Learning & Memory
Memory is the ability to retain information in the brain for later retrieval and use.The brain is stimulated with input. This stimulation could come from an experience or a brainstorm. Input is organized. Information travels electrically and chemically from one neuron to the next creating new synaptic connections. Memory is formed. LTP (long-term potentiation) means that the pieces are in place for later retrieval. The brain has a number of different memory systems with their own pathways for retrieval.
I've learned...
Learning
- Learning is basically an electrical and chemical connection made between neurons in our brains.
- When we are learning something new a neuron is stimulated electrically to release neurotransmitters. That neurotransmitters are sent across the synapse (space between neurons) to relay a message to the dendrites in the receiving neuron. This is referred to as the "firing" of neurons. When the message is received a connection has been made. This begins the building process of neural networks (neurons firing and wiring together to create lasting memories). The more and varied ways in which we can get neurons to fire, the more likely they are to wire together for lasting learning or memory.
- Repeating the communication between neurons (with practice or repetition) causes them to produce more building materials to make more dendritic branches.
- This physical change in the brain results in LTP (long term potentiation or long term memory) a memory has been created or wired, creating a neural network specific to what has been learned. In this way the brain is said to be "plastic" physically changing with new learning and experience.
Memory
- Memory is a process that uses many parts of the brain. There are multiple locations for memory.
- There are different levels of memory – sensory memory, working memory and long term memory.
- Sensory memory includes everything that comes through our senses. Most is discarded and does not pass through to working memory.
- Working memory remembers moment to moment. When information is taught working memory is activated. It works like a gatekeeper. The brain decides what to keep and what to let go.
- Working memory has a shelf life of about 18 seconds. If something new is able to hook to something learned previously new synapses are formed or synapses are strengthened/reinforced. This makes the memory stronger.
- Working memory has a small holding capacity and if we try to load too much in at one time some information will be overwritten and lost before it gets a chance to make it to long term memory.
- There are 2 types of memory - explicit and implicit.
- Explicit memory is conscious knowing. Explicit memory has two pathways for storage and retrieval – semantic and episodic
- Implicit memory is unconscious and automatic. Implicit memory also has two pathways for storage and retrieval – procedural and reflexive.
- Certain brain chemicals can improve or inhibit memory and recall if released at the time of learning.
- Memories can be impacted by nutrition, exercise, and emotional states.
- For something to be stored in long-term memory and be easily retrieved the synaptic connections must be strengthened with more dendritic branching. This can be done by creating learning experiences that tap into all four pathways to memory - semantic, episodic, procedural and reflexive.
- Because memories are stored in different locations and much has to do with how it is learned a multi-sensory approach with attention to using all four pathways to memory when creating learning experiences will increase the likelihood of information being stored for the long term for a greater percentage of students.
Learning & Memory - The Parts & Basic Process
- When someone has a new experience the new information begins in working memory.
- Working memory gives the new learning an emotional tag and sends it to the hippocampus, which compares this new information with what has already been established. It searches for patterns or neural networks that already exist that it might connect this new information to. If it finds something it physically wires the new information in to create a new pattern of connections.
- Then the hippocampus sends this new configuration to the prefrontal cortex. Once this new pattern becomes hard-wired, really “learned,” or "automatic" it gets shipped back down and is stored in the basal ganglia, cerebellum and brain stem.
- This allows the rest of the brain to keep creating new patterns of connections, forever changing and growing to meet the needs of its owner.
The Workers - Neurotransmitters & Factors
- As educators, having a working knowledge of the brain chemicals involved in the learning process enables us to plan experiences that help make learning more efficient and long lasting.
- Billions of neurons communicate with each other all the time through electrical signals and chemical neurotransmitters.
- Glutamate and GABA (gama-aminobutyric acid) are two very important neurotransmitters to the learning process.
- The neurotransmitters serotonin, norepinephrine, and dopamine are important in keeping a balanced state of emotion to make learning easier.
- BDNF (brain derived neurotropic factor) is a protein that builds nerve cells and keeps them working efficiently. It actually helps grow the dendrites needed to build the neural networks necessary for learning. It also improves the signal strength between neurons, making it easier for them communicate. John Ratey, author of SPARK - The Revolutionary New Science of Exercise and the Brain refers to BDNF as “fertilizer for the brain.” It makes neurons work better, increases their growth, and protects them from dying.
- IGF1 (insulin-like growth factor) works with insulin to deliver glucose to working muscles. In the brain, IGF1 works with BDNF to signal neurons to produce more serotonin for calming, more glutamate for signaling, and make more BDNF receptors for all the new growth.
- VEGF (vascular endothelial growth factor) and FGF (fibroblast growth factor) both help with neurogenesis (building bigger/more connected neurons).
How can teachers use what is known about learning and memory to create multi-sensory experiences for students?
How can we help students understand how they learn in an effort to help them build a foundation of grit and adopt a growth mindset?
How can we help students understand how they learn in an effort to help them build a foundation of grit and adopt a growth mindset?
Thoughts & Strategies
CREATING MORE CONNECTIONS BETWEEN DISCIPLINES
I used to think of the inside of my brain is like a computer circuit board. I input new information and save it, creating a route for retrieval. By following the same pathway the information will be there when I need it again. If I forget to save, miss a keystroke, or do something incorrectly the information could be lost. The more information I put in, the more pathways for retrieval I create. Saving information to a computer’s hard drive is simple and done the same way each time. With one stroke of a key they are cemented. As long as I have done everything correctly the information will be there when I need to call it up again. But unlike the computer, when a new memory is created in my brain the synapses and pathways are new and may or may not be strong enough to last so that I can retrieve the information later. The more and varied ways I review the information the more likely it is that the information will be able to be recalled. I can create "neural forests" related to whatever I want to "really" learn. If education were a game and there were winners and loser, the teacher who could create the most synapses would win. Instead of a competitive game, I believe we should look at education as a cooperative endeavor with teachers working together to make more connections between disciplines. If we take the time to understand how long term memories are formed and then skillfully and purposefully develop experiences built on the principles of brain compatible learning our students will be more likely to retrieve what we’ve taught indicating that it was truly learned. Furthermore, if we take the time to cross disciplines to see how many connections we can make between subject areas we help students create more connections and build stronger more connected memories.
I used to think of the inside of my brain is like a computer circuit board. I input new information and save it, creating a route for retrieval. By following the same pathway the information will be there when I need it again. If I forget to save, miss a keystroke, or do something incorrectly the information could be lost. The more information I put in, the more pathways for retrieval I create. Saving information to a computer’s hard drive is simple and done the same way each time. With one stroke of a key they are cemented. As long as I have done everything correctly the information will be there when I need to call it up again. But unlike the computer, when a new memory is created in my brain the synapses and pathways are new and may or may not be strong enough to last so that I can retrieve the information later. The more and varied ways I review the information the more likely it is that the information will be able to be recalled. I can create "neural forests" related to whatever I want to "really" learn. If education were a game and there were winners and loser, the teacher who could create the most synapses would win. Instead of a competitive game, I believe we should look at education as a cooperative endeavor with teachers working together to make more connections between disciplines. If we take the time to understand how long term memories are formed and then skillfully and purposefully develop experiences built on the principles of brain compatible learning our students will be more likely to retrieve what we’ve taught indicating that it was truly learned. Furthermore, if we take the time to cross disciplines to see how many connections we can make between subject areas we help students create more connections and build stronger more connected memories.
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CROSS-DISCIPLINARY PRACTICES
Alex Sarian talks about the powerful practice of integrating the arts in education.
Alex Sarian talks about the powerful practice of integrating the arts in education.
