Connections make my brain go round.

I like lists.  They help me grasp and remember the most important concepts and then I can keep the nuances and details swirling around in my head.  Then I mash the list and the ideas in my head together as I craft an answer to an essay question, create a presentation, or go grocery shopping for a special dinner.  To me, this is an example of how the brain works.  Or at least how my brain works.  As Reardon pointed out, “each brain is unique.”  According to Reardon, “every brain simultaneously perceives and creates parts and wholes.”  To me this is similar to Zull’s recommendation in The Art of Changing the Brain, that teachers “arrange for firing together…associated things should happen together.”  When I look at the two lists supplied by Reardon and Zull side-by-side, I can see connection everywhere!

Reardon: How the brain works…	Zull: What teachers can do…	My connections
The brain is a parallel processor	Repeat, repeat, repeat	Same info presented in different ways will access different parts of the brain so the parallel consciousnesses can each be accessed.
Learning engages the entire physiology	Misconnected networks are most often just incomplete; try to add to them	Use different parts of the body/mind/spirit to connect to the whole physiology for deeper experiences.
The search for meaning is innate and occurs thru patterning	Try to understand existing networks, build on them; nothing is new	As we connect new patterns to old patterns we create a third pattern with deep roots in something we already retain as knowledge.
Every brain simultaneously perceives and creates parts and wholes	Arrange for firing together; associated things should happen together	I would caveat that don’t always be so sure to exclude something from a group. Look for connections in what previously seemed unconnected.  This is where new ideas come from.
Emotions are critical to patterning	Be careful about resurrecting old networks; error dies hard	Emotional patterns may be the most difficult to break; once overcome, be prepared to address them again if there is a relapse.
Learning involves both focused attention and peripheral perception	Focus on sensory input that is errorless	Don’t distract from the main point with an unrelated tangent; Enhance the main point with a meaningful story providing memorable examples.
The brain remembers best when facts and skills are embedded in contextual memory	Construct metaphors, analogies, similes	Like searching for meaning, roots in something familiar aid in memory and understanding.
Learning is enhanced by challenge, inhibited by threat	Don’t stress mistakes; don’t reinforce neuronal networks that aren’t useful	Stressing mistakes can be very threatening.  Small wins can be very powerful.
Each Brain is unique	Watch for inherent networks (natural talents) and encourage the practice	Build on your strengths to succeed.

I have also made some graphic pictograms for recalling Zull's suggestions for teaching.  I think they are fun devices for understanding how the brain works.  I hope you enjoy them!