Driven by Emotions

1. Driven by Emotions Jensen, Chapter 14

2. “Emotions inform our logic” • Kagan (1990) Goleman (1995)emotions • Drive attention • Create their own memory pathways • Reliance on logic alone = foolish outcomes • Role of emotions in learning • Damasio (1994) • Brain, mind, body and emotions form a linked system • Emotions are enmeshed in the neural networks of reason • Damage in the prefrontal lobe and the amygdala eliminate the ability to feel emotionsfaulty cognition occurs

3. Le Doux (1996)the anatomy of emotion (metanalyses) • Arousalattention, perception, memory, and problem solving • Without arousal, we fail to notice what is going on • And yet if we are over-aroused we become tense, anxious and underproductive • Various systems contributes to arousalfour of them in the brain • Each area contains different neurotransmitters

4. Areas of the Brain Strongly Activated by Emotions

5. Toobybrain connected to: • Orbifrontal cortexcentral processing area that orchestrates emotions and cognitions • Pert (1997)emotions operate throughout the body determining that there are biomolecular bases for emotion (opiate receptor) • Neuropeptides Simultaneously in • Neurotransmitters brain and body • That are attached to our cells • McGaugh (1990), MacLean (1990) • Midbrain areasomething is true before it is believed • This area cannot either read or write • But tell us what is real (perhaps intuition?)

6. Emotional Logic • Holistic learningacknowledge learner’s • Emotions • Feelings • Beliefs • Cravings • Problems attitudes • Skills • The influence of our emotions on our behavior is immense • They give us a live report of the body’s response • Limbic system • Pre-frontal cortices • Brain areas that map and integrate signals from the body • Damage to the prefrontal cortex compromise our feelings about our thoughts • And damage to our amygdala and anterior cingulate impairs primary emotions • Primary emotions are read as part of survival

7. The Chemistry of Emotion • Neurotransmitters (chemicals released by nerve cells at a synapsis for the purpose of relaying information) • Neuropeptides (chain of aminoacids that function as neurotransmitters) • Are present in all areas of the body • They transmit excitement, calmness, depression, euphoriainfluence thinking and behaviors • The gut feeling….?

8. Are Feelings and Emotions the Same? • Noooo! • Emotions are generated from biological outomated pathways and have been found to be experienced universally • Feelings are culturally and environmentally developed responses to cirumstances • Emotions can be measured • Electrodermal responses • Heart rate • Blood pressure • EEG activity • fMRIs • Feelings and emotions travel through separate pathways in the brain • Feelingsslow cicuitous route involving neurotransmitters • Emotionsare accessed fast through the superhighways • Class give examples…

9. Amygdalaalmond shape structure within the limbic system • Exerts tremendous influence over cortex • By giving the cortex the more inputs that the cortex gives the amygdala • Although information flows both ways • Two regions are liked to fear • Brings emotional content to memory connection with the hypoccampus (tints the memory) • Tells us survival is at stake!press buttons • Each time we react is retrigger by al older reaction (unconditioned stimuli)

10. Immediate strategies to provide alternative outlets • Establish new, positive, and productive rituals such as arrival handshakes, music fanfare, positive greetings, hugs, high-fives, etc. • Set a tone of teamwork with class rituals such as team names, cheers, gestures, games, and friendly competition. • Encourage participation rituals such as a class applause when learners contribute or present; closing rituals with songs, affirmations, discussion, journal writing, cheers, self-assessment, gestures, etc.; and your own personal form of ritual to celebrate a learner’s achievement such as a special student award, note of praise sent home, extra privileges, etc. • Emotions are our personalities • Removal of amygdalapersonality changes • Capacity for creative play • Imagination • Emotional nuances such as • Arts • Humor • Imagination • love • Music • Altruism

11. Emotions as Mind Body States • A state is a frozen moment composed of posture, brething rate and chemical balance • In this state the following are present/absent: • Norepinephrineneurotransmitter • Vasopressinacts in the body to increase blood pressure during emergencies • Testosteronemale hormone • Serotoninneurotransmitter (onset of sleep) • Progesteronehormone that increases blood supply to the uterine wall • Dopamineneurotransmitter (regulates emotional responses)

12. Outlets for Expression • Sometimes we express ourselves in a primitive manner, teachers should give them “acceptable outlets” • These acceptable outlets are • Creating a brain-affirming learning climate. • Acknowledging the role of chemicals in behavior. • Not denying the importance and recognition of feelings and emotions. • Providing more personally meaningful projects and more individual choice. • Using productive rituals to adjust mind-body states. • Maintaining an absence of threat, high stress, and artificial deadlines.

13. Continued… • Ensuring that the resources necessary for success are • available to every learner. • Creating multi-status groups of learners supported by • peer review and feedback. • Using self-assessment tools for non-threatening • feedback. • Assigning large group-oriented projects that require • learners to learn to work with others and problem • solve for the greater good • The Thinking Tool of Emotion • Emotion behind the goalsprovide the energy to accomplish • them • May be hardwired in our DNA • Makes us decide faster • Values are involved

14. What are the Specific Roles of Emotion in Learning? • To bind the learning. • To help us determine what’s real, what we believe and feel. • To activate long-term memory on an intense and widespread chemical basis in both amygdaloid and peptide structures. • To help us make faster decisions by using nonconscious and “gut” level judgment. • To help us make better quality decisions by engaging our values.

15. We remember what is most emotionally laden because: • Emotional events receive preferential processing • Brain is overstimulated when strong emotions are present • Emotions = more chemicals in the brain • The more intense the amygdala arousal, the stronger the imprint • Strategies • Role model • Celebrate • Controversy • Physical rituals • Introspection • Learning has “to feel right” • Use learner’s modalities • Reinforce with repetition • Give time for learning