Goal: increase understanding of why "best practice" strategies and tools work at a neurological level.
Only 1% of data that your senses collect are admitted to the brain 🤯
The brain doesn't store nutrients or oxygen so it has limited resources requiring 20% of the bodys oxygen and nutrients.
Thus, the brain has to filter information with the rectacular activting system or RAS.
RAS gives priority to information that is most critical for survival.
The amygdala directs input to the lower (reactive/involuntary brain) or up to the reflective, memory-storing "thinking" brain (prefrontal cortex).
When a mammal is in a situation with perceived stress, new information does not pass freely through the amygdala's filter to the pre-frontal cortex.
Stressors that can trigger the amygdala to send info to the lower brain:
Non-productive students could be rooted in the way the brain is designed.
Brains expenditure of voluntary effort is linked to expectation of positive outcomes.
Repeated failure can develop a fixed mindset that the thing isn't worth learning.
Successful prediction is one of the brain's best problem solving strategies.
Correct prediction stimulates a pleasure response -- dopamine.
Correct prediction is one of the brains biggest dopamine elevators.
By showing sudents that they have the power to improve and providing opportunities for them to see progress toward goals, they'll come to understand that their own effort may control the outcome.
Students need to set crispy goals to be successful. Correlating effort with outcome is a key factor in making a student successful.
Neuroplasticity: the brain's continuous capacity to generate new neural networks in response to stimuli.
Through Neuroplasticity, the brain is molded by experience to reshape and reorganize itself so that we awake with a "new" brain each morning.
The brain prunes the networks that aren't used that often. "use it or lose it".
A new memory construction takes place after new sensory information leaves the amygdala and enters the hippocampus.
Memories formed from memory are stored separately in different modalities: vision, hearing, movement. The brain can make connections between all the modalities.
Learners need to have clarity about the goal they are trying to achieve. They need evidence of it's achievement and understanding of how a goal relates to them.
Goal buy-in is a critical component to learning and will motivate the brain to focus attention.
Too easy and the learner gets bored.
Too hard and the learner becomes discouraged.
Achievable challenge means that learning goals are clear and the learner embraces the expectation that success or mastery is within reach.
Games give constant specific feedback as the players play. They're predictions are wrong and they are shown immediately.
UbD is the convergence of two independent ideas:
7 Key Tenets:
UbD is predicated on the idea that long-term achievement gains are more likely when teachers teach for understanding of transferable concepts and processes while giving learners multiple opportunities to apply their learning in meaningful and authentic contexts.
Requisite knowledge and skills are learned through actively constructing meaning and applying them to new situations.
Understanding underlying concepts applied to new situations is more effective than rote memorization that can't be applied to new situations.
Experts think if core concepts or big ideas. Novices are likely to approach a problem by finding a formula to apply fit their presuppositions.
UbD is backed by research on the neuroscience of learning.
Most salient points:
It's a vague word.
Indicators of deep understanding:
Indicators of little but not deep understanding:
Rote memorization is foundation for learning concepts. The basics are the floor not the ceiling.