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The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning

The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning
Richard: Thank you all very, very much. It really is just a delight to be here and an honor to be considered a part of this amazing collaborative which I have been a champion and fan of from afar and it's just great to be here and, in a very short amount of time, share with you what has been some absolutely amazing work that has been going on in neuroscience and its relevance to social and emotional education. And if there's one take home message that I'd like you to walk away with from my presentation today it's that social-emotional learning changes the brain. And the brain is really the organ that is the target of these interventions. So this is a very ambitious outline of what I hope to cover. I'm going to tell you a snippet about neuroplasticity, the idea that the brain is the organ that’s built to change in response to experience. We know that environmental factors influence and shape the brain. So let me summarize and conclude. Question: How old is the child? Related:  Stress, inhibition et cie

cyc-online March 2009 Rygaard Kissing the frog:Severe attachment disorder development from early childhood to puberty N. P. Rygaard “What's in a name? Kiss the frog — and so what? A basic question for the social worker is: If you kiss a frog, will it turn into a noble prince(ss)? In other words: how do you plan a realistic and respectful social intervention? The therapeutic meeting is only a tiny dialogue in the total sum of the client’s life experiences, and it is disrespectful to ignore how different the premises for the meeting are. Lifespan coherence versus the tyranny of age division Another limitation is that social life today is split up into disconnected segments: we tend to live in age ghettos where you only meet people of your own age. Sometimes the client’s premises harbours massive deprivation and maltreatment from the very onset of life, and such clients frequently ignite a number of emotional and professional issues in the professional person and group. The roots of attachment disorder Jean's family

Mary Immordino-Yang on the Role of Emotions We often hear from people who feel overwhelmed by stress, family, work and relationship problems, health challenges, and painful emotions. They’ve tried many approaches to help themselves feel better, but they just can’t seem to follow through, or what they’ve done hasn't helped them enough. If this sounds familiar, you know that it’s all too easy to become discouraged when you’re stuck. The good news: you can learn these important emotional skills, no matter your age or the obstacles you face. Skill building, like any learning, takes time and effort. Rethinking Whole Class Discussion Whole class discussions are, after lecture, the second most frequently used teaching strategy, one mandated by the Common Core State Standards because of its many rewards: increased perspective-taking, understanding, empathy, and higher-order thinking, among others. These benefits, however, do not manifest without a skillful and knowledgeable facilitator. Unfortunately, a preponderance of evidence demonstrates that many teachers mistakenly conflate discussion with recitation. "Typical teacher-student discourse resembles a quiz show, with teachers asking a question, the student replying, and the teacher evaluating the student's response. This is called initiation-response-evaluation, 'I-R-E,' or recitation."1 In contrast to recitation, quality discussion, according to the University of Washington's Center for Instructional Development and Research, involves purposeful questions prepared in advance, assessment, and starting points for further conversations. Follow-Up Questions Notes

Le stress | Association canadienne pour la santé mentaleAssociation canadienne pour la santé mentale Évaluateur de santé mentale L’évaluation de notre santé mentale n’est pas aussi simple que celle de notre santé physique. Il n’existe pas d’échelle ni de test d’endurance pour mesurer la forme mentale. La séparation et le divorce Certains mariages se terminent soudainement tandis que d’autres semblent s’effriter au cours d’une longue période. Le stress Nous parlons tous du stress mais nous ne connaissons pas toujours sa signification. Les Enfants et le stress associé au rôle parental Être parent peut être l’une des expériences les plus merveilleuses et les plus enrichissantes qui soient. Maîtrisez votre stress Le stress est une réalité de la vie. Qu'est-ce que le stress? Bien que tout le monde parle du stress, souvent, on ne sait pas exactement de quoi il s’agit. Quel est votre indicateur de stress? Il peut être difficile de comprendre le stress. Découvrez-le en répondant aux questions suivantes.

flaviauhlmann [licensed for non-commercial use only] / Neuroscience in Education - Week 2 tasks Hello, everyone. Welcome to my portfolio for NiE wk2 tasks. I'd like to see your comments. Task 3 and 4 - Food for thought: I really enjoyed this week, especially because I could learn more about the Brain, Mind, Relationships, Emotion and Social Lelarning. Hope to have your comments, here. All the best, Flávia Links on Emotion and Cognition: a) b) Dr. I really enjoyed UCLA Prof. 1) “Imagining is an act of mental action”,concluding that “mental activity can change the physical structure of the brain”. 2) He also traced the importance of the triangle: BRAIN, MIND and RELATIONSHIPS, stressing that the Brain is shaped not only by genetics but also by experience; 3) Learning is the association of neurons on fire; 4) Relationships are the sharing of energy and information flow, and that the BRAIN is the mechanism of that flow; 6) The conclusion is that INTEGRATION is link to the TRIANGLE of WELL-BEING, i.e Task 1 and 2:

1st Annual MTSS Conference Evaluation Thank you for your interest in MTSS. Please take a few moments and provide your feedback regarding the 1st Annual MTSS Conference that was held March 13, 2012. As a result of the conference, do you feel you now have a better understanding of connections between the Massachusetts Tiered System of Supports (MTSS) and the following? As a result of the conference do you feel you now have a better understanding of the core components of MTSS, including why both academic and non-academic components are essential? As a result of the conference do you feel you now have a better understanding of how to teach more effectively through considering the variability of learners (UDL)?

Le stress: causes et solutions A. Introduction Il y a 40 ans, le mot "stress" commençait à peine à être connu. Maintenant, c'est une réalité que plusieurs considèrent comme un problème normal de la vie moderne. Le stress est le lot quotidien d'une majorité de personnes dans leur travail, mais il atteint également les enfants, les adolescents et les personnes âgées. Selon l'American Institute of Stress, ce problème est à l'origine de 75 à 90% des nouvelles consultations médicales et de 60 à 80% des accidents de travail. On ne peut plus ignorer le stress ou simplement le tolérer en attendant que la situation devienne moins exigeante. Pour y parvenir, il faut comprendre d'où vient le stress: quels facteurs le provoquent et quels mécanismes l'engendrent. Le stress est l'état de tension chronique (à la fois physique et psychique) qui découle d'une façon inadéquate de gérer la pression (psychique) pendant une période prolongée. Il faut: Paul est journaliste à la radio. Paul et Gisèle sont-ils stressés? 1. 2. 1.

The Powerful Impact of Stress by Victoria Tennant All children will experience stress, sometimes significant amounts of it, in their lives. Adults ordinarily fail to recognize the incidence and magnitude of stress in the lives of children. For example, studies have shown that "parents perceive children as having lower levels of stress than children perceive themselves as having." (Humphrey, Helping Children Manage Stress, 1998, p.8) This is confirmed by a nation-wide survey that concludes "parents underestimate how much children worry" (Witkin, KidStress, 1999, p.11). Our complex modern society has greatly increased the amount of stress adults and children are exposed to. Young children may experience stress from: disrupted homes, blended families, both parents working outside the home;increased exposure to violence, both real and on the screen;excessive screen time;being over scheduled;feeling pressured to perform or behave beyond their ability. Common stress producers for teens (in addition to the above):

Change Magazine - September-October 2010 by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining “learning styles”; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). Why Should College Educators Care? 1.

Dossier spécial stress chez les enfants : causes, conséquences, prévention Le stress est considéré comme l’un des fléaux de notre époque, à tel point que des adolescents (et même des enfants) connaissent des situations de burn-out. Le stress a envahi toutes les sphères de la société, du travail à la famille. Les parents stressés (par leur chef au travail, par une situation économique difficile, par une séparation ou une maladie, par le manque de temps pour tout faire, par un souci de voiture…) peuvent communiquer leur stress aux enfants, les enfants stressés communiquent leur stress aux parents, les parents stressent les enfants pour améliorer leurs résultats scolaire, les enfants stressent les parents à cause de leurs comportements (agressifs, effacés, solitaires, effrontés…), l’école stresse les parents et les enfants… La liste est longue et le cercle vicieux difficile à briser. Pourtant, le stress peut être bon, c’est avant tout la vie : « l’épice de la vie et le baiser de la mort. » L’adrénaline rend angoissé et/ou en colère. les petits stress quotidiens 1.

How The Memory Works In Learning How The Memory Works In Learning By Dr. Judy Willis, M.D., M.Ed. Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. This introduction to the basics of the neuroscience of learning includes information that should be included in all teacher education programs. Teaching Grows Brain Cells IQ is not fixed at birth and brain development and intelligence are “plastic” in that internal and environmental stimuli constantly change the structure and function of neurons and their connections. It was once believed that brain cell growth stops after age twenty. These physical changes of brain self-reconstruction in response to experiences including sensory input, emotions, conscious and unconscious thoughts are so responsive that human potential for increased knowledge, physical skills, and “talent” in the arts is essentially limitless. High Stress Restricts Brain Processing to the Survival State Memory is Sustained by Use The Future

Brain-Based Learning: Resource Roundup Edutopia's list of resources, articles, videos, and links for exploring the connection between education and neuroscience. (Updated: 12/2013) Building Brain Literacy in Elementary Students, By Judy Willis, M.D. (2013) Neurologist, teacher, author and Edutopia blogger Willis discusses the benefits of teaching elementary students how their brains work. Brains, Brains, Brains! How the Mind of a Middle Schooler Works, by Heather Wolpert-Gawron (2013) Blogger Wolpert-Gawron launches this three-part series by advising middle school teachers to read up on brain research with insight on how the 'tween brain works.

How The Human Brain Works No, Your Brain Isn’t Divided By Creativity And Logic by TeachThought Staff How the human brain works is a topic of considerable chatter, but not much in-depth discussion outside of neuroscience and psychology. There is indeed an undercurrent of learning (that should perhaps be an over-current) regarding brain-based learning and research, but very little understanding of what is happening in all those folds of gray matter. But in pursuit of more direct study, neuroscience is stepping in, itself is becoming of a pedagogical mainstream artifact as educators stop guessing what might work, and head straight to the brain to figure out how it functions, and how best to leverage its natural inclinations. The Left Brain vs Right Brain Division Is Bunk One notion of neurology that has worked its way into popular culture is the idea that the brain is divided cognitively. German healthcare institute IQWiG explains more about the division in the brain. No, Your Brain Isn’t Divided By Creativity And Logic

9 Ways Neuroscience Has Changed The Classroom There is often a big divide between what happens in the laboratory and the way laboratory findings are practically applied. The relationship between neuroscience research and education is no exception. While there are numerous educational products that claim to be based on neuroscience research (often quite dubiously so), the real impact of brain-based research on education has been much more subtle. While neuroscience hasn’t yet radically changed the way we think about teaching and learning, it is helping to shape educational policies and influencing new ways of implementing technology, improving special education, and streamlining day-to-day interactions between teachers and students. While there is still a long way to go before we truly understand the science of learning and how to use those findings in the real world classroom, it’s important to highlight some of the key ways that neuroscience is changing the classroom of today for the better. 1. 2. 3. 4. 5. 6. 7. 8. 9.