
one hour followed by one hour
of lecture.

(Suzuki, 2010)

Exercise and Learning

Exercise is the single most
important thing a person can do
to improve their learning.
(John Ratey, 2008, Spark, The Revolutionary New
Science of Exercise and the Brain)

Study of Exercise And Learning in

Schools
Professor Heidi Johansen-Berg
from the University of Oxford will
lead a trial to look at the effect of
medium-to-high cardiovascular
activity on academic attainment,
using brain imaging to investigate
the correlation between them.
It will involve around 10,000 pupils
in 8 schools in Oxfordshire, England

Exercise Stimulates New

Cell Production
When we exercise, new brain cells
are born in the hippocampus- the
brain's gateway to new memories.

Postal, 2014http://www.karenpostal.com/exercise-thinkbetter/

Exercise and Learning

It is thought that the cells that
are born may die within a few
days unless the brain is
challenged to learn new
information.

That is, it appears that the cells

are born just in case they are
needed. .
Postal, 2014

Exercise and Learning

When you both exercise and use

your memory, the cells become
permanent.

Postal, 2014

Exercise and Learning

High fat diets have been shown to
block new brain cell growth.

Exercise Increases Attention

and Concentration
Exercise directly stimulates the
dorsolateral prefronal cortices- the
brain regions responsible for focus,
concentration, organization, and
planning.
Postal, 2014

Exercise Boost the Brains

Ability to Learn
Exercise increases production of
neurotransmitters that help:
1.Concentration
2. Attention
3. Motivation
4. Patience
5. Mood (more optimistic)
(Ratey, 2008)

Energy

Calm

 http://www.youtube.com/watch?v=ho9s6Wg1xMY
Dopamine

Exercise can Enhance Learning

Studies also show that following

exercise, problem solving,
memory, and attention improve.

Postal, 2014

Exercise Increases Production of BDNF

BDNF
(Brain-derived neurotrophic factor )

Enhances the wiring of neurons.

(Ratey, 2008)

Miracle Gro for the

Brain

Exercise Increases Production of BDNF

BDNF (brain derived
neurotrophic factor) leads
directly to brain cells binding to
one another.
Synapses, or connections
between cells become more
dense.
Postal, 2014

Exercise Produces BDNF

Improves brain health

Is a stress inoculator
Makes the brain cells
more resilient
(Ratey, 2008)

Cognitive Benefits in a Pill

Researchers from the Dana-Farber Cancer
Institute at Harvard Medical School (HMS)
have also discovered that it may be
possible to capture these BDNF benefits
in a pill.
The same protein that stimulates brain
growth via exercise could potentially be
bottled and given to patients
experiencing cognitive decline, including
those in the beginning stages of
Alzheimers and Parkinsons.
(Bruce Spiegelman of Dana-Farber and HMS and Michael
E. Greenberg, PhD, chair of neurobiology at HMS.)

Exercise, Stress and Learning

Students rarely know that toxic
levels of stress erode the
connections between the
billions of nerve cells in the brain
or that chronic depression
shrinks certain areas of the
brain.
(Jesper Mogensen , Department of Psychology,
University of Copenhagen.

Stress-HPA Axis

Stress and Learning-HPA Axis

Amygdala send a message
Hypothalamus releases CRH hormone
Pituitary releases ACTH hormone
Adrenal glands release cortisol and adrenalin
(Herman and Cullinan, 1997

HPA Axis and Stress

Adrenaline which is converted into epinephrine tells the amygdala to stay
active so the HPA LOOP continues.
The cortisol goes right to the brain and has a deactivating or inhibiting effect
on neurons
( Lyons, Lopez, Yang, Sobatzberg 2000

Long term cortisol kills cells through cell suicide or dependency toxicity and
reduces new born cells needed for normal memory processing.
( Fuchs and Steller 2011)

(Deng, Aimone and Gage 2010)

Exercise, Stress and Learning

Conversely exercise unleashes a
cascade of neurochemicals and
growth factors that can reverse
this stress process, physically
bolstering the brain's
infrastructure.
(Jesper Mogensen , Department of Psychology, University
of Copenhagen.

Exercise and Stress

"In fact, the brain responds like
muscles do, growing with use
and withering with inactivity.
Exercise causes neurons
(dendrites) to grow and bloom,
thus enhancing brain function at
a fundamental level."
Jesper Mogensen ,Department of Psychology, University
of Copenhagen

Short Term Stress

Acute stress activates selective
CRH molecules (corticotropin)
releasing hormones, which
disrupt the process by which the
brain collects and stores
memories. (Baram,2010)

Oxygen Use by the Brain

Although the brain
represents only 2% of
the body weight, it
receives 15% of the
cardiac output and 20%
of total body oxygen
consumption.

( Magistretti,Pellerin andMartin,
2008 )

Blood Flow and Oxygen

Research shows that when we
exercise, blood pressure and
blood flow increase everywhere
in the body, including the brain.
More blood means more energy
and oxygen, which makes our
brain perform better.
Rhodes, 2013

Blood Flow to the Brain

Exercisers also showed greater
increase in brain blood flow to the
hippocampus and the anterior
cingulate which are key brain
region in new learning and
memory.
Wyly, 2013

Movement Adds Oxygen to the Blood

Walking is particularly good for
your brain and increases blood
flow, oxygen levels and your
brains supply of glucose.

Franklin Institute

Proper Breathing
Breathing practice for increasing
oxygen to the brain?
1) Breathe easily and normally with
your belly in a relaxed way.
2) Breathe in through your nose and
under normal conditions out through
your lips .
Cleveland Clinic , 2014

Breathing Properly
When we breathe normally and
deeply into our belly, we move
air and oxygen down to areas of
our lungs where most of the
circulation of blood is.
This is where most oxygen and
carbon dioxide exchange takes
place.

Breathing Properly
If we dont breath correctly we
do not get the proper amount of
oxygen into our blood to be
carried to our brain and body
parts.

Oxygen Use by the Brain

Every breath you take converts to
energy. Human cells use nutrients
from food and oxygen to create
Adenosine Tri-Phosphate (ATP), the
energy source that fuels cell
function.
Too little oxygen = less energy.

( Magistretti,Pellerin andMartin )

Hydration and the Brain

One of the most fascinating
aspects of neurons is that they
store water in tiny balloon-like
structures called vacuoles.
Water is essential for optimal
brain health and function
(Norman ,2012)

Hydration and the Brain

Water is needed for the brain's
production of the hormones and
neurotransmitters which key the
brains communication system.
Nerve transmission requires
one-half of all the brains energy.
(Allen, Advanced Learning and Development Institute)

Hydration and the Brain

When you lose too much water
your brain cells lose efficiency.

(Gowin2010)

Why the Brain Needs Water

Dehydration can impair shortterm memory function and the
recall of long-term memory.

(Gowin, 2010)

Hydration and the Brain

Even mild levels of
dehydration can impact
school performance.

( Norman, 2012)

Symptoms of Dehydration
1. Thirsty
2. Dry mouth
3. Weakness
4. Dizziness
5. Heart pounding
6. Fainting
7. Less or dark yellow urine
8. No tears
9. Muscle cramps
10. Tired

Easy Solutions
1. Understand you lose 2 lbs of
water while you sleep so you
need to hydrate when you
wake up.
2. Water is bestdrink
throughout the day.
3. Soda, iced tea, coffee or other
drinks like Gatorade are 2nd best.

Diet and Learning

Glucose is the form of sugar that
travels in your bloodstream to
fuel the mitochondrial furnaces
responsible for your brain
power.

(The Franklin Institute)

Brain Energy and Learning

Neurons are living cells with a
metabolism and they need
glucose in order to function.
Glucose is the fuel of the brain
just like gasoline is the fuel of
your car.
Levitin, 2014

Brain Energy and Learning

" So by the end of the day, if
we've spent too much time on
tasks that aren't critical, we
experience decision fatigue, and
we don't have the energy left to
do the things that really matter.
Levitin,2014

The Brains Energy Source

Because neurons cannot store
glucose, they depend on the
bloodstream to deliver a constant
supply of this precious fuel.
(The Franklin Institute)

Diet and Learning

This blood sugar is obtained
from a balanced diet and regular
food consumption throughout
the day.

Diet and Learning

Too much sugar or refined
carbohydrates at one time,
however, can actually deprive
your brain of glucose depleting
its energy supply and
compromising your brain's power
to concentrate, remember, and
learn.
(The Franklin Institute)

Diet and Learning

For learners, this research on diet
implies that the contents and
timing of meals may need to be
coordinated to have the most
beneficial cognitive effects that
enhance learning.

Web MD Food Recommendations for

Healthy Brain Function
Blueberries
Avocadoes
Dark Chocolate
Nuts and seeds
Beans
Fresh brewed Tea
Whole Grains
Wild Salmon

References

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Water enhances mental function and is essential to survival

Published on October 15, 2010 by Joshua Gowin, Ph.D. in You, Illuminated

http://www.psychologytoday.com/blog/you-illuminated/201010/why-your-brain-needs-water

Feeding the Brain for Academic Success: How Nutrition and Hydration Boost Learning Philippa Norman MD,
MPHhttp://www.healthybrainforlife.com/articles/school-health-and-nutrition/feeding-the-brain-for-academic-success-how

The Handbook of Brain Theory and Neural Networks: Second Edition

By Michael A. Arbib 2003

Caffeine and Depression

The analysis showed that the risk of suicide among adults drinking 2-4 cups of coffee (the
equivalent of about 400 mg of caffeine) a day was 50% less than the risk for adults who
drank decaffeinated coffee or one cup or less of caffeinated coffee. Drinking more than 4
cups of coffee wasnt associated with lower suicide risk.
The neurochemistry behind the finding makes sense. As discussed in a previous article,
caffeine acts as an expert mimic of a chemical called adenosine in the brain and other
parts of the body. Adenosine is a sort of checks-and-balances chemical produced by
neurons as they fire throughout the day; the more adenosine is produced, the more the
nervous system ratchets down activity, until we eventually fall asleep and reboot the
process.
By mimicking adenosine, caffeine blocks receptors in the nervous system from receiving
the signals to decrease energy expenditure. When that happens, levels of the brains
homegrown neuro-stimulantsdopamine and glutamateincrease, and we experience
the brain stimulating effects associated with drinking a big cup of java. Those effects may
be a potent counterbalance to depression for a segment of the coffee-drinking
population.

 Do you ever complain that your students cant think critically? Some
recent research indicates that frontal lobes dont fully develop until
around ages 18-25. Just like other brain processes, however,
experience is necessary to develop this region. Instead of expecting
your students to just have this ability, help them develop it through
scaffolding and explicit instruction. Also keep in mind that many of
the activities we give students are actually activities involving working
memory (what can be held online for a short period of time). If
students fail to comprehend lengthy directions or long sentences or
passages, it may not be a reading or language comprehension
problem, but a working memory problem. Shorter sentences can be
helpful.

 Next is the Language pathway. Of course

we are using it in our language
classrooms! Neuroscientists are
convinced that the earlier a second
language is learned in school the better,
and express concern that the field of
education has not changed significantly in
response to this information. We know
that becoming fluent enough in a second
language to perform academic tasks in
that language actually enhances ones
overall thinking, with improved cognition
in classification skills, concept formation,
analogical reasoning, visual-spatial skills,
and creativity (Baker, 2001).

 How much sleep is enough, varies from person to person. It's usually six to eight hours, but could
range from five to 10 hours.
The key is finding the right amount of sleep that allows your brain to complete its process before
rebooting for the next day.
If you get tired during the day, lose concentration or focus, even occasionally, each day, chances
are you're not getting enough sleep.
UW-Madison sleep researcher Dr. Chiara Cirelli said.
Cirelli has been called a rock star of sleep. She's one of the leading sleep researchers in the world

Read more: http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uwresearcher-says/24673384#ixzz2uS3xn98S

Read more: http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uwresearcher-says/24673384#ixzz2uS3al74l

The End