K = What do we already know (or think we know)? W = What do we want to learn or what we wonder about?

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Reginald Clark
5 years ago
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2 At each table, think about your knowledge base for how brains develop. Fill in the first two columns of your KWL chart. K = What do we already know (or think we know)? W = What do we want to learn or what we wonder about?

4 Intelligence is something we develop, not something we are born with. } Genes } Experience } Develops on a continuum

5 Basic Brain Physiology } Develops bottom up Brain stem: Survival Limbic System: Emotions processed Cerebrum: Thinking occurs

6 Cerebral Cortex Right Hemisphere Controls touch and movement of the left side of the body. Dominant in non-verbal imagery, perception of emotion, visual and spatial tasks. Left Hemisphere Writing and movement of the right side of the body. Dominant in language and tasks involving symbolic reasoning.

8 Myelination Allows electrical impulses to travel down a nerve fast and efficiently

9 Neural circuits are wired from a bottom- up sequence. Center on the Developing Child, Harvard University

10 Brain Architecture Center on the Developing Child, Harvard University

11 Brain Architecture Center on the Developing Child, Harvard University

12 Brain Architecture Center on the Developing Child, Harvard University

13 * Form triads, and talk about an aspect of this information that interests you and why. * Please be sure each member contributes to the discussion.

14 All brains are unique, but their similarities are far greater than their diﬀerences. } } There are a variety of approaches to learning. There is a greater range of diﬀerence within the brains of each gender than there are between the genders.

15 Boy Brains vs. Girl Brains Let s do a little true/false } Just for fun } No points for being right } No fabulous prizes } No need to share answers

16 Boys in kindergarten tend to have stronger vocabularies than girls.

17 Boys are better at spatialvisualization than girls.

18 Girls have better impulse control than boys.

19 Boys are more likely than girls to be aggressive toward their peers.

20 Boys take more risks than girls.

21 Boys are more likely to engage in immoral behavior than girls.

22 Boys higher levels of testosterone lead to higher levels of physical aggression.

23 Boys are less empathic than girls because their brains secrete less oxytocin.

24 Understanding Boys

25 Group Think What are ways that your school and your classrooms take into account: } the physiological needs of boys? } the social/emotional needs of boys? } the interests of boys? What might you do to make it even better?

26 Complete Your KWL Chart } Consider your ideas in the K & W sections of your chart. } Along with the information presented, complete the L column. } When you are finished, please post your chart on the wall.

27 Stress & the Brain } Emotion circuits are hardwired into the brain. } Sadness, anger, and fear } Secondary emotions } Physical responses } Communicated through body language

28 Stress & the Brain } } } Crucial way in which we learn Mild to moderate level of stress Prefrontal cortex

29 Positive Developmental Outcomes When children experience difficult life circumstances, they need more help reaching these goals: v Attachment v Affiliation

30 Security = Attachment v Secure v Resistant v Avoidant

31 Security = Affiliation We need an approach to the early school experiences of our children of color and those who come from less advantaged homes that makes school a place where they find themselves smart and capable and knowing they belong.

32 What gets in the way? } Inconsistent experiences } Isolation in their environments } Unrecognized for who they are } In trouble too often

33 Implications for Schools } Safety and security are a priority. } #1 job of teachers

34 Reducing Brain Stress } Respond to anxiety by providing security } Respond to worry by providing consistency and predictability } Respond to fear by providing protection and acknowledgment } Respond to upset by providing calm

35 What about the adult brain? } What you don t use, you lose! } Malleability

36 Application in Schools } Consider how this applies to your work as a teacher and as a leader. What are some specific ways you can incorporate this information into lesson planning, your daily schedule, a faculty meeting, etc.? Be specific and concrete!

BRAIN DEVELOPMENT: HELPING ALL CHILDREN DO AND BE THEIR BEST. February 9, :30 8:00 p.m. (Delicious Dinner First!)

BRAIN DEVELOPMENT: HELPING ALL CHILDREN DO AND BE THEIR BEST February 9, 2012 5:30 8:00 p.m. (Delicious Dinner First!) Most annoying thing about learning about the brainmom was right! Everything we talk