If you're a chapter 4 expert, please post your summary of the chapter as a comment to this post. Everyone is encouraged to read each summary and chime in with questions and/or ideas.
Note: The orignal format of these notes was done in a Word document, so please accept my apologies beforehand if the format does not carry over (correctly) to the blog.
The Art of Changing the Brain – James E. Zull – Chapter 4 (Notes/Outline) Our Trade and Our Art: Evolution of the Brain and Motivation of the Learner
As stated by Zull (2002), “our best chance to help another person learn is to find out what they want, what they care about” (p. 48).
I. Tools for Survival (Old Tools) - The brain wants: (1) ... to be safe (which relates to the fear system) - survival (2) ... to be happy (which relates to the pleasure system) - happiness - Both the fear system and the pleasure system are necessary for survival
II. Tools for Survival (Newer Tools) - “We survive by thinking, planning, and deciding” (Zull, 2002, p. 50). - These processes occur in the cerebral cortex (also referred to as the neocortex) - Note: check out the diagram on page 51 to see the evolution of the neocortex (which is represented by the light areas in each brain) as compared to the limbic cortex.
III. Emotion and Learning - “We are born with the capacity for fear and pleasure, but not necessarily with knowledge of what to fear or what gives us pleasure” (Zull, 2002, p. 51). - There is a relationship between emotion and learning (cognition) - We learn by experience (incl. sensory experiences). [Remember “live and learn”?] - “Success in thought generates understanding, and understanding allows survival ... [and this] cognition also triggers our internal reward system” (Zull, 2002, p. 51).
IV. Helping People Learn - Our brains use four things for survival (all of which are interconnected): (1) Cognition (2) Control (3) Fear (4) Pleasure - Rules for helping people learn: (1) Help each student (or learner) to feel as if he/she is in control (2) Help them see the relevance (of the subject matter) in their own life (3) Realize the continual force of emotions (and take them seriously)
V. Motivation - We need to discover what motivates each individual learner - Intrinsic motivation leads to learning (“internal rewards”) - Extrinsic rewards actually trigger the ‘loss of control’ mechanism (think survival)
VI. The [good] Use[s] of Extrinsic Rewards - As a way to get students “started” - As a way to “sustain [students] at times of pressure and difficulty” - According to Zull (2002), the primary “value of extrinsic rewards is that they may be the first step in moving [students] toward intrinsic rewards” (p. 54).
VII. The Fifth Cortical Structure [limbic cortex] + The Hidden “Lumps” - The limbic cortex is the primary region where emotions are processed (limbic = emotion) - This area is thought to be ‘older’ in evolutionary terms as compared to the neocortex (thus, emotion may have come before “higher cognitive functions”) - Two primary regions within the limbic cortex: (1) The anterior cingulate (located at the ‘front’ of the brain) – contains the “pleasure” centers. [Think ‘happiness’ ...] (2) The posterior cingulate (located at the ‘rear’ of the brain) – contains the amygdala (the “fear/danger/negative emotion” center). [Think ‘survival’ ...]
VIII. The Amygdala and the Teacher - The amygdala “helps decide meaning” (remember: this is part of the limbic cortex; it is not part of the cerebral cortex – or neocortex - where planning and analyzing occur). - Especially noteworthy for educators is that “the amygdala gets its information rather directly from concrete experience ... sensory signals go directly to the amygdala, [thus] bypassing the sensory cortex before we are even aware of them” (Zull, 2002, p. 59). - The amygdala works at a subconscious level; it continually monitors the environment. - There are some situations, however, where the amygdala is “less active than normal” (1) When seeing someone smile (or a “happy face”). (2) When our “cortical brain becomes involved in cognitive tasks.” - Thus, if educators “learn how to get students more involved in their work, they will feel less nervous and afraid” and if the “focus [is] on work itself rather than the extrinsic reward, the intrinsic reward systems can begin to engage” (Zull, 2002, p. 60).
IX. Brain Structures for Pleasure - Research indicates “that noncortical structures beneath the front cortex are involved in positive emotion” (Zull, 2002, p. 61). - These include the septum, the globus pallidus, and the nucleus accumbens
X. Pleasure and Movement + Passive and Active Learning - The frontal region of the cortex is the area “where goal-oriented activity is controlled and ideas about actions are generated” (Zull, 2002, p. 61). - Do you recall what (limbic cortex) ‘center’ is located within this region as well? (Hint: it is not the fear/danger/negative emotion center.) - Since this action center of the cortex is associated with pleasure, Zull (2002) suggests that humans “get enjoyment and satisfaction through anticipation of movement and imagined movement” (p. 62). - Thus, anticipation may actually lead to an intrinsic motivation for success and achievement (which are fundamental to the learning process). - Since movement allows for discovery (and pleasure), situations where students are actively involved in the learning process may be the key to true understanding!
XI. Our Trade and Our Art [Final Remarks + Conclusions] - Emotion influences: (1) motivation, (2) attitude, and (3) behavior - “We will always be motivated to learn things that fit into what we want and to resist those that don’t” (Zull, 2002, p. 65). - Remember that the amygdala is always ‘at work’ (at a subconscious level) - Delivery is important (recall the phrase ‘it is not what you say, but how you say it).
Wow Jenn! I believe you've pretty well covered it!
I would like to comment about the whole motivation thing. . . This is a pet peeve of mine. I would like to share with the class sometime my powerpoint on motivation and habits.
2 comments:
Note: The orignal format of these notes was done in a Word document, so please accept my apologies beforehand if the format does not carry over (correctly) to the blog.
The Art of Changing the Brain – James E. Zull – Chapter 4 (Notes/Outline)
Our Trade and Our Art: Evolution of the Brain and Motivation of the Learner
As stated by Zull (2002), “our best chance to help another person learn is to find out what they want, what they care about” (p. 48).
I. Tools for Survival (Old Tools)
- The brain wants:
(1) ... to be safe (which relates to the fear system) - survival
(2) ... to be happy (which relates to the pleasure system) - happiness
- Both the fear system and the pleasure system are necessary for survival
II. Tools for Survival (Newer Tools)
- “We survive by thinking, planning, and deciding” (Zull, 2002, p. 50).
- These processes occur in the cerebral cortex (also referred to as the neocortex)
- Note: check out the diagram on page 51 to see the evolution of the neocortex (which is represented by the light areas in each brain) as compared to the limbic cortex.
III. Emotion and Learning
- “We are born with the capacity for fear and pleasure, but not necessarily with knowledge of what to fear or what gives us pleasure” (Zull, 2002, p. 51).
- There is a relationship between emotion and learning (cognition)
- We learn by experience (incl. sensory experiences). [Remember “live and learn”?]
- “Success in thought generates understanding, and understanding allows survival ... [and this] cognition also triggers our internal reward system” (Zull, 2002, p. 51).
IV. Helping People Learn
- Our brains use four things for survival (all of which are interconnected):
(1) Cognition
(2) Control
(3) Fear
(4) Pleasure
- Rules for helping people learn:
(1) Help each student (or learner) to feel as if he/she is in control
(2) Help them see the relevance (of the subject matter) in their own life
(3) Realize the continual force of emotions (and take them seriously)
V. Motivation
- We need to discover what motivates each individual learner
- Intrinsic motivation leads to learning (“internal rewards”)
- Extrinsic rewards actually trigger the ‘loss of control’ mechanism (think survival)
VI. The [good] Use[s] of Extrinsic Rewards
- As a way to get students “started”
- As a way to “sustain [students] at times of pressure and difficulty”
- According to Zull (2002), the primary “value of extrinsic rewards is that they may be the first step in moving [students] toward intrinsic rewards” (p. 54).
VII. The Fifth Cortical Structure [limbic cortex] + The Hidden “Lumps”
- The limbic cortex is the primary region where emotions are processed (limbic = emotion)
- This area is thought to be ‘older’ in evolutionary terms as compared to the neocortex (thus, emotion may have come before “higher cognitive functions”)
- Two primary regions within the limbic cortex:
(1) The anterior cingulate (located at the ‘front’ of the brain) – contains the “pleasure” centers. [Think ‘happiness’ ...]
(2) The posterior cingulate (located at the ‘rear’ of the brain) – contains the amygdala (the “fear/danger/negative emotion” center). [Think ‘survival’ ...]
VIII. The Amygdala and the Teacher
- The amygdala “helps decide meaning” (remember: this is part of the limbic cortex; it is not part of the cerebral cortex – or neocortex - where planning and analyzing occur).
- Especially noteworthy for educators is that “the amygdala gets its information rather directly from concrete experience ... sensory signals go directly to the amygdala, [thus] bypassing the sensory cortex before we are even aware of them” (Zull, 2002, p. 59).
- The amygdala works at a subconscious level; it continually monitors the environment.
- There are some situations, however, where the amygdala is “less active than normal”
(1) When seeing someone smile (or a “happy face”).
(2) When our “cortical brain becomes involved in cognitive tasks.”
- Thus, if educators “learn how to get students more involved in their work, they will feel less nervous and afraid” and if the “focus [is] on work itself rather than the extrinsic reward, the intrinsic reward systems can begin to engage” (Zull, 2002, p. 60).
IX. Brain Structures for Pleasure
- Research indicates “that noncortical structures beneath the front cortex are involved in positive emotion” (Zull, 2002, p. 61).
- These include the septum, the globus pallidus, and the nucleus accumbens
X. Pleasure and Movement + Passive and Active Learning
- The frontal region of the cortex is the area “where goal-oriented activity is controlled and ideas about actions are generated” (Zull, 2002, p. 61).
- Do you recall what (limbic cortex) ‘center’ is located within this region as well? (Hint: it is not the fear/danger/negative emotion center.)
- Since this action center of the cortex is associated with pleasure, Zull (2002) suggests that humans “get enjoyment and satisfaction through anticipation of movement and imagined movement” (p. 62).
- Thus, anticipation may actually lead to an intrinsic motivation for success and achievement (which are fundamental to the learning process).
- Since movement allows for discovery (and pleasure), situations where students are actively involved in the learning process may be the key to true understanding!
XI. Our Trade and Our Art [Final Remarks + Conclusions]
- Emotion influences: (1) motivation, (2) attitude, and (3) behavior
- “We will always be motivated to learn things that fit into what we want and to resist those that don’t” (Zull, 2002, p. 65).
- Remember that the amygdala is always ‘at work’ (at a subconscious level)
- Delivery is important (recall the phrase ‘it is not what you say, but how you say it).
Wow Jenn! I believe you've pretty well covered it!
I would like to comment about the whole motivation thing. . . This is a pet peeve of mine. I would like to share with the class sometime my powerpoint on motivation and habits.
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