# data[].attributes.body
Sleep plays a powerful role in the consolidation of long-term memories.

Periods of slow-wave sleep produce a recall, and probably amplification.

Students need at least a reasonable amount of sleep (7-8 hours) , which enables their brains enough time to take the day's new information, consolidate it, and start the process of making it a more permanent memory.

Students can not optimize their learning without getting enough sleep.

People who take a nap after learning a new task remember it better than those who don't.

Video:  Sleep to Remember (05:44)

# data[].attributes.attachment_link.title
The benefits of a good night's sleep - Shai Marcu

# data[].attributes.body
Both long-term and short-term stress can impair cell communication in the brain's learning and memory region.

It is unlikely we will ever teach students who are totally free of stress. But we can work toward providing learning environments that reduce their stress and engage them so they will focus on the learning and forget the stress.

# data[].attributes.headline
Making the learning personal and emotional to improve recall(pp.146-147)

# data[].attributes.subject
Making the learning personal and emotional to improve recall(pp.146-147)

# data[].attributes.body
Important tools in the information of memory: attention and emotion.

Personal factors can influence attention, such as distinctiveness, affective valence, prevalence, complexity, and functional value.

Individual characteristics can influence attention, such as sensory capacities, arousal level, perceptual set, past reinforcement.

Emotional arousal appears to increase the likelihood of memory consolidation during the retention stage of memory.

Memory enhancements for emotional information tend to be greater after longer delays than after relatively short ones.

Emotional valence alone can enhance memory.

# data[].attributes.body
Sleep has been identified as a state that optimizes the consolidation of newly acquired information in memory, depending not the specific conditions of learning and the timing of sleep (p.139).

Our students cannot optimize their learning without getting enough sleep (p.139).

# data[].attributes.headline
Students would forget information because of 4 major reasons (pp.140-141):

# data[].attributes.subject
Students would forget information because of 4 major reasons (pp.140-141):

# data[].attributes.body
Retrieval failure: If information is not retrieved and rehearsed, it will eventually be lost.

Interference: Some memories compete and interfere with other memories, especially when information is very similar to other information that was previously stored in memory. This means that students’ prior knowledge and experience will be likely to interfere with what is learned recently.

Failure to store: Information that is never stored in the long-term memory is easy to be forgotten.

Motivated forgetting: Some information could be actively forgotten by students because of suppression or repression.

# data[].attributes.body
Teaching for long-term recall: Teaching in ways that promote our students knowing the skills and information we want them to know a year or more after the course has ended (p.144).

The key elements in developing long-term memories are the repetition and elaboration of the information and skills being taught (p.144).

Suggestions about how to teach for long-term recall (pp.145-146): 1) teach students to space their practice; 2) cumulative tests or exams; 3) have students spend time in reflection; 4) ask students explain what they have learned in their own words; 5)use much visual information as possible.

# data[].attributes.body
Get enough sleep

Take naps

Allow some time between assigned classes

Use all of their senses to study

# data[].attributes.body
To encode a memory, people must first be paying attention (p.138).

New neuron connections are made and change all the time.

The more signals sent between brain cells, the stronger the connection  grows (p.138).

Understand the flexibility of brain plasticity: how you use your brain helps determine how your brain is organized (p.138).

Students' brains organize and reorganize in response to their learning experience, forming memories triggered by their experiences, education, and/or training (pp.138-139)

# data[].attributes.headline
1. Build learning environments to boost brain development

# data[].attributes.subject
1. Build learning environments to boost brain development

# data[].attributes.body
Brain plasticity: The brain is wired to learn (Doyle, 2011, p.146)

Brian-friendly learning: Teaching to support the way the human brain works (Pacansky-Brock, 2017, p.11)

# data[].attributes.body
Creating a safe learning environment that is engaging, interesting, and challenging is important (Doyle, 2011, p.141)

Students need to feel safe and perceive their learning environment as a trusted space to share and collaborate with their peers(Pacansky-Brock, 2017, p.33)

# data[].attributes.headline
We need to help our students to begin learning in harmony with their brains.

# data[].attributes.subject
We need to help our students to begin learning in harmony with their brains.

# data[].attributes.body
This requires that teachers need to build a learning environment that boosts students’ brain development, that is, to build brain-friendly learning environment.

To build brain-friendly learning environment, we need to understand what helps and hinders in information processing in students’ brain.

To build brain-friendly learning environment, we need to make students understand the importance of sleep.

To build brain-friendly learning environment, we need to create a safe learning environment that is engaging, interesting and challenging to reduce students’ stress.

To build brain-friendly learning environment, we need to teach for long-term recall.

To build brain-friendly learning environment, we need to make the learning personal and emotional to improve recall of information.

To build brain-friendly learning environment, we need to help students improve their memories.

# data[].attributes.headline
1.Based on the flexibility of brain plasticity “how you use your brain helps determine how your brain is organized”(p.138), how and what can we do to help students create connections between new knowledge and their experience to build intricate circuits of knowledge in their brain?

# data[].attributes.subject
1.Based on the flexibility of brain plasticity “how you use your brain helps determine how your brain is organized”(p.138), how and what can we do to help students create connections between new knowledge and their experience to build intricate circuits of knowledge in their brain?

# data[].attributes.headline
Instructions tools we can use to help our students retain information in long-term memory:

# data[].attributes.subject
Instructions tools we can use to help our students retain information in long-term memory:

# data[].attributes.body
Focus your attention on the materials you are studying.

Don’t cram for exams.

Structure and organize the information.

Mnemonic devices (HOMES, EGBDF)

Elaborate and rehearse information

Relate new information to prior knowledge

Visualize concepts

Teach new concepts to another person

Pay extra attention to information in the middle of class

Vary your study routine.

# data[].attributes.headline
3. A book: Brain Friendly Teaching(07:28)

# data[].attributes.subject
3. A book: Brain Friendly Teaching(07:28)

# data[].attributes.headline
Participatory Learning in a community-based learning environment

# data[].attributes.subject
Participatory Learning in a community-based learning environment

# data[].attributes.body
Definition: Participatory learning situates individual within a fluid community in which members make contributions by sharing ideas of their own and responses to the contribution made by other members (Pacansky-Brock, 2017, p.30)

Question 1: How could we ensure students' active participation and the participation validity in online community learning environment?

Question 2: When teaching online, how should the teacher do to keep a balance between participation level and regular contact with students?

Question 3: What could the teacher do to assess the students-generated work when teaching a large class online?

# data[].attributes.headline
2. If students have varied ways to organize information in the brain, what strategies could be resorted to for a teacher to improve students' learning?

# data[].attributes.subject
2. If students have varied ways to organize information in the brain, what strategies could be resorted to for a teacher to improve students' learning?

# data[].attributes.headline
3. How could the teacher build a brain-friendly blended or online learning environment? 

# data[].attributes.subject
3. How could the teacher build a brain-friendly blended or online learning environment? 