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Teaching With The Brain In Mind - On The Road Again!
Transcript of Teaching With The Brain In Mind - On The Road Again!
Chris Strater and Jennifer Ebbe Handy
Who we are:
Trainers for CDE
Explorers and guides
Who we are not:
Suggesting you change your whole teaching practice
Cell phones/technology – be respectful
Build on prior knowledge
Open to new learning
Challenge by Choice
Gain a deeper understanding of how the learning brain functions.
Experience a variety of strategies that can be implemented into your planning, classroom, and content to enhance student learning and keep the brain in mind.
Keep me in mind!
A Look Under the Hood...
A look under the hood
4 M's (mindfulness, mindset, mistakes, and movement)
Time to Tinker
Atop the brain stem
Regulates basic behaviors critical for survival
Dr. Rick Hanson
Dr. Gabor Mate
Larger than in animals
Sensory, executive, and motor functions
Pet the lizard
Feed the mouse
Hug the monkey
Wise Old Owl
The MindUp Curriculum
AGES and STAGES
Infancy to Early Childhood
Primary/School Age Children
Tweens And Teens
Sculpting a new brain
Rely on different parts of the brain to interpret information
Brain is designed to misunderstand and misinterpret information
Windows of opportunity/sensitivity
Challenged by concept of time
More urges + fewer mental controls = risky behavior
Truckload more neurons than adults (10 quadrillion)
No two brains develop at the same rate
Not very different than
Same as in many mammals
Extra large scoop
plopped on top with
new, higher functions
Points of Interest
Sculpted and developed over time
Not designed with a modern life in mind, evolved for life in a different world
Specialized and unique
A car with the hood closed, brain research allows us to open the hood and examine the engine
Are you driving the brain or is the brain driving you?
4yr old brain energy consumption is 50% higher than in an adult
Normal to lose about half of prenatally produced brain cells
Different parts of the brain mature at different rates
Ideal time to teach them how their brains work
So, that's why...
Say one thing, do another
Awkward analysis of problems/situations
Intense interest in themselves
Points of Interest
How are they thinking?
Do they know how their brains work?
What works best right now?
Are we allowing them to experience ages and stages?
What tools do they need for their SEL Toolbox?
How is the engine running?
The brain's ability to reorganize itself by forming new neural connections - to change as a result of experience
Makes our brain adaptive
Consists of pruning, neurogenesis, and synaptogenesis
Can be functional or dysfunctional
Neurons that fire together, wire together
'remapping the mind'
Mistakes - bumps in the road
Think erasers, not sharpies
Points of Interest
Process to learn how to focus our attention on the internal world of the mind that will change the wiring and architecture of the brain
Plant the seed
Tend the garden
Conscious awareness of our current thoughts, feelings and surrounding
Accepting this awareness with openness and curiosity in a nonjudgmental way
Opposite of mindless
Using your brain to change your mind
Durlak, Weissberg et al.'s recent meta-analysis of 213 rigorous studies of SEL in schools (http://www.casel.org/social-and-emotional-learning/outcomes/)
Research shows that SEL can have a positive impact on school climate and promote a host of academic, social, and emotional benefits for students including:
better academic performance
improved attitudes and behaviors
greater motivation to learn
deeper commitment to school
increased time devoted to schoolwork
better classroom behavior
reduced emotional distress
fewer classroom disruptions and disciplinary referrals
Movement and Exercise
Make your own path
5 Pillars for Brain Health
The Walking Classroom
My YouTube Channel
Benefits of movement and exercise:
Prepares the body and brain for learning by firing up PFC
BDNF MiracleGro for the brain
Problem Solving Method
Children internalize behaviors best when they are allowed to make their own mistakes and feel the consequences
Where we've been...
Under the hood
Where are we going?
The Handy Model
Set your intention as a Neuroplastician
Social and Emotional Learning
Be an ambassador of change
Time To Tinker
Roadside Assistance: Chat, discuss, ask questions, process information with support from others
Mechanic: Use technology and other resources to revise, research, and review information to tune-up current thinking and understanding
Assembly Line: build, create, plan, and assemble models, kits, resources, strategies to take back and use asap
Navigation System: follow the path you need to take you to your next destination using a multitude of available resources or the road less traveled
Check in on your intention
How we see ...
Points of Interest
Gender and The Brain
Male - Female
Talking and Sounds
*Walk and Talk
Time of Transition:
Prime time to tap academics and talents
*Simon says what?
How we talk / What we see
Help them process
Be aware of your bias
*Index card review
A concept for all ages/stages...
*Grade level synthesis
This just in...
enter school with less word recognition
find jargon or coded language more interesting
have a sound or a noise for everything
turns off to high pitched voices
more word usage when entering school
likes conceptual, everyday language with concrete details
turns off and often afraid of loud, strong voices
more "M" cells in the retina
more black and white, draws verbs
more interested in feelings and emotions
more "P" cells in the retina
more interested in color, draws nouns
tend to use more space when working
intent on preforming task without sensitivity to others
tend to get bored quicker -- need more and varied stimulus to stay attentive
pecking order important, especially perceived to be low
quicker to pick up on social interaction
tend to just be quieter
move less and can stay still longer
hold onto cortisol longer
Processing and Thinking
need more downtime
by themselves or during physical activity competition
focus on the problem only, often without eye contact
more deductive - from a general principal
process in small groups or with a friend
sharing emotions, talking, discussing
seek eye contact, check in on expectations
more inductive - adding more and more