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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?

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cyc-online March 2009 Rygaard Kissing the frog:Severe attachment disorder development from early childhood to puberty N. P. Rygaard How one great teacher was wronged by flawed evaluation system Principal Carol Burris of South Side High School in New York has for some time been chronicling the consequences of standardized test-driven reform in her state (here, and here and here, for example). Burris was named New York’s 2013 High School Principal of the Year by the School Administrators Association of New York and the National Association of Secondary School Principals, and in 2010, tapped as the 2010 New York State Outstanding Educator by the School Administrators Association of New York State. She is the co-author of the New York Principals letter of concern regarding the evaluation of teachers by student test scores.

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

Selling SEL: An Interview with Daniel Goleman Daniel Goleman: What we’re calling today social and emotional learning actually has many of its roots back in the ‘80s when kids were having lots of problems with things like drugs, unwanted teen pregnancies, drop outs, violence in schools and the federal government mandated programs to prevent these things. There was a war on bullying, there was a war on drugs, there was a war on violence in schools and about the time I as a science journalist at the New York Times was looking around at what I ended up calling emotional intelligence. About that time a foundation, the WT Grant Foundation funded study of all of these programs because people realized some of these programs work and a lot of them don’t and they want to know what’s working and so they did an analysis of the different components and so on and they realized that the programs that worked all shared a common set of ingredients and what were they?

Common Core for ELLs: Resource Roundup With the beginning of the new school year, this week I’ll share some recently developed Common Core materials for English language learners that have been updated or that I have recently become aware of. If you know of others or would like to share your feedback on these materials, we’d love to hear from you! Recommended Resources The Northeast Comprehensive Center: The NCC, in conjunction with the Connecticut Department of Education’s Bilingual and English Language Learner Department, developed a series of short videos and resources to support the implementation of the CCSS for ELA/Literacy for ELLs. The video series provides instructional strategies for teachers working with middle school ELLs and focuses in on the topic of Harriet Tubman and the Underground Railroad. The ELL videos contain an introductory module, a video on previewing vocabulary, one on a double entry journal strategy, and a video on informational writing for ELLs.

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)?

Differentiating Instruction for Children With Learning Disabilities There are a number of instructional interventions that will help children with learning disabilities learn social studies content and master social studies processes (Lewis & Doorlag, 2006; Sheehan & Sibit, 2005; Steele, 2005; Tomlinson, 2001; 2003; Turnbull, Turnbull, & Wehmeyer, 2007). Children with learning disabilities have difficulty in basic psychological processes as evidenced by problems with listening, thinking, speaking, reading, writing, spelling, and mathematical calculations. The primary manifestations of a learning disability are problems with reading and any of a number of other characteristics that may include memory deficits or difficulty with fine motor coordination (Sheehan & Sibit, 2005). Our discussion is limited to children with mild disabilities who are able to function in a “general education” classroom along with children who do not have disabilities. Modifications in Curricular Content

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.

Edunators - Helping Teachers Overcome Obstacles and Focus on Learning - The Two Things Teachers Focus on Most....Instead of Learning Details Written by Mark Clements It’s accidental really. You start off with every intention of making your classroom entirely focused on learning. You’re not going to let the small stuff bother you, you’re a patient person.

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.

Introduction None of this was supposed to be happening, of course. Von Reth and 468 other passengers and crew members were flying in one of the newest, largest, and most advanced aircraft ever. In the flight deck, a cacophony of alarms was sounding. Red lights flashed everywhere as Captain Richard Champion de Crespigny and three other pilots tried to maintain their composure and make sense of what was happening. Engine 2 had blown. Engines 1, 3, and 4 were degraded as well.

Responding to Student Comments and Using Praise Appropriately Description: Simply informing a student that an answer is correct. The best response to a correct answer is often a plain, unemotional statement that, yes, that answer is correct. We might say Correct. Introduction: Understanding the Mastery Principle by Robyn R. Jackson If we want all our students to become better thinkers and learners, we must design rigorous learning experiences that go beyond helping them simply master standards. A Primer For Mixing Introverts & Extroverts In The Classroom A Primer For Mixing Introverts & Extroverts In The Classroom by Christi Wilson There has been a tremendous amount of research on the biological differences in how the brain works. Within these studies, researchers have discovered that there are in fact two distinct personality types: introverts and extroverts.