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Teaching With The Brain In Mind - On The Road Again!

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Jennifer Handy

on 9 August 2016

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Transcript of Teaching With The Brain In Mind - On The Road Again!

Teaching With The Brain In Mind - On The Road Again!
Chris Strater and Jennifer Ebbe Handy
Who we are:
Teachers
Resources
Trainers for CDE
Explorers and guides
Who we are not:
Neuroscientists
Curriculum/programs
Suggesting you change your whole teaching practice
Cell phones/technology – be respectful
Build on prior knowledge
Open to new learning
Challenge by Choice
Ask questions
Additional?
Objectives
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!
Share out!
SHIFT
STOP
GO
A Look Under the Hood...
Agenda:
Introductions
Norms
Objectives
Review
A look under the hood
Gender
Ages/stages
4 M's (mindfulness, mindset, mistakes, and movement)
Time to Tinker
Lobes
Old/new
Inside/outside
Hemispheres
Reptilian
Mammalian
Human
Reptilian
Brain stem
Lizard brain
Most ancient
Housekeeping
Mammalian brain
Middle brain
Atop the brain stem
Regulates basic behaviors critical for survival

Dr. Rick Hanson
Dr. Gabor Mate
Gabrielle Principe
Human brain
Cortex
Larger than in animals
Sensory, executive, and motor functions
Pet the lizard
Feed the mouse
Hug the monkey
Hemispheres
Right
Left
Prefrontal Cortex
Wise Old Owl
Amygdala
Security Guard
Hippocampus
Memory Saver
The MindUp Curriculum
AGES and STAGES
Infancy to Early Childhood
Primary/School Age Children
Tweens And Teens
Under
Construction
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
Developmental fog
More urges + fewer mental controls = risky behavior
Jensen, Feinstein
Truckload more neurons than adults (10 quadrillion)
Neurological crowding
No two brains develop at the same rate
Principe, Medina
Principe
Brain Stem:
Not very different than
a frog
Middle Brain:
Same as in many mammals
Human brain:
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?
Brains
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
Principe, Klingberg
So, that's why...
Say one thing, do another
Indestructible
Awkward analysis of problems/situations
Intense interest in themselves
Conformity
Laziness
Mood swings
Feinstein
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?
Stages
How is the engine running?
Optimism

Attitude
Gratitude

Empathy
Reflection
Perspective
Kindness
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
Neuroplasticity:
'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
Mindfulness
Hawn, Hanson
Mindfulness:
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
Mindful breathing
Mindful sensing
Mindful feeling
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
Davis
Nutrition
Physical Fitness
Stress Management
Socialization
Mental Stimulation
The Walking Classroom
Kinesthetic Classroom
Classroom Kits
My YouTube Channel
Benefits of movement and exercise:
Prepares the body and brain for learning by firing up PFC
Optimizes learning
BDNF MiracleGro for the brain
Neuroprotective
Ratey
Expectations
Modeling
Problem Solving Method
Children internalize behaviors best when they are allowed to make their own mistakes and feel the consequences
Where we've been...
RECAP
Neuroplasticity
Under the hood
Ages/Stages
Gender benders
4 M's

Where are we going?
Old/New
Inside/Out
The Handy Model

Dr. Siegel
Set your intention as a Neuroplastician
Social and Emotional Learning
5 Keys
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
Neuro-considered
Interventions
Other?
Brain Highways
How we see ...
Points of Interest
Gender and The Brain
Male - Female
Talking and Sounds

*Walk and Talk
*Concept map
*Perspective
*Test Drive
*Tent Pole

Time of Transition:
Prime time to tap academics and talents
Pruning
Mylenation
Side effects
*Simon says what?
*File Folder
*Time In
How we talk / What we see
Help them process
Be aware of your bias




*Test Drive
*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
Boys
Girls
more word usage when entering school
likes conceptual, everyday language with concrete details
turns off and often afraid of loud, strong voices
motion detectors
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
Boys
Girls
Miscellaneous
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
Male
Female
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
Gurian
Gurian, Sax
Sax
Gurian, Sax
Full transcript