Working Memory: Time for a Research Update

“Could you remind me, what did you just say?

Part 1: Research

Have you ever been in one room of the house and started walking towards another room with a goal in mind… Usually, you’re thinking of a task such as, “Ive got to get that file or book from the bedroom.” Halfway to the other room, you forget what you were going to get! Then you have to go back to the original room to remind yourself!

All teachers have heard of our working memory or short-term memory. By the way, even researchers act confused when I ask for the difference. The best I can get is this: working memory refers to the “cognitive load” (or the amount of “stuff”) that your brain is holding in your brain while you do a task. But short-term memory refers to the time element of that cognitive load. Usually, short-term memory is from 5-20″. If we do not process that content, it often vaporizes. But, does it necessarily have to disappear? The answer is no.

Among the many amazing things about our brain is its plasticity. This refers to the capacity to change through neural reorganization. Memory (working OR short-term) can be enhanced through several strategies. Why would you care? There are many reasons: kids follow directions better they solve problems better, make better decisions and score higher on achievement tests. But generally, class is more fun to teach. Besides, you can enhance working memory for very little effort. I’ll bet you’d like to know how…

The OLD school of thinking, based on George Miller’s classic 1956 study suggested we can hold 7 _/+ 2 items in our head. That’s out of date and you want to be up to date, right? The new research suggests 2-4 (at the most) for chunks in our working memory (Cowan, et al.). If you are not currently strengthening the working memory of your students, don’t complain about it. No one else is going to do this, so it’s your choice: improve it, or you lose the right to complain about kids not having it.

Working memory can be enhanced two ways. Strengthening neural networks (through practice) and strengthening the efficacy of the “real-time” holding capacity with chemicals are your only two choices. The neural networks get strengthened through practice. That means the use of games and activities that build this skill. As an example, if you want to get good at playing cards, a strong working memory is a must. But, how about if we set aside gambling for a moment? There are better choices we’ll get to later. Read more

Teaching with the Brain in Mind Workshop

We recently finished the “Teaching with the Brain in Mind” program. Wow! What an amazing event.

Some came to it concerned about the challenges of brain-based learning. Others wanted brain-based strategies. Only a few were brain-skeptics. Most just wanted to deepen or widen their skill set and knowledge base. Suffice it to say, all left the program excited and ready to make changes.

“This is the best professional development experience I’ve had in 27 years of teaching. I will use so much of what I learned here and I am eager to return to my students and work with them in a more enlightened approach.” Patricia Gefert, Ohio.

Student learned the most critical brain principles. By the way, these are NOT the principles you’ll find in any book. These are the most updated, cutting edge principles anywhere. Every principle is illustrated, unpacked, debriefed and role-modeled. On top of that, there are the demonstrations, interactions and, yes, even a “field trip.”

One of the highlights was the visit to Dr. Daniel Amen’s Brain Clinic, where participants got to see inside the actual patient clinic that has been grabbing headlines for years. Amen has been “ahead of the crowd”, just as Eric Jensen has been.

Spect scans of the author's brain taken at Amen Clinic in Newport Beach, California. In the four surface views on the left, the less active regions of the brain show up as holes or dents. The scans on the right show the most active 15 percent of the brain in red and white. Photo: Daniel Amen

At the end, when asked for suggestions to others, who might be considering the program, one participant said, “Do it! It will change your teaching forever.” Kelly Small, Alberta, CA

Another highlight was the appearance, in person, of Dr. Larry Cahill, a pioneer in memory, emotions and gender. His lab has made not one, but three breakthroughs in neuroscience. Everyone was riveted to his talk on how emotions and gender influence our memory. Everyone was spellbound!

“Every single concept, activity and interaction was of great value to me.” Lois Cameron. Shaker Heights, OH.

The “Teaching with the Brain in Mind” program gives you the scientific background, the strategies that can transform the classroom and once again, the actual demonstration of the strategy. This way, you can see it, hear and feel how it works. This makes it the most practical, and yet, research-based program on the brain anywhere.

The next “Teaching with the Brain in Mind” program happens in San Antonio, Texas. The content will be awesome, the guest speaker is riveting and the field trip is over the top good.

If you have not yet taken the “Teaching with the Brain in Mind” program, this is your only chance. Find out how to meet the challenges of brain-based learning and teaching. Meet other like-minded participants. And, most of get inspired and rocket-propelled to teach smarter, with less stress.

See you in San Antonio!

Click here for details.

Factors that Contribute Most to Student Achievement

Brain Based Learning

What Does the Neuroscience Say Are the Factors that Contribute Most to Student Achievement?

Almost every teacher I meet has a theory about kids. Well, actually, he or she has many theories.

But if I ask the million dollar question, “What is it that contributes most to student learning?” the teacher usually gets quiet. I like that response. It’s good to be thoughtful about questions like that. The great news is that recent neuroscientific studies are opening up the brain of the student and telling us what matters most in learning. You might be surprised at what they’re finding.

While a HUGE numbers of variables may influence the brain on the macro level (physical environment, food, safety in the classroom, interest in the content, etc.) it turns out that very few factors influence student learning inside our head at the micro level. In fact, the number of factors is so few, I highlighted them in the new ASCD book, Teaching with Poverty in Mind. But let’s say you want just a few goodies from the book. I trust you; I know you’ll want to buy it soon!

Let me share just four with you.  Let’s start with how we learn.

While we naturally and accidentally “pick up” millions of bits of information daily, our focused attention is what tells our brain to “log this in and save it.” Part of the brain tells you to “save” the learning, the nucleus basalis. This skill, locked in attention, can be taught. Second, our brain has to be able to process what is occurring, making the processing and reasoning pathways highly valuable. This skill can be, and must be, taught. But much of these tasks ask you to juggle more than one item in your working memory.

The strength of the working memory is another critical variable in learning. This must also be taught. Each of these neural events has to occur in a sequence, so it turns out that the temporal ordering of every step is critical.

Now, I’m the first to admit that other variables come into play. We know that students need to feel safe to take risks and a host of other variables. But the so-called environmental factors each influence these neural events. For example, unless I feel safe in the classroom, I might not be able to pay attention. So, for the moment, trust me. Those four neural events would be near the top of any neuroscientist’s list for learning. How do I know that? What makes me so sold on those four? Well, you know I love the research, so here it is.

First, the science is solid when you consider each system separately. But they work synergistically. When one of them is off, others falter. That’s why kids with serious AD/HD (low executive function) struggle in all areas academically.

Now, the information I’m going to share with you is exceptionally powerful. However, only 1 in 100 educators who reads email this will actually implement these findings. Why? In spite of the solid science behind what I am sharing with you and, in spite of the “miracles” that these applications can produce in your kids, many of the policy-makers have gotten so lost in filling out forms, inept mandates, feel-good “professional” communities, that they forgot the real goal of education: prepare kids for the real world with social skills and thinking skills.

OK, enough of that. What can you do to boost these four brain functions? Read more

Teaching Strategies: The Use of Social and Emotional Activities


Valentines, Feelings and Affect: The Use of Social and Emotional Activities

Here’s how they work together: The emotions research always starts with the classics. An older, brilliant study done was done by emotions pioneer Paul Ekman. You may know the Fox TV series “Lie to Me” is based on his skill set and life’s work. Ekman found that when we artificially generated certain facial expressions, it induced the corresponding ‘genuine’ feelings (Levenson, et al. 1990). Act a certain way, and the emotions will follow.

But this door goes both ways. This means, getting kids emotionally aroused can enhance their physical effort (Schmidt, et al, 2009). And when we enhance both, like combine the emotions of social contact with shaking hands, we remember the event better (Nielson and Jensen, 1994). Emotions and physiology are fully linked.

Translated, when we arouse emotions in our kids, they are more likely to get off their ‘you know what’ and start engaging more. Even when seated, emotional responses enhance our memory of the details of the event. But wait; it gets better. If you can focus on engaging the class leaders (the ones that others follow), you have a good chance of bringing on board the rest of the students. Why? Have you ever noticed that when one person yawns, others around often yawn? Actually, some research suggests that emotions are contagious (Wild, et al.2001).

Now, when you put all this together (mind, body, emotions, class leaders and peer pressure), you can get classroom miracles. How?

There’s a whole new field developing. It’s called cultural neuroscience. It’s the field of how cultures change our brain. Your school creates a culture. A classroom will have a culture whether you orchestrate it or not. Many teachers actively shape their culture, while those that struggle complain about their class culture.

Successful schools consciously shape their cultures while the schools that struggle complain about “how the kids are these days.” A great primer on this field was Wexler’s book Brain and Culture (2006).

Recent studies show that when you use rituals well, you can shape behaviors. In fact, rituals can activate students to do things that require personal sacrifice (wow) because of the peer-power and social effects. This allows teachers to erase problems with task activation, socializing and discipline. The bottom line is that anthropology is now being influenced by neuroscience. Well, you know I love the research, so here it is on our emotional, social and physical states, and the brain’s activation for functionality and organizing dynamics.

REFERENCES Brown RA, Seligman R. Anthropology and cultural neuroscience: creating productive intersections in parallel fields. Prog Brain Res. 2009;178:31-42. Cahill L, Haier RJ, Fallon J, Alkire MT, Tang C, Keator D, Wu J, McGaugh JL. (1996) Amygdala activity at encoding correlated with long-term, free recall of emotional information. Proc Natl Acad Science U S A. Jul 23;93(15):8016-2. Levenson, RW, Ekman P, Friesen WV. (1990) Voluntary facial action generates emotion-specific autonomic nervous system activity. Psychophysiology. Jul;27(4):363-84. Nielson KA, Jensen RA. (1994) Beta-adrenergic receptor antagonist antihypertensive medications impair arousal-induced modulation of working memory in elderly humans. Behav Neural Biol. 1994 Nov;62(3):190-200. Phan, KL, Wagner T., Taylor, SF, Liberzon, I (2002) Functional neuroanatomy of emotion: A meta-analysis of emotion activation studies in PET and fMRI. Neuroimage 16: 331-348. Schmidt L, Cléry-Melin ML, Lafargue G, Valabrègue R, Fossati P, Dubois B, Pessiglione M. (2009) Get aroused and be stronger: emotional facilitation of physical effort in the human brain. J Neurosci. Jul 29;29(30):9450-7. Wild B, Erb M, Bartels M. (2001) Are emotions contagious? Evoked emotions while viewing emotionally expressive faces: quality, quantity, time course and gender differences. Psychiatry Res. Jun 1;102(2):109-24. Wiltermuth SS, Heath C. (2009)Synchrony and cooperation. Psychol Sci. Jan;20(1):1-5.

Creative Commons License photo credit: krystal.pritchett

Professional Development for Teachers – When You Have To Do It Yourself

In today’s world, budgets are tighter than ever. Principals are now tasked with a great amount of staff training.

When preparing a presentation for your teaching staff, the most difficult element is getting that &*%$ PowerPoint finalized.

We’ve all been there.

After receiving numerous requests for copies of Eric Jensen’s presentations that he’s held in our workshops, we’ve decided that we’d organize all of the top topics, and offer them to you.

Some of the topics covered are:

  • AD/HD Insight and Solutions
  • Brain Based Principles to Strategies
  • Enrichment for Learning
  • Fierce Teaching – 7 Factors That Matter Most
  • How Teaching Changes Brains
  • How to Implement Brain-Based Education
  • Teaching with Poverty in Mind
  • Teaching with the Brain in Mind
  • Tools for Engagement

…and many more.

Eric Jensen has prepared these PowerPoint presentations to help deliver a powerful, concise presentation…

Those who have asked us for PowerPoint presentations are most often:

1. Trainers who work with groups of 20 or more
2. Staff developers who really want to make a difference in the lives of others
3. Teachers who want a more energizing classroom and
4. Anyone who currently or will in the future, spend a lot time in front of groups.

The staff development presentations will have title slides and closing slides. Average presentation will be 75-125 slides, depending on the topic.

You may customize (in fact, you are encouraged to do so), your slides by adding your own titles, key themes, strategies, persons of interest, school pictures and activities.

So save yourself time, and headache, and check out the PowerPoint presentations available here.

Don’t Miss Our Upcoming Teacher Workshop

“Teaching with the Brain in Mind” workshop

Feb 15-20 (Newport Beach-CA)

You might have experienced some very cold temps in the last few weeks. Cognitively, brains work best in cooler (but not cold) temperatures. But the rest of our body sure likes it a bit warmer.

If you were thinking of “warming up” to some “very hot” learning, I’ve got something pretty amazing for you, and it’s in a warm place!

In fact, you can get a huge savings on your hotel where the winter rates are slashed-but not for long.

Our Amazing, Newly Revised 6-Day Program:

You Get 1st Class Brain-Based Teaching, Plus…
Astonishing Student Achievement, 100% Scientific,
100% Research Based, and Guaranteed.

And, it’s Classroom-Proven!

I do this amazing course only twice a year. It’s the world’s “gold standard” for brain-based learning. Fortunately, you can add exciting, fresh new content (AND MAXIMUM STRATEGIES) into your skill set.

This workshop is an enriching, high energy, research-based, team-working experience. The heart and soul of this program is joyful immersion. Learn with like-minded people, in an optimal environment, with state-of-the-art resources and a first-class facilitator.

You can expect inspiration, camaraderie and potent, roll-up your sleeves ideas that will last for years.

Oh wait… Did I mention you’ll get to ask questions of a world-renowned neuroscientist in person? You will. But it gets even better… but first:

What is Brain-Based Learning? You may be shocked to find out! Not 1 in 1000 Educators REALLY Knows!

Unfortunately, most educators think brain-based learning is simply knowing about axons, dendrites and synapses. That’s “old school” and it’s ridiculous! Brain-based learning is the process of thoughtfully implementing purposeful strategies based on research derived from a synergy of sizzling cutting-edge disciplines. They include, but are not limited to: cognitive neuroscience, chemistry, nutrition, social neurosciences, biology, pharmacology, computational sciences, quantum systems thinking, and artificial intelligence modeling.

More has been discovered about the brain and mind in the last 20 years than in all of recorded history. Yet, most teachers have no clear understanding of how the brain learns, remembers and behaves except on a superficial basis. Sadly, this lack of knowledge leaves the average educator with an education formulated in, and designed for, the last century. But there’s hope.

When you attend a Jensen Learning program, you’ll discover the genuine “Brain-based Learning” in a completely new way.

Your presenter, Eric Jensen is a twenty-year veteran of the brain-based field. He’s trained more people, written more books and innovated more than anyone in the field. Every principle, every idea and strategy is role-modeled so you can see it, hear it and feel HOW it works.

“(This workshop is) way better, more useful than most graduate courses.” -R.Z. Vernon, NJ

This program is literally, teaching with the brain in mind. It is purposeful, dynamic and easy to implement. The scientific, research-based teaching that BBL advocates involves the use of ten fundamental brain-mind principles. Each of these has been well supported by rigorous, quality scientific studies. These principles are revealed to you through activities, case study, lectures, video and discussion. Each of these principles is so powerful, that implementing even half of them will make a mind-blowing difference in your work.

But don’t take my word for it. Listen to what one of our participants has said…

“I took your workshop a couple of years ago and have been training other teachers. I had just turned around another group of skeptical teachers. As we were packing up, my new training partner said, “OK, it works. I was skeptical and didn’t agree with all the things you were doing, but I’m convinced that it makes a huge difference.” She never questioned what I was doing after that. She just began questioning why so she could understand it better too.” B. Felip, Trenton, NJ

This program is a dynamic overview of Eric Jensen’s revised book Teaching with the Brain in Mind. This course provides specific, practical brain-compatible strategies for all educators. All teachers influence their students. Now you can discover what it takes for students to acquire complex learning and achieve their best. You’ll want to learn these essential rules for how our brain works.

>>>> CLICK HERE TO REGISTER<<<<

Here’s what you can expect… Read more

An Educational Staff Development Plan To Optimize Teacher Time

Effectively Making an Educational Staff Development Plan Optimizes Teacher Time.

In-Service Learning Should Be about Reforms and Improvements to Teaching.

Making an educational staff development plan is not always easy. There is a lot of competition for teachers’ time and, from a classroom standpoint, every day is precious.

The chief purpose of making an educational staff development plan is to promote reform in the classroom and in education in general. Any reform requires teachers to center on changes to their own practice of teaching for better results. Any reform that increases student engagement, enhances retaining or critical information, and allows for higher academic achievement should go at the top of the list for material to use in staff development plans.

We can safely say that teachers are far more likely to modify their everyday instructional practices (which is a huge key) when their professional development is linked directly to their daily experiences and aligned with standards and assessments.

In other words, tie in what you are offering with what your staff already does every day. This way there is an immediate tie-in and teachers can see the connection. Additionally, the staff developer should role-model every strategy and give teachers a moment to practice it in small groups.

Staff Development is a Requirement

Making an educational staff development plan is required for teacher recertification and licensing in all states. That requires teachers to spend a considerable amount of time in on-going development, in-service training, or post-graduate credits. There is so much to learn, but because the need to attend in-service development sometimes outweighs the effort to gain meaningful knowledge to use in the classroom, many teachers spend many hours learning how to use a digital camera, a GPS device, or other pedestrian subjects rather than filling the hours with solid, meaningful reforms to apply in the classroom.

Jensen Learning Can Help

Read more