Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-2-parts-of-the-brain-and-marge-conclusions

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# Parts of the Brain & MARGE Conclusions

CPD: MARGE Model for Learning (by Nimish Lad), topic 1.1.2

## Parts of the Brain

The brain has six main regions, and based on Shimamura's MARGE we can make five key conclusions from the interactions between different parts of the brain.

### Parts of the brain

![Parts of the brain](https://image-v2.cdn.app.senecalearning.com/2021-09/6684e364-bd5b-41e8-a9ce-b9c05b3d50f2/brainy.JPG)

- Prefrontal cortex (PFC) – controls the executive functions such as attention, decision making, and the maintenance of working memory.
- Occipital cortex – where visual imagery is processed.
- Heschl's gyrus – where auditory information is processed.

### Parts of the brain (cont)

![Parts of the brain (cont)](https://image-v2.cdn.app.senecalearning.com/2021-09/3fb4d3bd-c648-4f43-ae2b-e3b570db80c8/brainy.JPG)

- Medial temporal lobe (MTL) – binds information into episodic memory.
- Cerebral cortex – where conceptual knowledge is stored.
- Midbrain – contains the rewards circuit; linked to motivation and memory.

### MARGE conclusions

![MARGE conclusions](https://image-v2.cdn.app.senecalearning.com/2018-08/e5d2123c-1eac-45f5-8e24-13c47ab9242c/brain-scan-mri.jpg)

- To ensure students remain motivated to learn, we need to foster epistemic 
curiosity, activating the midbrain reward pathways.
- Consideration must be given to the amount and layout of text being 
presented, as well as what is being said, to ensure the prefrontal cortex knows what 
to attend to.

### MARGE conclusions (cont)

![MARGE conclusions (cont)](https://image-v2.cdn.app.senecalearning.com/2018-09/1f4bb6ec-2332-48c0-bb10-0ca3ca289569/network-brain-neuron-synapse-chemical-.jpg)

- The delivery of new concepts needs to allow our medial temporal lobe to relate new information to existing information.
 - Build-in opportunities for students to generate connections in the cerebral cortex, through repeated usage and reactivation of learned information.
- Without the prefrontal cortex focussing on the right stimulus and evaluating the knowledge we have gained, the process of learning becomes obsolete.

## Test yourself on Parts of the Brain & MARGE Conclusions

- What are the six main regions of the brain?
- Which of these is NOT a part of the brain?
- What will happen if the prefrontal cortex does not focus on the right stimulus?
- What conclusions can be drawn from MARGE?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/9ae088c4-cadf-47ae-abe6-20abf22f9050/section/716b4e7c-64aa-4214-b20d-8c4a7eb13ccf/session)

- Previous topic: [1.1.1 Introduction](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-1-introduction.md)
- Next topic: [1.1.3 Motivation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-3-motivation.md)

## CPD: MARGE Model for Learning (by Nimish Lad) contents

### 1 MARGE Model
- 1.1 The Brain
  - [1.1.1 Introduction](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-1-introduction.md)
  - [1.1.2 Parts of the Brain & MARGE Conclusions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-2-parts-of-the-brain-and-marge-conclusions.md)
  - [1.1.3 Motivation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-3-motivation.md)
  - [1.1.4 Focus](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-4-focus.md)
  - [1.1.5 Relating Information](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-1-5-relating-information.md)
- 1.2 The MARGE Model
  - [1.2.1 MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-2-1-marge.md)
  - [1.2.2 Applying MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-2-2-applying-marge.md)
- 1.3 A Whole-Brain Model of Learning
  - [1.3.1 Introduction to the Whole-Brain Concept](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-1-introduction-to-the-whole-brain-concept.md)
  - [1.3.2 Questions for MARGE](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-2-questions-for-marge.md)
  - [1.3.3 MARGE & Knowledge Organisers](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-3-marge-and-knowledge-organisers.md)
  - [1.3.4 MARGE & SQ3R](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-4-marge-and-sq3r.md)
  - [1.3.5 MARGE & Cornell Note-Taking](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-5-marge-and-cornell-note-taking.md)
  - [1.3.6 MARGE & the Feynman Technique](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-6-marge-and-the-feynman-technique.md)
  - [1.3.7 Conclusions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-marge-model-for-learning-seneca-certified/1-3-7-conclusions.md)