Lone Star College The New Science of Learning

What Research Can Tell Us
about Teaching and Learning

• Developed by Terry Doyle
• Professor Emeritus Ferris State University
• CEO Learner Centered Teaching Consultants
• [email protected]
• Slides will be available at
www.learnercenteredteaching.wordpress.com
Our Students Data Filled World
• 2.5 billion gigabytes of data • While I was reading this slide
produced each day. there were 530,000 google
searches and 1,184,000 you tube
videos viewed
• 4 billion google searches daily.
• 10 billion you tube videos viewed

daily.
The Pace of Change Our Students Face
Today’s chip when compared to the 1971 Intel processor chip( 4004)
• Today’s chip has 3500 times more

performance
• Is 90,000 times more energy efficient
• Is 60,000 times lower in cost
( Brian Krzanich Intel CEO)

If the same pace of change had happened to a
Volkswagen Beetle of 1971
• Todays beetle would need to go

300,000 mph
• It would need to get 2 million miles

per gallon
• It would cost 4 cents

• ( Brian Krzanich Intel CEO)
The Growth of Knowledge/New Books Published
• In 2017 according to United

Nations Educational,
Scientific and Cultural
Organization there were 2.5
million books published
worldwide.
The Speed of Change/3D Printing
• In the past creating a new part could take two years from when you first had the
idea.
• Now using a 3D printer you can design it, send it to the printer and the part
appears before your very eyes—you can immediately test it as many times as
you want in one day making changes and getting a new printed part and with in
a week you have the new part.
Luana Lorio director of the GE three-dimensional

manufacturing unit
Here is our Professional Obligation
We must follow where

the research leads us
even if it makes us
uncomfortable or
results in major changes
in our teaching
practices.
Here is Our Challenge?
We as teachers can’t make

informed decisions about which
teaching approaches or tools to
use if we don’t first understand
how our students learn.
Here is Our Challenge?
To understand how our students
learn we must understand how
their brains take in, process, and
retrieve information as well as the
numerous factors that affect these
processes.
Key Teaching Questions
1. What Content Should We Teach?
What would make us happy that

our students still knew and could
apply from the content and skills
of our courses a year later?
2. What can students do on
their own?
What knowledge and skills do

students need our help to
learn and what can they look
up and learn on their own?
3. What are the best ways to
facilitate our students’
learning?
What teaching actions

optimize the opportunities for
students to master the learning
outcomes of our courses?
An Old School View of Learning
The Definition of Learning
Learning is essentially a
process of neurological
change; as we absorb new
skills and information, neurons
form new connections and
prune back others, and the
brain as a whole recalibrates its
networks and activity patterns.
(NY Academy of Sciences)
www.virtualgalen.com/.../ neurons-small.jpg
Teachers’ Definition of Learning
Learning is the ability to use information after

significant periods of disuse
and
it is the ability to use the information to solve
problems that arise in a context different (if only
slightly) from the context in which the
information was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)

Basic Finding from
Neuroscience Research about Learning
It is the one who does the work

who does the learning ( Doyle , 2008).
What Instructors Don’t Control about
the Learning Process
• Exercise
• Genes • Prior knowledge*
• Family life • Language skills*
• Home environment • Work Ethic
• Stress levels • Financial situation
• Sleep • Other priorities
• Diet • Mindset
• Hydration • Learning strategies/disabilities
What Instructors Do
Control about
• Our emotional readiness to
teach and the use of emotion
to promote learning.
Teachers Control the
Use of Emotion
• “Emotion promotes brain
synchronization automatically
allocating everyone's attention
in the same direction by
generating a similar
psychological state that
prompts us to view and act in a
similar manner.”
• ( Nummenmaa, 2014)
Emotion and Learning
• “When our students share an emotional
connection they have a context that can
add to their understanding”
• “Emotion = physiological state of the

listener to the teacher—making it more
likely the listener will process incoming
information in a similar manner to how
the teacher sees it.” (Nunmmenmaa,
2014))
Emotions and
Learning
If we are excited about
our content students
are more likely to be
excited about our
content
Emotions and
Learning
• Our brains evolved to see
emotional information as
important information
• Students needs to see our

content as something that
can do them good
otherwise their brains are
designed to avoid things
that can do them( harm)
waste their time, not
relevant or useful.
• ( Sharot, 2017)
Emotions and
Learning
• Anticipation of good
things elicits action—
we are built to
associate forward
action with a
reward—not with
avoiding harm.
• Rewards are simply

more effective than
punishment in
producing learning.
(Sharot, 2017)
What Else Do
Instructors Control
about
• Our level of organization
and planning
• The quality of our

learning activities,
assessments and content
• Respect we have for

students
What Instructors Do
Control about
• Our accessibility to
students
• The level of
challenge/expectation
• The level of support of
the learner
• Level of overall
preparedness
• Quality and timeliness of
feedback
• The learning
environment of the
classroom/online
Faculty Can Make a Significant Difference
Gallup-Purdue Index survey (2014) of 30,000 college
graduates found the most important combination of factors
in a successful college experience were:
1. A professor who cared about me as a person

2. A professor who made me excited about learning
3. Finding a mentor who encouraged me to pursue my
dreams
Relationship with Faculty
• The same Gallup-Purdue

survey found that success
and happiness in life was not
tied closely to grades or how
much someone learned in
college but to their
relationship with faculty.
What Do We Know About the Learning Process?
Learning is Enhanced by Movement
Natural selection developed a
human brain to solve problems of
survival in outdoor, unstable
environments while in almost
constant motion.
A brain in motion is a brain better

able to learn.
(Medina, 2008)
Moving to Learn
• A growing body of evidence

suggests we think and learn
better when we walk or do other
forms of exercise.
Rhodes, 2013
Movement and Learning
• Even mild movement, like

walking, sitting on balance balls
or working a stationary bike all
improve learning.
• Try walking discussion groups!
Ratey, 2013
Attention Drives Learning
Attention is almost magical in

its ability to physically alter the
brain and enlarge functional
circuits.
(Merzenich and colleagues, UCSF, 2011)

Attention and Learning
When we attend to something

we are readying various cognitive
process we may need for
learning.

Keeping Students’ Attention
Neuroscientists have a saying:
Emotion drives attention and
attention drives learning—this
makes Attention the key to
learning.

General Consensus about
Attention Capacity
Attention capacity refers to the extent
that one can allocate their processing
resources.
One’s arousal level

meaningfulness/relevance/interest
Type of task
new vs. automatic
How people allocate attention

guided by previous experiences
Emotions and Learning
The emotional engagement

pathway is effective in capturing
and sustaining attention.
(LeDoux, 2003)
Dopamine is the Reward for Learning
Dopamine is there to reward your
brain for learning new information,
or engaging in new experiences.
Without dopamine, you would not

be interested in learning or trying
new things.
(LeDoux, 2003)
Emotional Contagion
• ”A process in which a person or
group influences the emotions or
behavior of another person or
group through the conscious or
unconscious induction of
emotion states and behavioral
attitudes".
• Schoenewolf, G., (1990). Emotional contagion: Behavioral

induction in individuals and groups.' 'Modern Psychoanalysis;
15, 49-61
Emotion and Memory
Emotional arousal organizes and

coordinates brain activity (Bloom, Beal
& Kupfer 2003)
When the amygdala detects

emotions, it essentially boosts
activity in the areas of the brain
that form memories (Phelps,2004)
Short Term Stress Impairs Learning
Acute stress activates selective
CRH molecules (corticotropin)
releasing hormones, which
disrupt the process by which the
brain collects and stores
memories. (Baram,2010)
A Learner Needs a Clear
Rationale for Learning
Purpose of College
To help students become life long

learners.
To help students gain employment

and keep that employment.
Meet the survival needs of the College

learner.
Developing a Clear Rationale for Learning
1. Why do we want them to learn this?
2. How does it advance students’ skills or

understanding?
3. Why is it part of this degree program?
4. How does it fit with the students

degree or job goals?
5. What challenges would students face

without this skill or knowledge?
Why does rationale matter?
• Our brain prioritize. Students
are less likely to be bored or
prioritize other learning
when they understand how
the new learning matters to
them.
(Brown, Roediger and McDaniel 2014)

Fix Prior Knowledge Deficits
• The brain’s goal is to find
established patterns of learning
with which to connect new
learning. (Ratey, 2013)
• The more prior knowledge a

students has the easier new
learning usually is for them.
Fix Prior Knowledge Deficits
• Deficits in prior knowledge need

to be repaired in order to
enhance the likelihood of new
learning.
Fix Prior Learning Deficits
• Assessment of prior knowledge
• Tutoring or supplemental work
• Online learning activities

Feedback to Students
• Giving students regular feedback
as to their successes and
challenges, failures and errors is
crucial for students if they are to
improve their learning and study
practices.
• The value of feedback in

improving students’ learning
increases when it is given quickly
following a learning or
assessment activity.
• The more specific and detailed

the feedback the greater use it
will have to students.
Four Crucial Ways Students Need to Ready their
Brains for Learning
Hydration
• Drink water first thing in the

morning
• Men 125 ounces per day

• Women 91 ounces per day
• Drink when thirsty/no 8 glasses a

day
Mild Dehydration and Learning
• Even mild dehydration can alter a
person’s mood, energy level, and
ability to think clearly.
• Mild dehydration is defined as an

approximately 1.5 percent loss in
normal water volume in the
body. (Armstrong & Lieberman, 2011)
Diet and Brain Performance
Diet
Learners need a balanced diet and

need to eat before learning.
• Food(glucose) is the energy

source of the brain
Diet and Learning
For learners, the research on diet

implies that the contents and
timing of meals may need to be
coordinated to have the most
beneficial cognitive effects that
enhance learning.
Exercise Improves Learning Readiness
Exercise is the single most
important thing a person can do
to improve their learning.
(John Ratey, 2013, Spark, The Revolutionary New

Science of Exercise and the Brain)
Exercise Increases Attention
and Concentration
• Exercise directly stimulates
the dorsolateral prefrontal
cortices- the brain regions
responsible for:
• focus
• concentration
• organization
• planning
(Postal, 2015)
Exercise Boost the Brain’s
Ability to Learn
Exercise increases production of

neurotransmitters that help: Energy Calm
1. Motivation
2. Patience
3. Mood (more optimistic)
4. Attention
(Ratey, 2013)
Exercise Increases Production of BDNF
BDNF
(Brain-derived neurotrophic factor )
Enhances the wiring of neurons

which underlies all human
learning
Miracle Gro for the

(Ratey, 2008) Brain
ATTENTION PLEASE
• “Scientist have discovered a revolutionary new treatment
that makes you live longer. It enhances your memory and
makes you more creative. It makes you look more attractive.
It keeps you slim and lowers your food cravings. It protects
you from cancer and dementia. It wards off colds and flu. It
lowers your risk of hearth attack and stroke, not to mention
diabetes. You’ll even feel happier, less depressed, and less
anxious. Are you interested?”
• (Matthew Walker, 2017)

It is Sleep!
A Key to Your Students Success
• There are 17,000 well
documented studies that support
every claim made on the
previous slide.
Sleep, Memory and Learning
The World Health Organization has
declared a “ sleep loss epidemic”
throughout the industrialized
world.
Sleep and Learning
• Adults need 7 to 9
hours of sleep each
night .
• (National Sleep Foundation 2016, Dement, 2005)

The Power of Sleep
“Research on the role of sleep in hormonal,

immunological and learning and memory function
suggest that if you don’t get enough(sleep) you could—
besides being very tired—wind up sick, overweight,
forgetful and very blue.”(Strickgold, 2015)
Immediate Effects of Sleep Deprivation
•Poor attention
•Irritability
•Difficulty with memory
•Increased risk taking and

impulsivity
•Slowed reaction time
•Depressed Immune system

Effects of Sleep Loss—Long term
• If you routinely get less than 6-7 hours of sleep here is what happens
• 1. You demolish you immune system—doubling your risk of cancer.
• 2. Lack of sleep contribute to all psychiatric conditions especially

depression
• 3. It makes you fat—you eat more when sleep deprived
• 4. It shortens your life span

Car Crashes
• One person dies every hour in
the United State due to a car
crash caused by sleep loss.
• Car crashes due to sleep loss out

number all crashes caused by
alcohol and drugs combined.
Sleeps Affect on Learning and Memory
• Scientists have fortified evidence
that a key purpose of sleep is to
recalibrate the brain cells
responsible for learning and
memory
• So the lessons can be “solidified”

and used when awake.
• (Diering,2017)
The Brain when Your Asleep
• 1. The hippocampus sends all
important information to the
neocortex for memory storage.
• 2. The hippocampus gets rid of all

unimportant information so it is
ready to learn the next day.
• 3. The brain searches for every
possible connection it can find
for what has just been learned.
• 4. It consolidates newly learned

information with previously
learned information yielding new
insights to the learner.
• 5. It practices newly learned
motor skills improving the skill
level of the learner while they are
asleep.
When you don’t get enough sleep
• None of these vital process can
be completed when you don’t
get enough sleep.
• You are sabotaging

your learning
Learning and Memory are Enhanced when Multiple
Senses are Engaged
• Humans are powerful visual and

auditory learners—evolution
made certain of it.
(www.human-
memory.net/processes_encoding.html)
Learning and Memory are Enhanced when Multiple
Senses are Engaged
• Each sensory pathway creates its

own memory pathways —the
more senses used in learning the
more chances for understanding
and recall.
Teach in a Multisensory Way
• By using a multisensory
approach to instruction you
increase the chances of
making connections to
students’ background
knowledge/memories—thus
optimizing leaning
opportunities.
Our Brains Seek Patterns
• The brain is a pattern seeking

device. It seeks to connect new
information to existing patterns
of information.
( J. Ratey, 2001)
Patterns in Learning
• When we don’t recognize the
patterns we can get lost,
stressed, anxious or fearful.
Examples
• Reading your first research
journal.
• Traveling to a foreign country for
the first time.
Which of the following
slides is easier to
remember and WHY?
SLIDE ONE
4915802979
Slide Two
(491) 580-2979
What is the pattern in the next
slide.
Raise your hand when you find it.
Slide One
NRAFBINBCUSAMTV
Slide Two
NRA NBC FBI USA MTV

Clustering is One Key to Efficient
Teaching and Learning
Clustering is a type of patterning

used to organize related
information into groups.
Information that is categorized

becomes easier to remember and
recall.
Organize these Words to Make
them Easy to Recall
Clustering might help
olives, tomatoes, carrots, chicken, lettuce,

ham, grapes, beef, strawberries, spinach,
pork, plums, mangos, potatoes, onions, fish,
duck, broccoli, cheese, cherries, turkey.
Using Clustering to Make
Learning Easier
• Alphabetical—This is a familiar pattern but it doesn’t help very
much.
• Beef, carrots, cheese, cherries, etc.

A More Meaningful Clustering
• Lunch and Dinner—categorizing the food by familiar areas like lunch and dinner
gives it more meaning and makes it much easier to recall.
• Lunch a salad including lettuce, cheese, tomatoes, olives, carrots, spinach, broccoli,
onions, turkey, ham.
• Dinner a fruit salad with plums, strawberries, mangos, grapes and cherries.
• Choices of duck, chicken, beef, fish or pork with potatoes.

Patterns in Reading Textbooks
90 % of the time the first sentence
of a paragraph is the Main Idea.
Main Ideas are almost always

followed by significant details—
details clarify or support MI’s.
Examples make up ½ of all textbook

material.
Common Patterns for Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students’ own words

Own words equals better learning
• Dunlosky and his colleagues
investigated ten different
learning strategies and one
consistent finding was that
anything that required learners
to put things into their own
words resulted in better learning
(Dunlosky, et al., 2013)
Prior Knowledge and Pattern Recognition
• Expectations that certain patterns

will exist can cause students (and
professionals) to fail to see the
actual patterns that exist.
• Example:
• Misdiagnosis of patients
Actions that Improve Memory
Formation and Recall
1. Attention
2. Prior knowledge
3. Spaced learning
4. Naps and wakeful rest
5. Sleep
6. Wanting to remember
7. Distributive practice
8. Elaboration
9. Interest
Factors Impacting Recall
1. Number of memory pathways
2. The number of senses used in the

learning process
3. The strength of the memory
4. The cue that is given to spark the recall
5. Was the information learned as a part

of a whole idea or concept
Keys to Remembering
Three Rules
1.Repetition over time

(distributive practice)
2.Elaboration of material
3. Wanting to remember
How to Strengthen Memories
• To strengthen our memories it is
vital to recall from memory what
we have learned rather than just
looking/reading it over.
• Every time learning is recalled

the memory gets stronger and
faster (LTP).
(Schacter, Seven Sins of Memory, 2001)
Keys to Memory Formation
• The more elaborately you encode
new information at the moment
of learning the stronger the
memory—make it detailed,
multifaceted and emotional.
• (Squire and Kandel, 2000)

• The same neural pathways used
to process new learning are the
same ones used to store it.
• So the initial moments of

learning are crucial to helping us
to recall what we learned.
(Squire and Kandel, 2000)

• The quality of our initial encoding
of new learning is the greatest
predictor of later learning
success.
(Squire and Kandel, 2000)

Learner’s Mindset and Learning
• Dr. Carol Dweck spent 30 years
developing the theory of
mindset.
• A mindset is belief a person has

about their intelligence and
abilities.
Growth or Fixed
• Dweck’s work found that only
two belief systems developed in
learners.
• In each learning situation

learners either saw their
intelligence as fixed at birth—
hence a Fixed Mindset.
These learners see people as
being born either smart
average or below average and
that is just the way it is.
Growth Mindset
OR
• Learners see intelligence as
malleable and changeable and
that a person never knows how
smart they might become.
• You get smarter your whole life.

Students’ Mindsets
• Our students’ mindsets begin in
middle school or even before.
• Correlated with the time when

students, for the first time, are
confronted with more difficult
academic tasks.
Students’ Mindsets
• Students begin to see clear

differences between themselves
and other learners.
• A mindset is situation specific.

Fixed in one area---- growth in
another.
Growth Mindset
In a growth mindset students
believe their intelligence and
abilities can be enhanced through
hard work and practice.
They see failure as a result of a lack

of effort or a poor strategy (not
intelligence) and it is something to
learn from.
Fixed Mindset
In a fixed mindset
students see their
intelligence reflected in
their performance.
(Dweck, 2006).
The famous—”I’m not good at

math.”
Fixed Mindset
Fixed mindsets believe they
either shouldn’t need to work
hard to do well
or
putting in the effort won’t make
any difference in the outcome.
Growth Mindset
Students are willing to take

learning risks and understand
that through practice and effort
their abilities can improve.
Mistaking Fixed
Mindset for
Laziness
• It is easy to mistake a
fixed mindset for the
student not caring or
being lazy.
• In fact, it is helpful to
look for these behaviors
as a way to identify a
student with a fixed
mindset.
Technology and Learning
Serious Games
A serious game is a game designed

for a primary purpose other than
pure entertainment.
The "serious" adjective refers to

products used by industries like
defense, education, scientific
exploration, health care, emergency
management, city planning,
engineering, religion, and politics.
Serious Games
• There is a growing body of research on the effectiveness of online
games as learning tools. In her review of the peer-reviewed
material from the last ten years, Mary Jo Dondlinger concludes---
• “there is widespread consensus that games motivate players to

spend time on task mastering the skills a game imparts…[A]
number of distinct design elements, such as narrative context,
rules, goals, rewards, multisensory cues, and interactivity, seem
necessary to stimulate desired learning outcomes.”
Serious Games in Higher Education
• Give psychology students a way to
understand mental illness
• Stage a play in the “original” Old
Globe Theater
• Teach hedge fund management
• Accelerate time for science
experiments
• Teach Arabic language, culture and
customs
• http://www.adobe.com/resources/elearning/pdfs/serious_games_wp.p
df
Virtual Textbooks
The Future is Here--Almost
Click on any bar in the timeline,
and that bar expands to a list of
images, which in turn are linked
to video about that artist.
That's key, because, like a great

documentary, it makes learning
about what can be a fairly
narrow subject into something
painless.
Art Textbook
Explore Virtual Textbooks
• http://plc.cwru.edu/tutorial/enhanced/files/textbook.htm
Simulations and Models
• The ability for students to engage
in a virtual world using
simulations of the real world
problems is a big step forward in
enhancing learning.
• Visit the Concord Consortium

Cognitive Enhancement
Meditation
The training has shown success in

enhancing mental agility and
attention by changing brain
structure and function so that
brain processes are more
efficient, the quality associated
with higher intelligence (Neuroscientist
Amishi Jha of the University of Miami)
Caffeine + Sugar and Learning
The combination of caffeine and
sugar enhanced attention,
learning and memory.
Improves cognitive performance in

terms of sustained attention and
working memory by increasing the
efficiency of the areas of the brain
responsible for these two functions.
(Grabulosa, Adan, Falcón, and Bargalló, 2010 reported in the journal Human
Psychopharmacology: Clinical and Experimental
Nicotine Promotes Cognitive Enhancement
Nicotine enhances attention—
that key driver of neuroplasticity
Scientists at the National Institute on
and cognitive performance in Drug Abuse reported in a 2010
both smokers and nonsmokers. analysis of 41 double-blind, placebo-
controlled studies.
Nicotine has significant positive
effects on fine motor skills, the
accuracy of short-term memory,
some forms of attention, and
working memory, among other basic
cognitive skills.
(Martha Farah, University of Pennsylvania)
Adderall has Cognitive Benefits
There are cognitive benefits of
stimulants like Adderall , at least
in some people for some tasks.
Enhance the recall of memorized

words as well as working
memory, which plays a key role in
fluid intelligence.
(Martha Farah of the University of Pennsylvania)
Adderall
Adderall has stronger effects on
the prefrontal cortex and can
therefore improve concentration
and minimize fatigue much more
so than caffeine.
Adderall has Side Effects
Adderall is not without health
risks.
Side effects include difficulty

sleeping, seizures, high blood
pressure, loss of appetite,
depression, and many others.
Modafinil
• A new analysis of the research
revealed it does improve
planning and decision making,
flexibility, learning and memory,
and even creativity.
•
http://www.dailymail.co.uk/health/article-3204567/Smart-drugs-
really-work-Pills-taken-fifth-university-students-improve-memory-
learning-raising-ethical-questions.html#ixzz3rrs0gfvg
Modafinil
• Professor Guy Goodwin, President
of the European College of
Neuropsychopharmacology (ECNP)
said:
• “This overview suggests that, on
current evidence, modafinil
enhances cognition independent of
its known effects in sleep
disordered populations”.
Modafinil
• However, they can have worrying
side-effects — including
headaches, irritableness, vomiting,
irrational behavior, tremors,
palpitations and broken sleeping
patterns
• http://www.dailymail.co.uk/health/article-3204567/Smart-drugs-really-work-Pills-taken-
fifth-university-students-improve-memory-learning-raising-ethical-
questions.html#ixzz3rrsbXCwZ
Cognitive Load and Student Learning
3 Parts
1. Intrinsic load
This is the effort required for a
student to understand a concept–
Teachers can’t do a lot about this.
(Sweller, 1988)
2. Germane mental load
This is the load do to the pedagogy and

activity relevant to schema formation.
• PBL is high cognitive load
• Lecture is low cognitive load
• (Sweller, 1988)
3. Extraneous Mental load
• These are activities not relevant

to schema formation.
• Distractions, poor
communication, poor humor.
(Sweller, 1988)
Information overload is not just a
metaphor it is a physical state.
When learning is important we

need to turn the information
faucet down to a trickle.
(Nicholas Carr, What the Internet is doing to our Brains, 2010)

Metacognition Skills and Learning
• Metacognition consist of two
basis process occurring
simultaneously: monitoring your
progress as you learn, and
making changes and adapting
your strategies if you perceive
you are not doing well.
( Winn& Snyder, 1996)

Suggestions for Building Metacognition
• When learners succeed at tasks

of any kind, focus their attention
on and label the thinking skills
they used.
• (By permission E. Vockell, Educational

Psychology)
• Provide feedback on the degree
to which learners have evaluated
their comprehension correctly.
• Emphasize not only knowledge

about strategies, but also why
these strategies are valuable and
how to use them.
• Be aware that students may not

transfer thinking strategies far
from the original setting, unless
they are guided to do so.
• (By permission E. Vockell, Educational

Psychology)
Slow Down and Take a Break
• “ when you pause “ you start to reflect, you start to rethink your
assumptions, you start to reimagine what is possible, and most
importantly you start to reconnect with your’ most deeply held
beliefs. Once you have done that you can reimagine a better path.”
Dov Seidman, CEO of LRN ( advises global business on ethics and

leadership)
Bibliography
• REFERENCES
• http://www.brainadvance.org/ Allen, Corinne (Water and Brain health,
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives (Complete ed.). New York,
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Lone Star College The New Science of Learning

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What Research Can Tell Us

about Teaching and Learning

• 10 billion you tube videos viewed

• Today’s chip has 3500 times more

• Is 90,000 times more energy efficient

• Is 60,000 times lower in cost

( Brian Krzanich Intel CEO)

• Todays beetle would need to go

• It would need to get 2 million miles

• It would cost 4 cents

• In 2017 according to United

Luana Lorio director of the GE three-dimensional

We must follow where

We as teachers can’t make

1. What Content Should We Teach?

What would make us happy that

What knowledge and skills do

What teaching actions

Learning is the ability to use information after

(Robert Bjork, Memories and Metamemories, 1994)

It is the one who does the work

• “Emotion = physiological state of the

• Students needs to see our

• Rewards are simply

• The quality of our

• Respect we have for

1. A professor who cared about me as a person

• The same Gallup-Purdue

A brain in motion is a brain better

• A growing body of evidence

• Even mild movement, like

• Try walking discussion groups!

Attention is almost magical in

(Merzenich and colleagues, UCSF, 2011)

When we attend to something

(Merzenich and colleagues, UCSF, 2011)

(Merzenich and colleagues, UCSF, 2011)

One’s arousal level

How people allocate attention

The emotional engagement

Without dopamine, you would not

• Schoenewolf, G., (1990). Emotional contagion: Behavioral

Emotional arousal organizes and

When the amygdala detects

To help students become life long

To help students gain employment

Meet the survival needs of the College

2. How does it advance students’ skills or

3. Why is it part of this degree program?

4. How does it fit with the students

5. What challenges would students face

(Brown, Roediger and McDaniel 2014)

• The more prior knowledge a

• Deficits in prior knowledge need

• Assessment of prior knowledge

• Tutoring or supplemental work

• Online learning activities

• The value of feedback in

• The more specific and detailed

• Drink water first thing in the