Human Brain Study Guide

Human Brain Study Guide

Objectives:

●     Identify the main parts of the brain and their functions

●     Explain how the brain develops

●     Describe how learning occurs from a neuroscience perspective

●     Discuss ways to apply neuroscience in the classroom

Key Terms:

Online:

Frontal Lobes – one of the main structural divisions of the brain located at the front part of the brain. It performs executive functions, attention, planning, consideration of consequences, problem solving, critical thinking, abstract thinking, etc.

Temporal Lobes – located above the ears. They help a person remember the things they see and hear within long-term memory.

Parietal Lobes – The area of the brain that plays a part in touch, pressure, and temperature (sensation).

Occipital Lobes – It is located at the rear of the head and responsible for sight.

Cerebellum – helps monitors and regulates motor behavior such as eye movement, tracking of moving objects, as well as coordination and balance in behaviors that are really fast, such as running. It is often referred to as “little brain”. It is located at the rear of the brainstem 

Hippocampus – the part of your brain that is vital for formation of memories.  

Amygdala – involved in processing emotions and fear.

Broca’s Area – It is involved in the production of oral and written language as well as language processing and comprehension.

Wernicke’s Area – Involved in language comprehension.

Corpus Callosum – control’s movement from the opposite side of the body and also specializes in performing specific cognitive and perceptual functions.

Prefrontal Cortex – the front part of the frontal lobe

Textbook pages 34-37:

Neuron – the tiny structures that sore and transmit information

Synapse – tiny spaces between neurons. Chemical messages are sent between these spaces.

Pruning – to remove any unused neurons. It is necessary to support cognitive development.

Myelination – an insulating fatty covering an axon neuron fiber. It makes message transmission faster and more efficient.

Plasticity – the brain’s tendency to remain adaptable

Online:

Neurotransmitters – chemicals that send messages from one brain cell to another

Long-term Potentiation – connects neurons in a temporary pathway. As the temporary pathway is used more it becomes stable and stronger until the pathway is automatic.

RAD Teaching – R stands for Reticular Activating System. We need to create activates through novelty, physical activity, stimulation, attentive focus, color, surprise, etc. A stands for Amygdala. Emotional stress will determine the path information will take. D stands for Dopamine. It is a feel-good chemical and is high when we are happy and engaged.

Whole Brain Teaching – a method that integrates an effective classroom management system with learning approaches that tap the way your brain learns best. It is derived from neurolinguistic descriptions of the functions of the brain’s left and right hemisphere.

Label the diagram below (include dendrites, cell body, axon, myelin, axon terminals, and synapse)

            Use text boxes in Word to do this

Summary:

The brain controls everything you do and is the most important part of your body. It is where learning, thinking, and feeling occur. When you think, you are using the cellebrum. Short term and long term memory live in the cellebrum. Neurons send messages called neurotransmitters back and forth to the brain and the body. It does this over and over and the brain makes connections. As these connections are made the brain remembers how to do this and eventually it becomes automatic for the brain. Poor diet, lack of sleep, heat/cold, emotions, etc. can affect the ability of the brain. It is important to understand the implications this has on the brain so that you can teach students effectively.

Application Questions:

1. How does learning occur in the brain? What implications does this have for teaching?

Learning happens through a network of neurons. The information is transmitted by synapses along the neural pathway. Information is stored temporary in short-term memory as information is transmitted along this neural pathway. Once the information is processed in short-term memory the neural pathway moves the memory to the structural core. The structural core contains existing memories and stores long-term memory. This can have implications for learning. When learning new things, they are strengthened in our brain through frequency and repetition. The more something is practiced and rehearsed the easier it is for the brain to transmit the experiences to our brain and store them for future references.

2. How will your understanding of adolescent brain development impact how and what you teach?

Understanding of how the adolescent brain has helped me think of ideas to increase learning in the classroom. I know that teenagers are emotional and need social interactions. By providing a safe environment where the student feels like they are having fun and enjoying themselves their brain will be more responsive. I can also encourage social interactions by providing group activities that reinforce the concept but allows them to be social. Some of these interactions can contain visual elements that will also increase the chance of it being retained.

3. What 3 fascinating things did you learn from the discussion about the brain and education (i.e., sleep, nutrition, exercise, etc.) and how will they impact you and your teaching?

1.      One thing I learned that I found interesting was that teenagers are impacted by a change in their circadian rhythms. It explains why teenagers want to “sleep all the time.” From my own experiences it will help me understand what is going on with them and try to do things throughout the class period that will keep them engaged and awake.

2.      I always thought missing a meal just was not healthy for me. After reading someone’s post about the effect’s it has on your memory I realize that eating healthy and regularly isn’t just for your physical health but your mental health. It makes me want to try to keep healthy snacks in my classroom for students who miss breakfast or lunch.

3.   I did not know how executive function impacts the connections between past experiences and present decisions. It was interesting me to me that one disconnect with the executive function can cause a learning disability. I understand this is very important to me as an educator. I will need to implement strategies to help children that have challenges with executive function.