# data[].attributes.body
NURUL SYAFIQAH BT ZAINAL ABIDIN
194447
BACHELOR OF SCIENCE (HONS.) MAJOR IN MATERIALS SCIENCE
UNIVERSITI PUTRA MALAYSIA
*This account is linked to my Facebook account*

# data[].attributes.body
-Mind Map
-Flow Chart
-PMI ( Plus-Minus-Interesting)
-Graphic Organiser

# data[].attributes.body
THE BRAIN STRUCTURES AND FUNCTIONS

# data[].attributes.attachment_link.readable_text
In a continued effort to bring you the very best, most expert and diverse education content anywhere, in addition to the ideas of Grant Wiggins, Bena Kallick, Art Costa, and Nathan Jurgenson among others, TeachThought is also proud to share the ideas of Dr. Judy Willis, neuroscientist, Ph.D., and middle school teacher.

By Dr. Judy Willis

Although the brain is an amazing organ, it's not equipped to process the billions of bits of information that bombard it every second. Filters in your brain protect it from becoming overloaded. These filters control the information flow so that only approximately 2,000 bits of information per second enter the brain.

Once sensory information enters the brain, it's routed to one of two areas: (1) The prefrontal cortex, what we might call the thinking brain, which can consciously process and reflect on information; or (2) the lower, automatic brain, what we might call the reactive brain, which reacts to information instinctively rather than through thinking. The prefrontal cortex is actually only 17 percent of your brain; the rest makes up the reactive brain.

When you are not stressed by negative emotions, you can control what information makes it into your brain. By calming your brain, you can control which sensory data from your environment your brain lets in or keeps out-and influence which information gets admitted to your prefrontal cortex.

When your stress levels are down and your interest is high, the most valuable information tends to pass into your thinking brain. When you are anxious, sad, frustrated, or bored, brain filters conduct sensory information from the world around you into your reactive brain. These reactive brain systems do one of three things with the information: ignore it; fight against it as a negative experience (sending signals that may cause you to act inappropriately); or avoid it (causing you to daydream). If information gets routed to this reactive brain, it's unlikely your brain will truly process the information or remember it.

Three major brain elements help control what information your brain takes in: the reticular activating system, the limbic system, and the transmitter dopamine. Let's look at how you can help each one work in your favor.
RAS:The Gatekeeper
The first filter that data passes through when entering your brain is the reticular activating system (RAS). Located at the lower back of your brain (your brain stem), the RAS receives input from sensory nerves that come from nerve endings in your eyes, ears, mouth, face, skin, muscles, and internal organs and meet at the top of your spinal cord. These sensory messages must pass through the RAS to gain entry to your higher, thinking brain.

You will learn more successfully if you keep the RAS filter open to the flow of information you want to enter your prefrontal cortex. If you build your power to focus your attention on the sensory input that is most valuable and important to attend to at the moment, the important input will make it into your thinking brain. If you feel overwhelmed, your reactive brain will take over. Then, what you experience, focus on, and remember will no longer be in your control. It's the difference between reflecting on and reacting to your world.
What You Can Do
A key to making your brain work optimally, then, is to keep yourself physically healthy and well rested and to develop awareness of-and some control over-your emotions. Then you can approach learning calmly and with positive emotions. Practice focusing and observing yourself, for example, by taking a short break from work to check in with your emotions. Just take a few minutes to think about what you're feeling. If it's a good feeling, take time to enjoy it and consider how your good emotional state affects your thinking. Do you understand more and get ideas about what you might do with the information you're learning? If you don't like the way you're feeling, think about times you've felt a similar negative emotion (like anxiety or loneliness). What has helped you return to a better mood in the past?

Even though you're not sleeping, you can think of such brain breaks as "syn-naps" because they let your brain replenish neurotransmitters like dopamine (which we'll discuss shortly). As you become aware of your emotions, you build brain networks that help you control your actions with your thinking brain. It also helps to do something active during a short break-such as toss a ball back and forth with a classmate, saying a word related to your lesson each time you catch the ball.
The Limbic System: Your Emotional Core
After the information coming in through your senses gets through the RAS, it travels to the sensory intake centers of your brain. New information that becomes memory is eventually stored in the sensory cortex areas located in brain lobes that are each specialized to analyze data from one of your five senses. These data must first pass through your brain's emotional core, the limbic system, where your amygdala and hippocampus evaluate whether this information is useful because it will help you physically survive or bring you pleasure.
The Amygdala
The amygdala is like a central train-routing station; it's a system for routing information based on your emotional state. When you experience negative emotions like fear, anxiety, or even boredom, your amygdala's filter takes up excessive amounts of your brain's available nutrients and oxygen. This puts your brain into survival mode, which blocks entry of any new information into your prefrontal cortex.

For example, suppose your day starts off badly. You overslept, had no time for breakfast, and have too many things to do before school. You're worried about whether your friends will sit with you at lunch and afraid that the mean kid in your class will say hurtful things to you.

It's not only your body that suffers on this kind of day: Your brain is also stressed. This stress closes off the pathways through the RAS and amygdala that direct information into your thinking brain and memory centers. Unless you restore a positive mood, you won't learn much on this particular school day. But if you can turn things around to become calm and focused, your amygdala will "decide" to send new information to your prefrontal cortex.
What You Can Do
Slow down and take a moment to reflect instead of react when you take a test at school or face social conflicts with friends. You might take a deep breath and visualize yourself in a peaceful place. Another technique that helps you choose what to do with your emotions-something only humans can do- is to imagine you're directing yourself in a play. You are the director sitting in a balcony seat watching an actor (the emotional you) on stage below. What advice would you give the emotion-filled actor on the stage if he or she had been pushed by a classmate and wanted to hit back, for example?

This technique helps you move away from using your reactive brain and tap your thinking brain, where memories that might help you are stored.

Your teachers play a role too. If your teachers set up lessons to include some fun activities so that you feel good during a lesson, your amygdala will add a neurochemical enhancement, like a memory chip, that strengthens the staying power of any information presented in the lesson. People actually remember more of what they hear and read if they are in a positive emotional state when they hear or read it.
The Hippocampus
Next to the amygdala is the hippocampus. Here, your brain links new sensory input to both memories of your past and knowledge already stored in your long-term memory to make new relational memories. These new memories are now ready for processing in your prefrontal cortex.

Your prefrontal cortex contains highly developed nerve communication networks that process new information through what are called executive functions, including judgment, analysis, organizing, problem solving, planning, and creativity. The executive function networks can convert short-term relational memories into long-term memories.

When you are focused and in a positive or controlled emotional state, your executive functions can more successfully organize newly coded memories into long-term knowledge.
What You Can Do
Reviewing and practicing something you've learned helps. Nerve cells (neurons) forge information into memories by sending messages to other neurons through branches-called axons and dendrites-that almost touch the branches of each neighboring neuron. It takes lots of connections between neurons to relate each neuron's tiny bit of information to that of other neurons so that all the bits add up to a complete memory.

When you review or practice something you've learned, dendrites actually grow between nerve cells in the network that holds that memory.

Each time you review that knowledge, this mental manipulation increases activity along the connections between nerve cells.

Repeated stimulation-for example, studying the times tables many times-makes the network stronger, just like muscles become stronger when you exercise them. And that makes the memory stay in your brain. Practice makes permanent.

When you review new learning through actions, using the knowledge to create something, solve problems, or apply it to another subject (such as using the times tables to measure the areas of paintings for framing them), this mental manipulation strengthens the neural pathways and your brain becomes even more efficiently wired.
Dopamine: Feeling Good Helps You Learn
Dopamine is one of the brain's most important neurotransmitters.

Messages connected to new information travel from neuron to neuron as tiny electrical currents. Like electricity, these messages need wiring to carry them. But there are gaps, called synapses, between the branches that connect nerve cells and there's no wiring at these gaps. Chemical neurotransmitters like dopamine carry electrical messages across the gap from one neuron to another. This transmission is crucial to your brain's capacity to process new information.

Your brain releases extra dopamine when an experience is enjoyable. As positive emotions cause dopamine to travel to more parts of your brain, additional neurons are activated. Thus a boost in dopamine not only increases your own sense of pleasure, but also increases other neurotransmitters, such as acetylcholine, that enhance alertness, memory, and executive functions in the prefrontal cortex.
What You Can Do
Certain activities, such as interacting with friends, laughing, physical activity, listening to someone read to you, and acting kindly increase dopamine levels.

You'll boost your learning if you get them into your day. Experiencing pride at accomplishing something is also correlated with higher dopamine. It will increase your learning power if you pursue activities that give you a sense of accomplishment. Think about your personal strengths, such as artistic ability, leadership, helping classmates resolve conflicts, athletic skill, or even qualities like optimism, kindness, and empathy. Use these skills to do projects you want to do-and do them well-and you'll find you can use your brain power more successfully to make judgments and solve problems.

You now have the power to use your most powerful tool to achieve the goals you choose. Congratulations on the dendrites you've grown along the way!
Judy Willis, MD, practiced neurology for 20 years; she currently teaches at Santa Barbara Middle School in California; This article was originally featured on Dr. Willis' blog, radteach.com; image attribution flickr user josekevo

# data[].attributes.attachment_link.title
How The Brain Works--And How Students Can Respond

# data[].attributes.attachment_link.description
3 major brain elements help control what information your brain takes in: the reticular activating system, limbic system, and dopamine.

# data[].attributes.attachment_link.description
How does the memory work in learning? The more times an action is repeated, the more dendrites grow and interconnect.

# data[].attributes.headline
REGION BY REGION EXPLORATION OF HOW THE BRAIN FUNCTIONS

# data[].attributes.subject
REGION BY REGION EXPLORATION OF HOW THE BRAIN FUNCTIONS

# data[].attributes.attachment_link.description
Map of the human brain: A region-by-region exploration of how the brain works - Its functions and symptoms of damage

# data[].attributes.body
Frontal Lobe- associated with reasoning, planning, parts of speech, movement, emotions, and problem solving
Parietal Lobe- associated with movement, orientation, recognition, perception of stimuli
Occipital Lobe- associated with visual processing
Temporal Lobe- associated with perception and recognition of auditory stimuli, memory, and speech

# data[].attributes.headline
LET'S IMPROVE OUR MEMORY AND BRAIN HEALTH :

# data[].attributes.subject
LET'S IMPROVE OUR MEMORY AND BRAIN HEALTH :

# data[].attributes.attachment_link.title
14 Ways to Improve Memory and Brain Health  - Saturday Strategy

# data[].attributes.attachment_link.description
http://fitlife.tv/14-ways-to-improve-memory-and-brain-health-saturday-strategy/ http://www.organifi.com/green-juice Get Organifi Green Juice: http://www.organifi.com Join Fitlife's 1.5MIL FB fans: http://FB.com//VegetableJuicing Get Free Juice Detox Guide: http://www.juicewithdrew.com Instagram: http://instagram.com/drewcanole LinkedIn: https://www.linkedin.com/drewcanole Pinterest: http://www.pinterest.com/fitlifetv Twitter: http://www.twitter.com/drewcanole 14 Ways to Improve Memory and Brain Health - Saturday Strategy When it comes to taking care of yourself, far too often the health of this very important organ gets left behind, which is really a bummer considering the important role it plays in our day-to-day life and overall health!

# data[].attributes.body
1. As a student, my point of view of how far I can use the brain to make sure I would be successful in life is that I need a beneficial duration of sleep (6-8 hours) for a healthy life span. A good and right duration of sleep will make a person more productive. In this case, we know that the brain is transmitting the impulse well as these create lots of thinking ideas for a student.

2. As we know, once we study about the brain and its function, students will tend to create awareness among themselves because they know that the brain is the main organ which operates the whole body. Students will start to improve in terms of physically and mentally too. For example, they will start to indulge in sports so that students can expose themselves widely, thus the brain starts to think widely and appropriately as it will affect the attitude and behaviour of a person to change to a better person.

3. As you can see here, if a person gets good sleep, goes for sports, takes up a healthy meal plan and etc. will eventually have a better healthy life and brain too. These ways will effect the brain as well because what ever we do obviously the brain will start to think and operate. Therefore, having a good ways to have a healthy body will eventually create better performance for our brain or in other word the good habits the students take up will improve the performance of the brain.

# data[].attributes.attachment_link.readable_text
Every brain changes with age, and mental function changes along with it. Mental decline is common, and it's one of the most feared consequences of aging. But cognitive impairment is not inevitable. Here are 12 ways you can help maintain brain function.

1. Get mental stimulation

Through research with mice and humans, scientists have found that brainy activities stimulate new connections between nerve cells and may even help the brain generate new cells, developing neurological "plasticity" and building up a functional reserve that provides a hedge against future cell loss.

Any mentally stimulating activity should help to build up your brain. Read, take courses, try "mental gymnastics," such as word puzzles or math problems Experiment with things that require manual dexterity as well as mental effort, such as drawing, painting, and other crafts.

2. Get physical exercise

Research shows that using your muscles also helps your mind. Animals who exercise regularly increase the number of tiny blood vessels that bring oxygen-rich blood to the region of the brain that is responsible for thought. Exercise also spurs the development of new nerve cells and increases the connections between brain cells ( synapses). This results in brains that are more efficient, plastic, and adaptive, which translates into better performance in aging animals. Exercise also lowers blood pressure, improves cholesterol levels, helps blood sugar balance and reduces mental stress, all of which can help your brain as well as your heart.

3. Improve your diet

Good nutrition can help your mind as well as your body. For example, people that eat a Mediterranean style diet that emphasizes fruits, vegetables, fish, nuts, unsaturated oils (olive oil) and plant sources of proteins are less likely to develop cognitive impairment and dementia.

4. Improve your blood pressure

High blood pressure in midlife increases the risk of cognitive decline in old age. Use lifestyle modification to keep your pressure as low as possible. Stay lean, exercise regularly, limit your alcohol to two drinks a day, reduce stress, and eat right.

5. Improve your blood sugar

Diabetes is an important risk factor for dementia. You can help prevent diabetes by eating right, exercising regularly, and staying lean. But if your blood sugar stays high, you'll need medication to achieve good control.

6. Improve your cholesterol

High levels of LDL ("bad") cholesterol are associated with an increased the risk of dementia. Diet, exercise, weight control, and avoiding tobacco will go a long way toward improving your cholesterol levels. But if you need more help, ask your doctor about medication.

7. Consider low-dose aspirin

Some observational studies suggest that low-dose aspirin may reduce the risk of dementia, especially vascular dementia. Ask your doctor if you are a candidate.

8. Avoid tobacco

Avoid tobacco in all its forms.

9. Don't abuse alcohol

Excessive drinking is a major risk factor for dementia. If you choose to drink, limit yourself to two drinks a day.

10. Care for your emotions

People who are anxious, depressed, sleep-deprived, or exhausted tend to score poorly on cognitive function tests. Poor scores don't necessarily predict an increased risk of cognitive decline in old age, but good mental health and restful sleep are certainly important goals.

11. Protect your head

Moderate to severe head injuries, even without diagnosed concussions, increase the risk of cognitive impairment.

12. Build social networks

Strong social ties have been associated with a lower risk of dementia, as well as lower blood pressure and longer life expectancy.

Image: Ronstik/Getty Images

# data[].attributes.attachment_link.title
12 ways to keep your brain young - Harvard Health

# data[].attributes.attachment_link.description
Mental decline is common, and it's one of the most feared consequences of aging. But cognitive impairment is not inevitable. Here are 12 ways you can help reduce your risk of age-related memory los...

# data[].attributes.body
-Google
-YouTube
-Powtoon
-Tumblr

# data[].attributes.body
Main parts of the brain
The brain has three main parts:
Cerebrum
Cerebellum
Brain stem

1. The cerebrum

The cerebrum, the large, outer part of the brain, controls reading, thinking, learning, speech, emotions and planned muscle movements like walking. It also controls vision, hearing and other senses.
The cerebrum is divided two cerebral hemispheres (halves): left and right. The right half controls the left side of the body. The left half controls the right side of the body.
Each hemisphere has four sections, called lobes: frontal, parietal, temporal and occipital. Each lobe controls specific functions. For example, the frontal lobe controls personality, decision-making and reasoning, while the temporal lobe controls, memory, speech, and sense of smell

2.The cerebellum

The cerebellum, in the back of the brain, controls balance, coordination and fine muscle control (e.g., walking). It also functions to maintain posture and equilibrium.

3.The brain stem
The brain stem, at the bottom of the brain, connects the cerebrum with the spinal cord. It includes the midbrain, the pons, and the medulla. It controls fundamental body functions such as breathing, eye movements, blood pressure, heartbeat, and swallowing.

# data[].attributes.attachment_link.description
Tumblr is a place to express yourself, discover yourself, and bond over the stuff you love. It's where your interests connect you with your people.

# data[].attributes.attachment_link.readable_text
contibuted by Judy Willis M.D., M.Ed., radteach.com

As education continues to evolve, adding in new trends, technologies, standards, and 21st-century thinking habits, there is one constant that doesn't change: The human brain.

But neuroscience isn't exactly accessible to most educators, rarely published, and when it is, it's often full of clinical phrasing and intimidating jargon. Worse, there seems to be a disconnect between the dry science of neurology, and the need teachers have for relevant tools, resources, and strategies in the classroom. In regards to the disconnect, we'll continue to strive to create content that is both expert and accessible, as we did in The Simple Things I Do To Promote Brain-Based Learning In My Classroom.

As for the 'jargon,' Judy Willis, teacher, neuroscientist, and consultant has put together an A-Z glossary of relevant neuroscience terms for teachers and administrators to help clarify the jargon. Willis' writing has been published on edutopia, TeachThought, and Psychology Today, among other sites, and her work in this field has been especially relevant at a time of such great change in education.

The best approach with a list like this might be to bookmark and share the page, and comeback to it intermittently.
41 Important Neuroscience Terms For Teachers Affective filter
The affective filter an emotional state of stress in children during which they are not responsive to processing, learning, and storing new information. This affective (emotional) filter is in the amygdala, which becomes hyperactive during periods of high stress. In this hyperstimulated state, new information does not pass through the amygdala to reach the higher thinking centers of the brain.
Amygdala
Part of the limbic system in the temporal lobe. The amygdala was first believed to function as a brain center for responding only to anxiety and fear. When the amygdala senses a threat, it becomes overactivated (high metabolic activity as seen by greatly increased radioactive glucose and oxygen use in the amygdala region on PET and fMRI scans). These neuroimaging findings show that when children feel helpless and anxious. When the amygdala is in a state of stress, fear, or anxiety-induced overactivation, new information coming through the sensory intake areas of the brain cannot pass through the amygdala's affective filter to gain access to the memory circuits.
Axon
This is the tiny fibrous extension of the neuron away from the cell body to other target cells (neurons, muscles, glands).
Brain mapping
Using electrographic (EEG) response over time, brain mapping measures electrical activity representing brain activation along neural pathways. This technique allows scientists to track which parts of the brain are active when a person is processing information at various stages of information intake, patterning, storing, and retrieval. The levels of activation in particular brain regions are associated with the intensity of information processing.
Central Nervous System
This is the portion of the nervous system comprised of the spinal cord and brain.
Cerebellum
This is a large cauliflower-looking structure on the top of the brainstem. This structure is very important in motor movement and motor-vestibular memory and learning.
Cerebral Cortex
This is the outer most layer of the cerebral hemispheres of the brain. The cortex mediates all conscious activity including planning, problem solving, language, and speech. It is also involved in perception and voluntary motor activity.
Cognition
This refers to the mental process by which we become aware of the world and use that information to problem solve and make sense out of the world. It is somewhat oversimplified but cognition refers to thinking and all of the mental processes related to thinking.
Dendrites
Branched protoplasmic extensions that sprout from the arms (axons) or the cell bodies of neurons. Dendrites conduct electrical impulses toward the neighboring neurons. A single nerve may possess many dendrites. Dendrites increase in size and number in response to learned skills, experience, and information storage. New dendrites grow as branches from frequently activated neurons. Proteins called 'eurotrophins,' such as nerve growth factor, stimulate this dendrite growth.
Dopamine
A neurotransmitter most associated with attention, decision making, executive function, and reward-stimulated learning. Dopamine release on neuroimaging has been found to increase in response to rewards and positive experiences. Scans reveal greater dopamine release while subjects are playing, laughing, exercising, and receiving acknowledgment (e.g., praise) for achievement.
Executive Functions
Cognitive processing of information that takes place in areas in the prefrontal cortex that exercise conscious control over one's emotions and thoughts. This control allows for patterned information to be used for organizing, analyzing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstractions, problem solving, attention focusing, and linking information to appropriate actions.

Functional Brain Imaging (neuroimaging)

The use of techniques such as PET scans and fMRI imaging to demonstrate the structure, function, or biochemical status of the brain. Structural imaging reveals the overall structure of the brain, and functional neuroimaging provides visualization of the processing of sensory information coming to the brain and of commands going from the brain to the body. This processing is visualized directly as areas of the brain that are "lit up" by increased metabolism, blood flow, oxygen use, or glucose uptake. Functional brain imaging reveals neural activity in particular brain regions and networks of connecting brain cells as the brain performs discrete cognitive tasks.

Functional Magnetic Resonance Imaging (fMRI)

This type of functional brain imaging uses the paramagnetic properties of oxygen-carrying hemoglobin in the blood to demonstrate which brain structures are activated and to what degree during various performance and cognitive activities. During most fMRI learning research, subjects are scanned while they are exposed to visual, auditory, or tactile stimuli; the scans then reveal the brain structures that are activated by these experiences.
Glia
These are specialized cells that nourish, support, and complement the activity of neurons in the brain. Astrocytes are the most common and appear to play a key role in regulating the amount of neurotransmitter in the synapse by taking up excess neurotransmitter.
Graphic Organizers
Diagrams that are designed to coincide with the brain's style of patterning. In order for sensory information to be encoded (the initial processing of the information entering from the senses), consolidated, and stored, the information must be patterned into a brain-compatible form. Graphic organizers can promote this patterning in the brain when children participate in creating relevant connections to their existing memory circuitry.
Gray Matter
The gray refers to the brownish-gray color of the nerve cell bodies (neurons) of the outer cortex of the brain as compared with white matter, which is primarily composed of supportive cells and connecting tracks. Neurons are darker than other brain matter, so the cortex or outer layer of the brain appears darker gray and is called "gray matter" because neurons are most dense in that layer.
Hippocampus
A ridge in the floor of each lateral ventricle of the brain that consists mainly of gray matter that has a major role in memory processes. The hippocampus takes sensory inputs and integrates them with relational or associational patterns from preexisting memories, thereby binding the information from the new sensory input into storable patterns of relational memories.
Limbic System
This is a group of functionally and developmentally linked structures in the brain (including the amygdala, cingulate cortex, hippocampus, septum and basal ganglia). The limbic system is involved in regulation of emotion, memory, and processing complex socio-emotional communication.
Long-Term Memory
Long-term memory is created when short-term memory is strengthened through review and meaningful association with existing patterns and prior knowledge. This strengthening results in a physical change in the structure of neuronal circuits.
Metacognition
Knowledge about one's own information processing and strategies that influence one's learning that can optimize future learning. After a lesson or assessment, when children are prompted to recognize the successful learning strategies they used, that reflection can reinforce the effective strategies.
Myelin
The fatty substance that covers and protects nerves. Myelin is a layered tissue that sheathes the axons (nerve fibers). This sheath around the axon acts like a conductor in an electrical system, ensuring that messages sent by axons are not lost as they travel to the next neuron. Myelin increases the efficiency of nerve impulse travel and grows in layers in response to more stimulation of a neural pathway.
Myelination
The formation of the myelin sheath around a nerve fiber.
Neuronal Circuits
Neurons communicate with each other by sending coded messages along electrochemical connections. When there is repeated stimulation of specific patterns of stimulation between the same groups of neurons, their connecting circuits (dendrites) become more developed and more accessible to efficient stimulation and response. This is where practice (repeated stimulation of grouped neuronal connections in neuronal circuits) results in more successful recall.
Neurons
Specialized cells in the brain and throughout the nervous system that control storage and processing of information to, from, and within the brain, spinal cord, and nerves. Neurons are composed of a main cell body, a single major axon for outgoing electrical signals, and a varying number of dendrites to conduct coded information throughout the nervous system.
Neuroplasticity
This refers to the remarkable capacity of the brain to change its molecular, microarchitectural, and functional organization in response to injury or experience. Dendrite formation and dendrite and neuron destruction (pruning) allows the brain to reshape and reorganize the networks of connections in response to increased or decreased use of these pathways.
Neurotransmitters
Brain proteins that are released by the electrical impulses on one side of the synapse (axonal terminal) and then float across the synaptic gap carrying the information with them to stimulate the nerve ending (dendrite) of the next cell in the pathway. Once the neurotransmitter is taken up by the dendrite nerve ending, the electric impulse is reactivated in that dendrite to travel along to the next nerve.

Neurotransmitters in the brain include serotonin, tryptophan, acetylcholine, dopamine, and others that transport information across synapses and also circulate through the brain, much like hormones, to influence larger regions of the brain. When neurotransmitters are depleted, by too much information traveling through a nerve circuit without a break, the speed of transmission along the nerve slows down to a less efficient level.
Numeracy
The ability to reason with numbers and other mathematical concepts. Children's concepts of number and quantity develop with brain maturation and experience.

Occipital Lobes (visual memory areas)

These posterior lobes of the brain process optical input among other functions.
Oligodendrocytes
Oligodendrocytes are the glia that specialize to form the myelin sheath around many axonal projections.
Parietal lobes
Parietal lobes on each side of the brain process sensory data, among other functions.
Patterning
Patterning is the process whereby the brain perceives sensory data and generates patterns by relating new information with previously learned material or chunking material into pattern systems it has used before. Education is about increasing the patterns children can use, recognize, and communicate. As the ability to see and work with patterns expands, the executive functions are enhanced. Whenever new material is presented in such a way that children see relationships, they can generate greater brain cell activity (formation of new neural connections) and achieve more successful patterns for long-term memory storage and retrieval.
Positron Emission Tomography (PET scans)
Radioactive isotopes are injected into the blood attached to molecules of glucose. As a part of the brain is more active, its glucose and oxygen demands increase. The isotopes attached to the glucose give off measurable emissions used to produce maps of areas of brain activity. The higher the radioactivity count, the greater the activity taking place in that portion of the brain.

PET scanning can show blood flow, oxygen, and glucose metabolism in the tissues of the working brain that reflect the amount of brain activity in these regions while the brain is processing sensory input (information). The biggest drawback of PET scanning is that because the radioactivity decays rapidly, it is limited to monitoring short tasks. fMRI technology does not have this same time limitation and has become the preferred functional imaging technique in learning research.
Prediction
Prediction is what the brain does with the information it patterns. Prediction occurs when the brain has enough information in a patterned memory category that it can find similar patterns in new information and predict what the patterns mean. For example if you see the number sequence 3,6,9,12...,.. you predict the next number will be 15 because you recognize the pattern of counting by threes.

Through careful observation the brain learns more and more about our world and is able to make more and more accurate predictions about what will come next. Prediction is often what is measured in intelligence tests. This predicting ability is the basis for successful reading, calculating, test taking, goal- setting, and appropriate social interactions behavior. Successful prediction is one of the best problem-solving strategies the brain has.

Prefrontal Cortex (front, outer parts of the frontal lobes)

The prefrontal cortex (PFC) is a hub of neural networks with intake and output to almost all other regions of the brain. In the PFC relational, working-memories can be mentally manipulated to become long-term memory and emotions can be consciously evaluated.

Executive functions directed by PFC networks respond to input through the highest levels of cognition. These functions include information evaluation, prediction, conscious decision making, emotional awareness and response, organizing, analyzing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstraction, deduction, induction, problem solving, attention focusing, and linking information to planning and directing actions.

Pruning: Neurons and their connections are pruned (destroyed) when they are not used. In a baby, the brain overproduces brain cells (neurons) and connections between brain cells (synapses) and then starts pruning them back around the age of three. The second wave of synapse formation occurs just before puberty and is followed by another phase of pruning. Pruning allows the brain to consolidate learning by pruning away unused neurons and synapses and wrapping more white matter (myelin) around the neuronal networks more frequently used to stabilize and strengthen their ability to conduct the electrical impulses of nerve- to-nerve communication.
RAD learning
There three main brain systems that are keys to building better brains. The three systems can be referred to as RAD, which is short for Reach and Discover.
Reticular Activating System (RAS)
This lower part of the posterior brain filters all incoming stimuli and makes the 'decision' as to what sensory input is attended to or ignored. The main categories that focus the attention of the RAS include novelty (changes in the environment), surprise, danger, and movement.
Rote Memory
This type of memorization is the most commonly required memory task for children in school. This type of learning involves 'memorizing,' and soon forgetting, facts that are often of little primary interest or emotional value to the child, such as lists of words. Facts that are memorized by rehearsing them over and over, that don't have obvious or engaging patterns or connections, are rote memories.

Without giving the information context or relationship to children's lives, these facts are stored in remoter areas of the brain. These isolated bits are more difficult to locate and retrieve because there are fewer nerve pathways leading to these remote storage systems.
Serotonin
A neurotransmitter used to carry messages between neurons. Too little serotonin may be a cause of depression and inattention. Dendritic branching is enhanced by the serotonin secreted by the brain predominantly between the sixth and eighth hour of sleep (non-REM).

Short-Term Memory (working memory)

This memory can hold and manipulate information for use in the immediate future. Information is only held in working memory for about a minute. The working memory span of the mature brain (less in children) is approximately 7-9 chunks of data. You can read more about teaching around the way short and long-term memory work here via the Cognitive Load Theory.
Synapse
These gaps between nerve endings are where neurotransmitters like dopamine carry information across the space separating the axon extensions of one neuron from the dendrite that leads to the next neuron in the pathway. Before and after crossing the synapse as a chemical message, information is carried in an electrical state when it travels down the nerve.
Venn diagram
A type of graphic organizer used to compare and contrast information. The overlapping areas represent similarities, and the nonoverlapping areas represent differences.
Image attribution flickr user vancouverfilmschool; The Neuroscience Of Learning: 41 Terms Every Teacher Should Know; The A-Z Guide For Neuroscience In Education

# data[].attributes.attachment_link.title
41 Important Neuroscience Terms For Teachers

# data[].attributes.attachment_link.description
Few educators need a deep grasp of neurology, but a working knowledge of the more common neuroscience terms for teachers could be useful.

# data[].attributes.attachment_link.description
At http://bergmanchiropractic.com and http://Owners-Guide.com we strive to educate people on natural solutions to health. http://SkypePackage.com for online consults. SUBSCRIBE at http://www.youtube.com/user/johnbchiro CALL TOLL FREE 1-855-712-0012 to get bonus materials not on YouTube or text your first name and email plus 89869 to 1-817-591-2905.

# data[].attributes.body
To conclude i would like to say that i have learnt a lot of new things from this assignment. The main reason of all is that i got to know about Padlet. Besides that, i got to learn new software called WEB 2.0. This software consists of Jing, Screencast-O-Matic, Camtosio Studio and many more. These are some new tools that we can use to edit any information such as videos, articles from blog or many more. This WEB 2.0 will be very useful in the future. Last but not least, I had the chance to learn more about the human brain and its functions.