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. 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. It has been learned. The brain has several of different memory systems with their own pathways for retrieval. The more varied ways in which we teach and review, the more likely it is that what we teach is learned.
I've learned...
Learning
- Learning is 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. Those neurotransmitters are sent across synaptic gaps (space between neurons) relaying a message to the receiving neuron. This is known 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).
- Repeating the communication between neurons (with practice or repetition) causes them to produce more building materials to make more dendritic branches. The network expands.
- This physical change in the brain results in LTP (long term potentiation or long term memory). 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." It physically changes with new learning and experience. The brain's ability to change or "rewire" with new experience is known as neuroplasticity.
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 are discarded and do 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 can hook to something learned previously, new connections 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 emotional.
- 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.
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. The hippocampus plays a big role comparing new information with what has already been established. It searches for patterns or neural networks that already exist that it might connect with. If it finds something, it physically wires the new information to create a new updated pattern of connections. New learning physically changes the brain.
- This new configuration is sent to the prefrontal cortex. Once this new pattern becomes hard-wired, really "learned," or "automatic" it is available for use.
- We are forever creating new patterns of connections, changing and growing to meet needs and achieve goals.
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 (gamma-aminobutyric acid) are two essential 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 neurotrophic 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 to 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 I use what we know about learning and memory to create multi-sensory experiences for students?
How can I help students understand how they learn to help them build a foundation of grit and feel powerful in the process.
How can I help students understand how they learn to help them build a foundation of grit and feel powerful in the process.