Below is a clever and enjoyable video from AsapScience, about how the brain works in relation to systems the author dubs, “Fast Thinking” and “Slow Thinking.” You might think about these as instinctive vs. conscious thought.
As you watch the video and engage in the exercises, you will probably see implications for teaching and learning. We wonder, how often we do plan lessons assuming we’ll engage students’ “slow thinking” brain, but inadvertently engage the “fast thinking” brain? Or when might we fail to consider how one activity may in fact “blind” students to subtle variables that are in fact very important?
Either way, you can learn more about these systems in the book, “Thinking Fast and Slow” by Daniel Kahneman.
The good folks over at Piled Higher and Deeper created the below video based on their awesome infographic titled, “Your Brain By the Numbers.”
Coming it at only 1:17, it is well worth watching and sharing. Enjoy.
Some Friday brain humor. Enjoy.
From the Daily Ha Ha:
From The MetaPicture:
Also from The MetaPicture:
Inside a toddler’s brain by Melissa Balmain in Parenting Mag, posted at BuzzFeed:
By Mark Parisi via MyTeenageWereWolf:
From TaMuse–The Brain’s a Troll:
And, finally, the timelessly hilarious Gary Larson’s Far Side, posted on Inebriated Press:
Humor is generally regarded as an important and valuable tool for sustaining engagement with students (in moderation, of course). But what is really going on in the brain when it comes to humor?
In an article in New Scientist magazine, Daniel Elkan writes,
Yet humour is a far more complex process than primeval pleasures like sex or food. In addition to the two core processes of getting the joke and feeling good about it, jokes also activate regions of the frontal and cingulate cortex, which are linked with association formation, learning and decision-making. The team (led by Dean Mobbs of Stanford) also found heightened activity in the anterior cingulate cortex and the frontoinsular cortex – regions that are only present in humans and, in a less developed form, great apes. Indeed, the fact that these regions are involved suggests that humour is an advanced ability which may have only evolved in early humans, says Watson, who conducted the research.
He goes on to write,
More than anything, the recent research confirms the fact that humour, an oft-neglected trait when considering our cognitive skills, requires a tremendous amount of brain power. “Getting a joke would seem – on the surface – to be a very trivial, intuitive process. But brain imaging is showing us that there is more going on than we might think,” says (Andrea) Samson (of the University of Fribourg in Switzerland).
Below is the accompanying graphic for that article, showing the parts of the brain activated when under the influence of humor:
The below TEDx Talk by surgeon, researcher, and musician Charles Limb, unpacks some of his emerging hypotheses about the brain during improv, and how those might translate into understanding creativity. Or at least one small slice of it.
If he is correct, there are probably a broad range of implications for education. How might improv be used in the classroom to help students construct meaning, brainstorm, and build communication skills? What might educators do to help students develop skills at improv and can those skills help students as adults?
You can view the original on the TED Talks website.
Want to know more about the brain on improv?
As with most things, “gaming” (or being engaged in video games) has both positives and negatives when it comes to developing minds. Too much gaming, and the positive effects are overshadowed by the negative.
Yet, the right balance can add another avenue for pursuing educational goals and achievement. As a result, more and more programs are using gaming to reach and teach students in ways they never could before. Therapy programs, schools, and even research scientists have all benefitted from the strategic use of games to increase successes.
Below is an infographic from Online Universities looking at the brain on games. What do you think? How have you used games in your work with students? What might we need to be cautious of in incorporating gaming in our learning environments? Share your thoughts and any resources you find valuable in the comments.
Image: Online University
The team at Gallant Lab at UC Berkley has been looking at how the brain processes and maps words/subject/objects. (Their recently published paper in Neuron) The result is a fascinating look into the workings of the brain and yet more evidence that we have only barely begun to uncover the mysteries of the mind at work.
Check out the video below explaining the research and then head over to their site where you can play with the data yourself (they recommend using Chrome as your browser).
While we can’t make assumptions or jump to conclusions about what this means for working with students, the research does offer a springboard for a whole host of other questions. For example:
- What role does background knowledge play in the shaping and writing the semantic map?
- Do the semantic maps look different when focused on a single topic — such as vehicles, buildings, or plants?
- How might this research inform methods of vocabulary instruction?
- If the information were provided in different contexts or delivery methods (text or verbal rendering vs. movie clip rendering), are the areas of the brain that are oxygenated different? What implications might this have for classroom learning?
Such research illustrates, once again, how little we know, and how much more there is yet to learn. What we do know is this: students’ minds are complex and pliable. The experiences and environments we design and deliver help shape how they process, understand, and interact with the world. It is up to us to make those experiences worthwhile.
Want to know more? Read Ben Thomas’s piece, “Meaning and the Brain: How Your Brain Organizes Reality” at Scientific America.
Image: via Daily Mail via Gallant Labs