This document discusses neuroeducation and provides information on neuromyths and neurofacts. It begins by outlining several common neuromyths such as the myth that we only use 10% of our brains. It then discusses several neurofacts supported by research, including that learning is enhanced by an appropriate level of challenge and inhibited by threat, attention determines what is encoded in long-term memory, and reflection is required to integrate new concepts into long-term memory. The document encourages discussion of how these neurofacts can inform course design and concludes by noting emerging disruptive technologies may impact neuroeducation.

1. NeuroEducation
Myths and Facts
Tracy King, MA, CFD

2. How do you know what you know?

3. How do you know what you know?

4. How do you know what you know?

5. Emerging Field
Que? What?

6. Players

7. Key Points
 NeuroMyths / NeuroFacts / NeuroFuture

8. Your Turn
 Pick a partner
 Table talk topics:
◦ Introduce your self & where you are from
◦ Identify which of the main points is most
interesting to you and your work
 2 minutes

9. NeuroMyths
Myth 1: We
only use 10%
of our brains

10. NeuroMyths
Myth 2: The brain’s
structure & potential
is determined by age 3
Photo credit: Flickr / Hopefuldz9er

11. NeuroMyths
Myth 3: We are capable
of multitasking

12. Your Turn
 Pick a partner
 Table talk topics:
◦ Which additional Neuromyths do you know
about?
◦ What approaches might you use to address
myths in course design?
 3 minutes

13. NeuroFacts: Stress
Fact: Learning is
enhanced by challenge
and inhibited by threat.
Photo credit: Flickr / Rebecca-Lee
• If a learner feels
threatened or unsafe
(whether physically or
emotionally), the stress
response inhibits learning.
• If a learner feels
challenged, relaxed and
alert – they are primed for
learning.

14. NeuroFacts: Attention
Photo credit: Flickr / Capt. Tim
Fact: Attention sharpens
focus – what the learner
focuses upon is encoded.
• Attention is the cognitive
process that determines
what to focus upon and
what to ignore.
• Attention hooks
• Emotional appeal
• Novel stimuli
• Personal relevance
• Hands on experience
• Patterns

15. NeuroFacts: Model Building
Fact: Learning is a
constructivist process –
we scaffold new
concepts onto existing
models.
Photo credit: Flickr / atsitra
• Knowledge structures in
the brain relate new
information to what is
known.
• Assessment is key to
discovering misconceptions
and customizing new
learning.

16. NeuroFacts: Repetition
Fact: What’s repeated is
remembered.
Photo credit: Flickr / dkilim
• Repeated access and
application of new learning
forms physical pathways in
the brain improving
retrieval and recall.
• Spaced learning vs.
massed learning
• Deliberate practice leads to
mastery.

17. NeuroFacts: Visual Bias
Fact: Pictorial superiority
effect (PSE) is a reality –
not a learning style.
Photo credit: Flickr / doobybrain
• The more visual the input,
the more reliable the
retrieval.
• The brain easily stores
images; text is processed
both as images (letter
forms) and interpreted
semantically requiring a
complex encoding process.

18. NeuroFacts: Reflection
Fact: Reflection is required
for long term integration of
concepts.
Photo credit: Flickr / gfpeck
• Reflection moves info from
the sensory brain to the
integrative brain center.
• The reflective brain searches
for connections and deepens
comprehension.
• Reflection is required for
developing complex thinking
and understanding.
• Reflection takes time!

19. NeuroFacts
 Stress (challenge vs. threat)
 Attention (attention  long-term memory)
 Model Building (scaffold learning)
 Repetition (well used pathways)
 Visual Bias (we remember images)
 Reflection (activating the integrative brain)

20. Your Turn
 Table discussion
 Table talk topics:
◦ Which of these Neurofacts has the greatest
impact on your work?
◦ How can you seize this as an opportunity in
course design?
 5 minutes

21. NeuroFuture: Disruptive Tech
Photo credit: Flickr / HawkinsSteven

22. Thank You!
Twitter: @TracyInspired
LinkedIn: www.linkedin.com/in/tracylking
Scoopit: www.scoop.it/t/aligned-design

23. Resources
 Clark, Ruth Clovin; Mayer, Richard E. (2008) e-Learning and the
Science of Instruction: Proven guidelines for consumers and
designers of multimedia learning, Second Ed. Pfeiffer: San Francisco,
CA.
 Ericsson, K Anders, et al, (1993) The Role of Deliberate Practice in
the Acquisition of Expert Performance. Psychological Review 100:3.
http://graphics8.nytimes.com/images/blogs/freakonomics/pdf/Delibe
ratePractice(PsychologicalReview).pdf
 Deckker, Sanne; Lee, Nikki; Howard-Jones, Paul; Jolles, Jelle. (2012)
Neuromyths in education: Prevalence of predictors of misconceptions
among teachers. Frontiers in Educational Psychology.
http://www.frontiersin.org/Educational_Psychology/10.3389/fpsyg.20
12.00429/full
 Medina, John. (2008) Brain Rules: 12 Principles for Surviving and
Thriving at Work, Home and School. Pear Press: Seattle Washington.
 Sousa, David, A., ED. (2010) Mind, Brain, & Education: Neuroscience
Implications for the Classroom. Solution Tree Press: Bloomington, IN.

24. Resources
 Tokuhama-Espinosa, Tracey, PhD. (2011) Mind, Brain and Education
Science: A Comprehensive Guide to the New Brain-Based Teaching.
WW Norton & Company, Inc.: New York.
 Zull, James E. (2002) The Art of Changing the Brain: Enriching the
practice of teaching by exploring the biology of learning. Stylus
Publishing, LLC: Sterling, VA.
 Zull, James E. (2011) From Brain to Mind: Using Neuroscience to
Guide Change in Education. Stylus Publishing, LLC: Sterling, VA.
Links
 Brain Rules: http://www.brainrules.net/
 Learning Landscapes Journal, Autumn 2011:
http://www.learninglandscapes.ca/images/documents/ll-no9-final-lr-
2.pdf
 OECD Report: Understanding the Brain: The Birth of a Learning
Science: http://www.oecd.org/site/educeri21st/40554190.pdf
 Tracey Tokuhama-Espinoza book excerpt:
http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Tokuh
ama1

25. Resources
Organizations
 Centre for Educational Neuroscience:
http://cen.squarevale.com/wordpress/
 Dana Foundation: http://www.dana.org/neuroeducation/
 Johns Hopkins Neuro Education Initiative:
http://education.jhu.edu/research/nei/
 Society for Neuroscience: www.sfn.org

26. Brain Facts
The average
human brain
weighs about
3 lbs & is the
size of a
medium
head of
cauliflower
20% of your energy is
dedicated to
maintaining your brain
Your brain is
comprised of
100 billion
neurons – the
same number
of stars in the
known universe
The energy used by
the brain is enough to
power a 25 watt bulb!
There are no pain
receptors in the brain
The old adage we only use
10% of our brains is not true.
There is a known function for
each part of the brain
Neurons are
social and make
an average of
10,000
connections
(synapses) –
take that
Facebook!
Laughing requires activity
in 5 different areas of the
brain
http://www.nursingassistantcentral.com/blog/2008/100-fascinating-facts-you-never-knew-about-the-human-brain/
Photo credit: Shutterstock