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It’s All in Their Heads – or should be! The Center for Effective Learning January 2011 Webinar ~ Sue Pearson.

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Presentation on theme: "It’s All in Their Heads – or should be! The Center for Effective Learning January 2011 Webinar ~ Sue Pearson."— Presentation transcript:

1 It’s All in Their Heads – or should be! The Center for Effective Learning January 2011 Webinar ~ Sue Pearson

2 WELCOME HET PRINCIPLES BRAIN AWARENESS WEEK NEUROSCIENCE FOR KIDS RESOURCES

3 KEYPOINT ONE Intelligence Is A Function Of Experience We are not born intelligent—only with a capacity to be so. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

4  Learning is the real, observable physiological growth in the brain that occurs as a result of sensory input and the processing, organizing, and pruning it promotes. KEY POINT ONE

5 “Experience is food for the brain.” ~Bill Watterson~

6 KEYPOINT TWO Learning is an inseparable partnership between the body and the brain: Emotion is the gatekeeper to learning and performance ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

7  Much of the information processed in the brain comes from “information substances” produced throughout the body, many of which are the “molecules of emotion” that drive attention which, in turn, drives learning and memory.  The movement centers of the brain also help sequence our thought. KEY POINT TWO

8 “Life is like topography, Hobbes. There are summits of happiness and success, flat stretches of boring routine, and valleys of frustration and failure.” - Calvin and Hobbes

9 KEYPOINT THREE There are multiple intelligences. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

10  We have not one, generic intelligence, but at least eight, each of which operates from a different part of our brain.  As defined by Howard Gardner, intelligence is a “problem-solving and/or product producing capability. KEY POINT THREE

11 “You can't just turn on creativity like a faucet. You have to be in the right mood.” “What mood is that?” “Last-minute panic!” Calvin: Hobbes: Calvin:

12 KEYPOINT FOUR Learning is a two- step process of pattern detection and program building. ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

13 Learning is a two-step process.  Step One of learning is the extraction, from confusion, of meaningful patterns.  Step Two of learning is the acquisition of a mental program (planned sequence to accomplish a purpose or goal). KEY POINT FOUR

14  It is an inspirational global campaign that unites those who share an interest in elevating public awareness about the progress and benefits of brain and nervous system research. March 14-20, 2011 What is Brain Awareness Week?

15 The intent of BAW is to:  Inspire the next generation of scientists  Contribute to general understanding of basic brain functions  Improve public health by expanding awareness of neurological disorders  Make the connection between increased support for biomedical research and benefits to public health BAW FOCUS

16 Bodybrain Compatible Elements Absence of Threat/ Nurturing Reflecting Thinking Enriched Environment Movement Meaningful Content Collaboration Sensory-Rich Being There Experiences Choices Immediate Feedback Adequate Time Mastery/Application

17 BAW CONCEPTS  SYSTEMS  INTERDEPENDENCE  FORM/FUNCTION  CHANGE  ADAPTATION  COMMUNICATION  IDENTITY  DEVELOPMENT

18 Lifelong Guidelines/LIFESKILLS Lifelong Guidelines  Active Listening  No Put Downs  Personal Best LIFESKILLS  Curiosity  Common Sense  Problem Solving  Resourcefulness  Responsibility

19  Science: Body systems; influence of drugs/alcohol; effect on learning; research for brain diseases and injuries; science processes (brain dissection)  Social Studies: citizenship-laws protecting the brain (safety laws-seatbelts, bike/motorcycle helmets, DUI), bullying prevention; cost of courts/jails, etc., Drug- Free Schools, D.A.R.E.  LA: contests, journals,  Math: cost of “fixing” brains on drugs/alcohol;  Arts: posters, songs, chants  Technology: brain training/re-training programs Subject Integration

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23  Event Ideas and Planning  Outreach Tools  Publications  Activities  Educations and Science Resources  Puzzles and Graphics (flyer, poster, clip art, certificate, bookmark)  BAW Promotional Piece BAW Resources

24 To receive information SIGN UP AT: Society for Neuroscience or The DANA Foundation

25 Brain Awareness Week Curriculum and Learning Experiences

26 Primary Grade Students  Learn about the senses (6 - add balance)  Perform experiments relating to the senses (seeing, hearing, feeling, smelling, touching and balancing)  Identify ways to protect the brain from injury (car seats, “buckle up,” bike helmet, sports helmets)-create brain safety posters Anatomy of the Brain

27 Intermediate/Middle School Students  Dissect a sheep brain  Make a model of the brain. Learn the names and function for basic parts of the brain (e.g. brain stem, limbic system, four lobes (parietal, occipital, temporal, frontal)-also learn the names and functions of cells.  Observe a cow/human brain for similarities and differences  Determine the effects of alcohol and drug on the brain and learning. Review local laws. Anatomy of the Brain

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30 Intermediate/Middle School Students  Learn names of parts and functions of the central nervous system. Make life-size drawing of self and add basic nervous system parts/names  Identify brain cells and their tasks. Make models.  Research various malfunctions of the nervous system and their symptoms. Nervous System

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32 High School School Students  Understanding neurobiology:  Sleep, Sleep disorders and Biological Rhythms  Brain Games for High School  Modeling the brain Nervous System

33 Intermediate/Middle School Students... Invite a neuroscientist to visit your class/intermediate grades  Introduction of the scientist (2-5 minutes)  Brief explanation of the scientist's area of research, with connections to what you have already studied ( minutes)  A neuroscience activity from these lesson plans or the web pages, or (even better) one that the person has done before with kids with you and the person co-teaching. (20+ minutes)  Touch a real human brain (if the scientist can bring one in) ( minutes)  Miscellaneous neuroscience questions (10+ minutes) Let me introduce you to...

34 One Day:  1) Basic Brain Anatomy Lesson Two Days:  1) Brain Anatomy Lesson + 2) protecting the brain OR nervous system OR neurons Three Days:  1) Brain Anatomy Lesson + 2) protection AND 3) nervous system OR neurons AND 4) meet a neuroscientist Four Days  1) Brain Anatomy Lesson + 2) protection and 3) nervous system and neurons AND 4) meet a neuroscientist  Culmination of week If you have...

35 NEUROSCIENCE FOR KIDS Dr. Eric Chudler University of Washington (Seattle)

36 Here's the most simple model of a neuron I can think of...and you don't need any supplies. It's your hand!  Hold out your arm and spread your fingers:  your hand represents the "cell body" (also called the "soma");  your fingers represent "dendrites" bringing information to the cell body;  your arm represents the "axon" taking information away from the cell body. SIMPLE NEURON MODEL

37  Create a model of a neuron by using clay, playdough, pipe cleaners, beads, Styrofoam, recyclables, food or anything else you can get your hands on.  Use pictures from books to give you an idea of where the components of a neuron should go and what shape they should be.  Use different colors to indicate different structures. Make a neural circuit with a few of the neurons.  Create sensory or motor systems. Eat your model if you made it out of food!! Neuron Model

38  Create a model of the brain by using clay, playdough, styrofoam, recyclables, food, etc.  Create a whole brain or use a brain atlas and create cross-sections of the brain at different levels.  Use different colors to indicate different structures.  Explain two or more different parts of the model brain to a partner. BRAIN MODEL

39 1. Create the Form: First, create the brain form for the cap. You can create a form from wire (e.g., chicken wire) or a balloon or use a bowl to build your cap around. You could even ball up some newspaper and cover it will masking tape. The form should have the approximate size and shape of your head so you can wear it. 2. Create the Structure: Cut strips of newspaper and glue them to the form using paper Mache paste. Pastes can be made from:  White glue and water (about 2 parts glue to 1 part water);  White flour, salt and water (about 1 part flour to 1 part water with a few tablespoons of salt);  Liquid starch 3. Coat the newspaper strips with the paste, and place them on the form. Let each newspaper layer dry before you add a new layer. Add enough layers to give you a strong structure. When the structure is dry, remove the underlying form. You may have to cut the edges of the structure and repair the sides for a good fit on your head. THINKING CAP

40  Although it's not too difficult to describe what the brain does, it's not too easy to act it out. Try to describe the functions of the brain and nervous system with this game of "Brain Charades."  Write down words that describe brain functions on small pieces of paper. This table of words will help you get started: Vision Smell Taste Touch Hearing Emotions Movement Memory Speech Heart Rate Breathing Thinking Planning Reading Eating Control Hormones Sleep Balance Drinking BRAIN CHARADES

41 5 Categories: Fill in the sentence and draw a picture about...  Kindergarten to Grade 2 students: "My brain helps me _____________."  Grade 3 to Grade 5 students: "Brain Fitness: I keep my brain healthy by______."  Grade 6 to Grade 8 students: "My brain is like a _______ because _________."  Grade 9 to Grade 12: "My favorite part of the brain is________because it_____."  Parents and Teachers: "My favorite neuroscientist is______ because_____." Drawings must be received by Feb. 1, Drawing Contest ALL RULES AT:

42  Click on one of the puzzle pictures to scramble the pieces.  Drag pieces of the puzzle to fit them together. Change the shape and number of the puzzle pieces by clicking on "Change Cut".  Send the puzzle by to a friend by clicking on the "Tell a Friend" or "Share" button on the left side of each puzzle (red arrows at left). Online Jigsaw Puzzles

43  I've been working on my neurons,  All the livelong day.  I've been working on my neurons,  Just to make my dendrites play.  Can't you hear the synapse snapping?  Impulses bouncing to and fro,  Can't you tell that I've been learning?  See how much I know! I’ve Been Working on My Neurons Tune: I’ve Been Working on the Railroad

44 Use your dendrites, To connect throughout your brain. Take in info, analyze it, Grow some new ones Unrestrained. Axons send out Neurotransmitters To the dendrites all around Across the synapse Jumps the impulse New ideas can now abound. The Dendrite Song Tune: Clementine

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46 Pinky and the Brain Brain Anatomy and function Cool Nucleus of the Brain Clip Brain Food for Kids VIDEO CLIPS Pre-check any video clip for content and age-appropriateness

47  Elementary, middle school and high school resources  Online and offline books and materials  Why Files, Discover Magazine, American Scientist, Brain Briefings, National Public Radio recordings, Online News Hour, PBS Specials, Neuroscience videos Books and Articles

48 G.E.M.S. Great Explorations in Math and Science Lawrence Hall of Science

49  Students learn about the human nervous system and form research teams working on two real-life mysteries in which clues unfold about nerve-damaging chemicals.  Students assess the dendritic growth of neurons, with references to the effects of enriched environments on brain growth. Grades 6-8. $28.00 G.E.M.S: Learning About Learning

50 Grades 5-6 New Curriculum:  Decision-making skills that they apply to real life situations about the use of alcohol, tobacco, marijuana and inhalants.  Set of group and paired activities. The students are actively engaged as they learn how to cope with the pressures associated with adolescence. D.A.R.E. Curriculum Intermediate Grades

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52  Keepin’ it REAL is a multicultural, school- based substance use prevention program for students years old.  10-lesson curriculum in 45-minute sessions over 10 weeks, with booster sessions delivered the following school year.  Help students assess the risks associated with substance abuse, enhance decision- making/resistance strategies, improve antidrug normative beliefs and attitudes, and reduce substance use. D.A.R.E. Curriculum-Middle School

53 The aim of the senior high school D.A.R.E. project is to extend the information and reinforce the skills students need to enable them  (1) to act in their own best interest when facing high-risk, low-gain choices and  (2) to resist peer pressure and other influences in making their personal choices. Equal emphasis is placed on helping students to recognize and cope with feelings of anger without causing harm to themselves or others and without resorting to violence or the use of alcohol and drugs. D.A.R.E. Curriculum-High School

54 FREE Neuroscience Education Resources CD This resource collection is for use in K-12 classroom activities and is available as a CD ROM or download. The program is a gateway to SfN educational resources as well as movies, curriculum supplements and activity ideas from other sources.

55 A Primer on the Brain and Nervous System Brain Facts is a 74-page primer on the brain and nervous system, published by SfN. Designed for a lay audience as an introduction to neuroscience, Brain Facts is also a valuable educational resource used by high school teachers and students who participate in Brain Awareness Week. The 2008 edition updates all sections and includes new information on brain development, learning and memory, language, neurological and psychiatric illnesses, potential therapies, and more. Request FREE print copy or download FREE copy.

56 1: Ooey! Gooey! Making Sense of Scientific Inquiry 2: Brains in a Box: What Your Brain Can Do 3: Sending and Receiving Messages 4: Medicine and Drugs: What’s Helpful? What’s Harmful? MODULE 5: The Science Behind Smoking 6: How Drugs Affect the Brain MODULE CONTENTS: Introduction/Learning Objectives Nat’l Science Education Standards Background Materials/Preparation Procedures/Discussion Questions Extensions Assessment Additional Activities Resources Introductory Story Brain Power: 6 Modules MODULE DOCUMENTS Instruction Sheet [PDF] Fact Sheets [PDF] Log Sheet [PDF] Cards [PDF] Parent Newsletter FREE DOWNLOADS-http://www.drugabuse.gov/JSP/MOD1/page1.html

57 Grades 7-8: Expand basic understanding of brain function and the nervous system. Activities Science Content 1. A Difference of Mind Brain functions; each person's brain responds differently. 2. Regional Differences Specialized regions of the brain process information from specific sources; individual responses vary. 3. Inside Information The nervous system processes information; reflex pathways and voluntary response pathways differ. 4. Outside Influence Learning as a key brain function, affected by various factors; lab animals can serve as models. 5. Our Sense of Self Damage to the nervous system through injury or disease; impact of spinal cord or brain damage. The Brain: Our Sense of Self FREE DOWNLOAD: Web Version Print Version Teacher’s Guide State Standards

58 The Brain: Understanding Neurobiology through the Study of Addiction~9-12 Web Version Print Version Teacher’s Guide State Standards FREE DOWNLOAD: Discover the fundamentals of neurobiology, and learn how drugs of abuse change the brain. Learn that drug addiction is a treatable, chronic brain disease. 1.The Brain: What's Going On in There? 2.Neurons, brain chemistry and Neurotransmission 3.Drugs Change the Way Neurons Communicate 4.Drug Abuse and Addiction 5.Drug Addiction is a Disease-So What Do We Do About It?

59 Brain Awareness Week ~Schools~

60 School Brain Fair Each class develops and shares a project/inquiry having to do with the brain. E.g. include:  Sheep/Cow brain dissection  Neuron Models and explanations  Nervous system experiments-balance, vision, taste, touch, smell  Brain teasers  Neuroscientist  Young/Teen/Adult brain SCHOOL ACTIVITIES

61  Provide lectures, multi-sensory, hands-on demonstrations, and experiments about the brain  Incorporate daily brain facts and/or brain fitness tips in your school-wide announcements throughout Brain Awareness Week.  Create a bulletin board display about Brain Awareness Week and post it in a high traffic area of your school.  Organize a brain art, essay, or drama competition for your students. Choose a topic that is relevant and of interest to a younger audience.  Design a “brain” immersion wall in your classroom. SCHOOL ACTIVITIES

62  Assign students a project to create brain-related lesson plans on a topic of their choice. Present these lessons to their classmates or to younger students.  Coordinate a shadow program. Local high school students can shadow neuroscience faculty and students, and discover what it means to be a neuroscientist and why it is important to study the brain.  Get involved in the International Brain Bee, a live Q&A competition that tests the neuroscience knowledge of high school students. Visit the official International Brain Bee Web site at: SCHOOL ACTIVITIES

63 Brain Awareness Week ~Community~

64  Contact your local radio and television stations. Invite them to incorporate a brain-related segment into their programming schedule during Brain Awareness Week. Volunteer your organization as a resource for speakers, topics, and content.  Set up and staff an exhibit table at a local hospital, doctors’ office, community center, or shopping center and distribute brain-related information and materials.  Connect with a hospital and recommend that grand rounds be scheduled during Brain Awareness Week to provide continuing education to physicians, nurses, and other medical professionals about breakthroughs in the treatment of neurological diseases and disorders. COMMUNITY ACTIVITIES

65  Connect a research facility, consider holding an “open lab” for local high school and university audiences or the general public.  Use Crossword Puzzles, Brain Quizzes, Anagrams, and Scrambles as fun activities for your audiences at the start of your program or during a break in your activities.  Invite your local government representatives to participate in Brain Awareness Week. COMMUNITY ACTIVITIES

66  Invite your local government representatives to participate in Brain Awareness Week.  Display fact sheets and BAW event notices and other materials on bulletin boards in libraries, hospitals, local churches, synagogues, gymnasiums, grocery stores, parks and recreation departments, health clinics, universities, and other public places.  Provide information/research based on sports injuries in football, soccer, etc. and helmet design improvement. COMMUNITY ACTIVITIES

67  Team up with local businesses to sponsor classes and workshops for employees to raise awareness about brain function and fitness, brain diseases and disorders.  Write your local government representatives encouraging their support of brain research.  Write an article about Brain Awareness Week and the importance of brain research to your constituents for inclusion in your newsletter. Even articles which appear post-campaign will help spread the word about this important effort. COMMUNITY ACTIVITIES

68  Include notices about Brain Awareness Week with employees’ paychecks and newsletters. Use this as a means to promote BAW activities taking place in your community.  Write letters to the editors of your local newspapers about the importance of brain research to your constituents. Encourage your constituents to do the same.  Include an advertisement about Brain Awareness Week in your newsletter.  Run a Brain Quiz or Mind Boggle in your newsletter. COMMUNITY ACTIVITIES

69  Brainy Kids-online science resources for kids and teachers  The Mindboggling Workbook - grades K-3- activity book about the brain  It’s Mindboggling-Mid/high School booklet  Q&A about the Brain  Brain books for Budding Scientists  Dana Alliance Lending Library FREE Education Resources

70  Neuroscience explores the nervous system: brain, spinal cord, and nerves.  Neuroscientists advance science by expanding knowledge of such functions as sleep, memory, movement, learning, and neurological disorders such as Parkinson’s Disease, hearing and vision loss, traumatic brain injury, depression and more. NERVE Neuroscience Education Resources Virtual Encycloportal

71 Neuroscience Core Concepts offer fundamental principles that one should know about the brain and nervous system, the most complex living structure known in the universe. They are a practical resource about:  How your brain works and how it is formed.  How it guides you through the changes in life.  Why it is important to increase understanding of the brain. Neuroscience Core Concepts

72 The goals for school science that underlie the National Science Education Standards are to educate students who are able to:  experience the richness and excitement of knowing about and understanding the natural world;  use appropriate scientific processes and principles in making personal decisions;  engage intelligently in public discourse and debate about matters of scientific and technological concern; and  increase their economic productivity through the use of the knowledge, understanding, and skills of the scientifically literate person in their careers. These goals define a scientifically literate society. National Science Education Standards

73 National Institute of Neurological Disorders and Stroke Night of the Living Brain Learning and memory 101 Brain Derby (game) Alcohol and Brain Nonsense The Wonders of the Brain

74 You are invited to participate in “Brain Awareness Week” March 14-20, 2011 Place: Your School Time: All the time! R.S.V.P. Sue Pearson BRAIN AWARENESS WEEK

75 “From Ordinary to Extraordinary” Excellence in Education April 27-30, 2010 Site: Columbia, SC On-Site District: Richland School District Two  Classroom visitations demonstrating Highly Effective Teaching (HET) in action Breakout sessions and focus strands with HET master associates Interactive presentations on instructional practices and leadership approaches Networking opportunities with other schools and districts Developing Effective First Teaching curriculum and instruction Visit: Schools Exceeding Expectations Bullying and the Brain HET, Common Core State Standards, and National Tests

76 SUMMER INSTITUTE Granlibakken Conference Center Tahoe, CA July 6-9, 2011 Accommodates ALL levels of HET implementation The Center for Effective Learning-S.E.E. © 2011

77 It’s All in Their Heads – or should be! Webinar will be posted at:


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