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Bio-cognitive Cycles

Bio-cognitive Cycles. Jensen, Chapter 4. Brain Time Clock. Memories Vary. Dual Cycles. Bio-Cognitive Cycles. Relax to Energize. Sleep Time. Deep Rest. Pulse Style. Gender Styles. Your Brain’s Time Clock. Facts: Performance affected by biological rhythms Regulated by

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Bio-cognitive Cycles

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  1. Bio-cognitive Cycles Jensen, Chapter 4

  2. Brain Time Clock Memories Vary Dual Cycles Bio-Cognitive Cycles Relax to Energize Sleep Time Deep Rest Pulse Style Gender Styles

  3. Your Brain’s Time Clock • Facts: • Performance affected by biological rhythms • Regulated by • The hypothalamus influenced by • Supra chiasmatic nucleus genes, sunlight • Pineal glands & environment • Circadian rhythms correspond to • 24 hours solar cycles • 25 hours lunar cycles • Seven day cycles • Staying “in sync” Efficiency is bumped one hour each day Transplant patients

  4. Physiological functions impacted by the cycles: • Examples: • Physical strength and body temperaturepm • Sleep and alert cycles—12 hours • E/two hours hormones are released into our bloodstream affect moodlearning (women and menstruation) • Breathingalternate nostrilshemisphere usage • Overall intellectual performance in the late pm • Comprehension increases as day progress • Reading decreases as day progress • Minerals, vitamins, glucose & hormone levels varies from day to day • STM best in am and worst in pm

  5. Inter and intra-individual differences in chronomes->we must be aware of such • Key attention cycles = 90 minutes16/day • Affect our blood flow and breathing • And we become more efficient in verbal and spatial processingthese differences are significant “Good case for alternative assessment” • At the end of each low cycle, the brain tells us to take it easy • Workers need 5-10 minute break e/1 ½ hrs. • This is congruent with the bottom of our 90 minute cycle “Good argument for scheduling…including down time” • Learners switch hemispheric dominance about 16 times during the day • The basic Rest-Activity Cycle (BRAC) correspond to our REM rest periods • Hormone release

  6. Brain learns in dual cycles Low to high energy-------relaxation to tension • Which affect learning and the perceptions of ourselves • Focusing = early morning and early evening • These patterns can be modified by changing sleep and eating habits • Even memory varies by the clock • Literal factsam • Inferientialpm • Brewer and Campbell suggest that • 9-11 amtasks for the short term memory • 9-12 amtasks that require rote learning, spelling, problem solving, writing, math, theory and science • Noon to 2 pmmovement oriented tasks such as manipulatives, computer, etc.

  7. The Relax to Exercise Learning Cycle • Losanov • Activation and suppression of the cerebral limbic structures are the key aspects of accelerated teaching and learning practices • Learning climate = relaxing and trusting (distressing exercises)more information is given • Anxious/low periodsreduce content • Adds • The whole brain system needs to be simultaneously satisfied = activation of structural, educational learning system and the emotional systems at the same time • These are the optimum functional needs of needs of the central nervous system

  8. “Pulse Style of Learning” • Hobson • Ability to maintain learning and attentiveness is affected by normal fluctuations in brain chemistry • 90 minute cycles (either awake or asleep)natural learning pulse • Learning is best • Focused Diffused Focused • Breaks can be structured…they don’t have to be free time • Difussed learning = divergent activities: • Peer teaching • Mind mapping • Project work • Toss ball • Walk internal time internal time

  9. Variable Related to Optimal Content and Low Content Information • Processing time (internal time) depends on the novelty and complexity of the instruction

  10. Gender Learning Styles • Influences • Menstrual cyclehigher levels of estrogen = better verbal fluency and fine motor skills • Estrogen promote more active brain cell, sensory awareness and alertness • Brain when flooded with hormones experience feelings of pleasure, sexual arousal, well being and enthusiasm • Progesterone cycle = reduction of cerebral flow, oxygen, and glucose consumptionunmotivated behavior (also reduction of anxiety) • Prior to the menstrual period no progesterone and no estrogenpoor learning • Weeks of high learning and weeks of brain dead

  11. Our Brain Needs Deep Rest • To get brain’s best performancedeep physiological rest (dead to the world) • Anxiety or stress = inadequate learning • Enough sleepREM state, individual differences • Short quizzes and multiple choice little sleep (cramming) • Performance or essay testinggood sleed the 2 nights before

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