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Tero Toivanen

Music and the Brain - 0 views

  • A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
  • Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
  • Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
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  • Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
  • Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
  • According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
  • Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
  • Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
  • One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
  • William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
  • Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
  • One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
  • George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
  • Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
  • Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
  • Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
  • She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
  • One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
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    Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
Ihering Alcoforado

Mind, Brain, & Education - 1 views

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    Solution Tree, a leading educational professional development company, has released Mind, Brain, & Education, a new book that explores neuroscience's implications for improving teaching and education.Mind, Brain, & Education is a landmark publication in the emerging field of educational neuroscience. The book showcases insights into the learning process and explores its implications for educational theory and practice. With an introduction and chapter by David A. Sousa, one of the primary researchers in the field, and chapters by 16 leading experts, Mind, Brain, & Education provides a comprehensive overview of the history and current research being conducted in this emerging field.The researchers who contribute to the volume use the growing knowledge of how the brain functions and develops to explore the field's implications for pedagogy and the classroom. "It's an excellent, timely, informative book on the history and current status of the field that has come to be known as educational neuroscience," said Robert Sylwester, emeritus professor of education at the University of Oregon. "The 10 chapters that constitute the heart of the book were written by a wonderful mix of outstanding researchers and educators, from Michael I. Posner, a renowned pioneer in the use of neuroimaging technology in psychology/education and the recipient of the 2009 National Medal of Science, to Judy Willis, who left a career as a neurologist to become an elementary/middle school teacher." Mind, Brain, & Education is the sixth book in the Leading Edge™ series. The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators-the issues that profoundly impact student success
Kerry J

The neuroscience of online learning Registration, Adelaide - Eventbrite - 22 views

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    Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".
Tero Toivanen

Brain Rules for Presenters - 0 views

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    Dr. John Medina's Brain Rules. What all presenters need to know. How our brain functions better.
Judy Robison

3 parts of the brain | Slide 1 | Alzheimer's Association Brain Tour - 0 views

shared by Judy Robison on 03 Sep 09 - Cached
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    The Brain Tour explains how the brain works and how Alzheimer's affects it. There are 16 interactive slides. As you view each slide, roll your mouse over any colored text to highlight special features of each image. Then, click on the arrow to move to the next slide.
Tero Toivanen

Music Improves Brain Function | LiveScience - 18 views

  • Laurel Trainor, director of the Institute for Music and the Mind at McMaster University in West Hamilton, Ontario, and colleagues compared preschool children who had taken music lessons with those who did not. Those with some training showed larger brain responses on a number of sound recognition tests given to the children. Her research indicated that musical training appears to modify the brain's auditory cortex.
  • Even a year or two of music training leads to enhanced levels of memory and attention when measured by the same type of tests that monitor electrical and magnetic impulses in the brain.
  • “We therefore hypothesize that musical training (but not necessarily passive listening to music) affects attention and memory, which provides a mechanism whereby musical training might lead to better learning across a number of domains," Trainor said.
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  • Trainor suggested that the reason for this is that the motor and listening skills needed to play an instrument in concert with other people appears to heavily involve attention, memory and the ability to inhibit actions. Merely listening passively to music to Mozart -- or any other composer -- does not produce the same changes in attention and memory.
  • Harvard University researcher Gottfried Schlaug has also studied the cognitive effects of musical training. Schlaug and his colleagues found a correlation between early-childhood training in music and enhanced motor and auditory skills as well as improvements in verbal ability and nonverbal reasoning.
  • The correlation between music training and language development is even more striking for dyslexic children. "[The findings] suggest that a music intervention that strengthens the basic auditory music perception skills of children with dyslexia may also remediate some of their language deficits." Schlaug said.
  • Shahin's main findings are that the changes triggered by listening to musical sound increases with age and the greatest increase occur between age 10 and 13. This most likely indicates this as being a sensitive period for music and speech acquisition.
  • passive listening to music seems to help a person perform certain cognitive tests, at least in the short run. Actual music lessons for kids, however, leads to a longer lasting cognitive success.
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    Even a year or two of music training leads to enhanced levels of memory and attention when measured by the same type of tests that monitor electrical and magnetic impulses in the brain.
erikerickson

How Does the Brain Learn Best? Smart Studying Strategies | MindShift - 41 views

  • pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
  • Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
  • We can be tactical in our schooling.
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  • forgetting serves as a powerful spam filter
  • when the brain has to work hard to retrieve a half-forgotten memory (such as when reviewing new vocabulary words you learned the day before), it re-doubles the strength of that memory.
  • The brain is a foraging learner.
  • The human brain evolved to pick up valuable pieces of information here and there, on the fly, all the time, and put it all together
  • and it’s not only during study or practice
  • By foraging in this way, the brain is “building knowledge continually
  • Forgetting isn’t always bad.
  • Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
  • Varying the studying environment
  • can help reinforce and sharpen the memory of what you learn.
  • A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
  • Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it
  • Experimenting With Learning Tactics
  • benefits of sleep (which improves retention and comprehension of what you learn), perceptual learning modules and mixing up different kinds of related problems or skills in practice sessions instead of repetitively rehearsing just one skill at a time.
  • teachers see all sorts of reforms come and go, and they’re skeptical
  • Surviving the Modern Jungle
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    Chen sums up an interview about Benedict Carey's book, How We Learn: The Surprising Truth about When, Where, and Why It Happens, highlighting and exemplifying take-away messages for self-directed learners as well as teachers.
Toni Plourde

A Neurologist Makes the Case for Teaching Teachers About the Brain | Edutopia - 0 views

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    Explore brain neuroplasticity and it's application to learning. The prefrontal cortex(PFC) is the cognitive,reflective center for making long term memory networks out of learning. Boredom and/or frustration block this area from performing. Therefore,long term learning is slowed. What can be offered to the student to increase brain powered learning?
justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

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Tero Toivanen

12 Findings on Mind, Brain & Education | Getting Smart - 24 views

  • Students’ brains continuously adapt to the environments where they live and work.  As students learning in these places, these experiences gradually sculpt the architecture of the brain.
  • Students’ genetic predispositions interact with learning experiences to give rise to a wide range of individual differences.
  • Students learning English as a second language are processing written information in somewhat different ways than native English speakers so standard reading instruction techniques may not be the right fit for their needs.
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  • Education should give students opportunities to practice setting goals, tracking progress toward them, adjusting strategies along the way, and assessing outcomes.
  • Emotions direct students’ learning processes, helping them gravitate toward positive situations and away from negative ones.
  • Mathematics is at least partially dissociable from other cognitive domains and abilities within the domain of mathematics can be dissociable from one another.
  • Education can support the development of emotional regulation skills, and this should be a priority as emotional regulation skills strongly predict academic achievement.
  • When students from disadvantaged backgrounds are in high-quality schools, their cortisol levels decrease throughout the day. The better the school, the more the cortisol levels decrease. Therefore, a quality learning environment can help students reach healthy cortisol levels, which lead to better emotional regulation and more favorable learning outcomes.
  • Environments that promote positive relationships and a sense of community promote learning.
  • Providing meaningful learning experiences with ongoing guidance can enable students at all levels to build toward mastery of a common set of skills.
  • This scientific evidence that emotion is fundamental to learning settles longstanding ideological debates concerning whether educators should be responsible for emotional development—if educators are responsible for intellectual development, they are inherently involved in emotional development as well.
  • Student-centered approaches to learning require students to be self-directed and responsible for their own learning, which requires executive functioning skills such as goal setting, planning, and monitoring progress.
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    Important findings!
Carlos Quintero

Is Google Making Us Stupid? - 0 views

  • pleads
  • weirdly poignant
  • lengthy
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  • strolling
  • wayward
  • struggle.
  • godsend
  • Research
  • telltale
  • Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them
  • Marshall McLuhan
  • altogether
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
  • We are not only what we read
  • We are how we read.
  • above
  • When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
  • etched
  • We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains
  • readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.
  • subtler
  • You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
  • James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.
  • “intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies
  • “disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
  • The “abstract framework of divided time” became “the point of reference for both action and thought.”
  • , Computer Power and Human Reason: From Judgment to Calculation
  • widespread
  • The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.
  • The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
  • gewgaws,
  • thanks to the growing power that computer engineers and software coders wield over our intellectual lives,
  • “to organize the world’s information and make it universally accessible and useful.”
  • For us, working on search is a way to work on artificial intelligence.”
  • Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.
  • to solve problems that have never been solved before
  • worrywart
  • shortsighted
  • eloquently
  • drained
  • “inner repertory of dense cultural inheritance,
  • as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
  •  
    Is Google Making Us Stupid?
Tom McHale

Brain Breaks - 0 views

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    Our students should have a brain break every 20-25 minutes. Brain breaks are refreshing to students and teachers alike. They do take some time out of class, but the efficiency of our students goes up when we incorporate them.
dsatkins1981

Five Psychological Principles Fueling Gamification : Learning Solutions Magazine - 0 views

  • narratives developed around a learning activity make the activity more engaging and relevant to the learner
    • dsatkins1981
       
      How could we build content and narrative into an Escape Room to enhance the already value elements such as problems-solving and creative thinking?
  • leveling up should become more difficult as users progress through the material.
    • dsatkins1981
       
      Designers at Nintendo often say: the best games are simple to play, but difficult to master (i.e. Mario).
  • the brain can only handle a finite amount of information at one time before becoming overloaded.
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  • Better learning happens when this occurs.
  • Gamification has been shown to relieve stress and clear the brain of distractions.
  • “If you play Angry Birds or some other game on your mobile or laptop, you are not thinking about what you are making tonight for dinner. You are thinking about what is going on in the game,” she says.
  • incorporate learning in that experience, it causes a hyper focus on the key learning point.”
    • dsatkins1981
       
      Some in the field of brain science are finding that multitasking is actually detrimental to task-quality. In other words, each additional task you undertake decreases the quality of your focus on all tasks exponentially and therefore decreases each resultant product. Hyperfocus for limited periods may be much more inline with the way the brain wants to work.
  • on a psychological level, losses can be twice as powerful as gains
  • Individuals will keep playing
  • relieves cognitive overload
  • forges an emotional connection
  • individuals would rather avoid losses than acquire equivalent gains.
  • an individual would prefer to not lose $5, as opposed to finding $5.
  • Users who earn or receive awards as a result of gamification do not want to lose them and, thus, will continue playing in order to retain them.
    • dsatkins1981
       
      Like sonic the hedgehog losing rings? I like it. On the other hand, what about the evil of our day: microtransactions? Where does that come into play and what are the risks of abuse by designers of gamification in education?
Martin Burrett

Wondermind - Play games & explore your brain - 0 views

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    A beautifully made science site of games to teach you about the brain. http://ictmagic.wikispaces.com/Science
Martin Burrett

The Great Brain Experiment - 0 views

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    This is a fun Android and Apple app from University College London were players complete a range of games to exercise the brain cells and provide researchers with real, but anonymous data to use in their study. http://ictmagic.wikispaces.com/Science
David McGavock

TheBrain :: Application Videos and Templates - 21 views

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    This section features video recordings of webinars showing how to apply PersonalBrain. You may also download the BrainZips and browse the example Brains online. For instructional videos, see the tutorials section. Business and Technology Applications * Project Management * Sales and Business Development * Presentations and Meetings * Company Operations & Client Management * Market Research and Product Design * Engineering and IT Management * Job Seekers and HR Professionals Personal Organization, Creative and Education Applications * Getting Things Done * Autobiographical Brain * Inspirational Ideas * Writing and Creative Projects * Self Learning and Education
Helen Otway

Whole Brain Model (Herrmann) - 0 views

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    A model for whole brain learning and the implication on teaching.
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Thomas Galvez

Revenge of the Right Brain - 0 views

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    Article written by Daniel Pink for Wired Magazine. Sums up some of the key points in "A Whole New Mind." How can technology be used to promote right brain abilities?
Tero Toivanen

Exercise | Brain Rules | - 0 views

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    How to exercise the brain.
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