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Mind Up Intro

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by

Dr Kim

on 18 December 2015

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Transcript of Mind Up Intro

Hand Model
MY BRAIN IS SO VERY IMPORTANT TO ME
My brain is so very important; it helps me do most everything.
Located here in my head it's why I can think, choose, and sing.
My brain, my brain; it is important to me, to me,
My brain, my brain; it is important to me.
My brain, it helps me think and remember;
My brain tells me fight, flee, or freeze;
It helps all my parts work together,
and that's why I just have to say,
My brain, my brain; it is important to me, to me,
My brain, my brain; it is important to me.

AREAS OF THE BRAIN
We can make our brains stronger, just the same way we can make our muscles stronger...

We need exercise to make our bodies strong.
Running and playing help us make our bodies strong.
We need exercise to make our brains strong too.
Thinking also helps us make our brains strong.
How do babies learn to speak?

How do babies learn to speak?

Muscle cells are working hard for these people…

How did Lebron get so good at basketball?

This is what’s happening inside your head RIGHT NOW!!

A 3-D image of a brain neuron:

What it really looks like…

How Our Brains Work

How did Tiger Woods get to be so good at golf?
How do gymnasts make it to the Olympics??? And win gold medals?

How did Arnold Schwarzenegger become so strong?

The brain is made up of cells called NEURONS:

Together this means that if you WORK HARD… you will GET SMARTER!!!

Intelligence: means your ability to learn, reason, and problem solve

Malleable: means that you can shape or change something

Malleable Intelligence Theory:


The Research Base
Collaborative for Academic, Social, and Emotional Learning (CASEL.org)






Other effects:
Fight, flight or freeze stress hormones produced in response to physical and emotional adversity, atrophy the areas of the brain that control emotional development
The Stressed Brain
The brain's response to stress is linked to the function of the amygdala - which serves as an information filter regulated by our emotional state
when we're calm, the filter is wide open and information flows to the prefrontal cortex (where executive functions take place)
when we're stressed, the filter is closed and information is processed right on the spot as fight, flight, or freeze
The Happy Brain
Our brain flushes with dopamine when we are happy, which lubricates our information filter and revs up our high-powered thinking in the prefrontal cortex
Classroom activities that promote a "Happy Brain"
participating in acts of kindness
collaborating with peers
making choices and solving problems
engaging in physical activities such as sports, dance, and play
enjoying creative efforts and disciplines such as music, art, drama, reading and storytelling

MindUP™
Evidence-based training program for teachers and children based in neuroscience, mindfulness and positive psychology, MindUP™ teaches children greater emotional self-control, resiliency and helps develop better decision-making skills.
Teaches kids about their brain, their most powerful tool and how to reduce stress.
In 15 lessons, provides training for complex problem solving skills and building greater concentration.
The end result...
children are able to engage in learning, becoming less reactive, and more focused in school.
Students in SEL programs demonstrate significantly improved social and emotional skills, attitudes, behavior and academic performance (11-percentile-point gain in achievement)
- Duriak et al. (2011)
The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
foster mindful focused awareness
increase prosocial behaviors
increase joy and happiness
foster a cohesive, caring classroom environment
Using MindUP in the Classroom
Unit I: Getting Focused
- introduction of brain physiology & the concept of mindful attention; establish daily Core Practice
1. How Our Brains Work
2. Mindful Awareness
3. Focused Awareness: the Core Practice
Unit II: Sharpening Your Sense
s - the relationships between sensing, moving, & thinking
4. Mindful Listening
5. Mindful Seeing
6. Mindful Smelling
7. Mindful Tasting
8. Mindful Movement I
9. Mindful Movement II
Unit III: It's All About Attitude
- understand the role of mind-set in how we learn & progress
10. Perspective Taking
11. Choosing Optimism
12. Appreciating Happy Experiences
Unit IV: Taking Action Mindfully
- apply mindful behaviors to interactions with others
13. Expressing Gratitude
14. Performing Acts of Kindness
15. Taking Mindful Action in the World
Lesson Structure
Introduction to the Lesson Topic
Linking to Brain Research
Clarify for the Class
Getting Ready
MindUP Warm-Up
Leading the Lesson
Connecting to the Curriculum
Special Features
Creating the Optimistic Classroom
MindUP in the Real World
Once a Day
Journal Writing
Literature Link
it is not a set of strategies to teach in isolation - it is meant to be an integral part of a complete classroom life
consider classroom set up - adequate floor space or desk arrangements so students can see one another - whole and small group discussions
right to pass, share privately, or record responses in a journal - further suggestions in "Creating the Optimistic Classroom"
MindUP
Implementation
Activity
FOUNDATIONS OF mINDup
Lesson 1

Belly Breathing
You Can Grow Your Intelligence
Research shows that the brain is more like a muscle -- it changes and gets stronger when you use it
Those connections between neurons multiply and get stronger when you learn new things
examples of things getting easier the more you learn about them?
Learning causes permanent changes in the brain
Other examples (BrainWize handout)
AKA neuroplasticity
Strategies for Exploring Student's Views of Intelligence
handout
Beliefs about intelligence
Please share your beliefs about intelligence and/or what you were taught about student intelligence.
My beliefs about intelligence are: ________
______________________________________
______________________________________
Formative Assessment about the Brain
Things I learned:

Things I have questions
about:

Thing about the brain that I want to learn more about:
3
2
1
Full transcript