Presentation on theme: "Brain Health: Meeting the Needs of At-Risk Students Linda L. Jordan Content Development Director International Center for Leadership in Education Session."— Presentation transcript:
Brain Health: Meeting the Needs of At-Risk Students Linda L. Jordan Content Development Director International Center for Leadership in Education Session #53
Agenda Brain Health: Meeting the Needs of At-Risk Students Welcome Closing Brain Basics Struggling Students Strategies for Changing Brains
Holland Michigan 5
Lindas Credentials 6 Director of Content Development International Center for Leadership in Education
Relationship Building Share with your elbow partner: One (1) thing you know about the human brain Two (2) things you have learned at the conference Three (3) things about you 7
Learning Outcomes Give you an understanding of the human brain and how it can change. Give you brain compatible strategies to impact student achievement.
The International Center for Leadership in Education
The Brain SO WHY DOES INFORMATION FROM THE NEUROSCIENCES MATTER? IT HAS BEEN A CURIOSITY FOR MUCH OF HUMAN HISTORY!
Learning is the brains primary function.
Yesterdays thinking….. Phrenology – 1840s and 50s An early practice at the end of the 19 th century that claimed to be able to identify mental capacity and character by feeling the bumps of the skull.
MRI and fMRI
It is possible to see the mind at work!
Lobes of the Brain
Communication of Neurons
Photograph of Neurons
Environmental Factors Affecting the Growing Brain Rapidly changing input- MTV Variation in family pattern Diet, nutrition, and drugs Less physical activity, more TV Greater stress, threat, and violence Emotion laden messages David Sousa, 1998
Mirror Neurons in the Brain A class of brain cells -- mirror neurons -- is active both when people perform an action and when they watch it being performed.
Amygdala The psychological sentinel of the brain because it plays a major role in the control of emotion. It is connected to many parts of the brain and plays a critical part in learning, cognition and emotional memories.
Hippocampus It helps us remember events in recent past, as well as responsible for sending new information and experiences to be stored in the cortex in long-term memory. Critical to learning and memory formation.
Hippocampus- FEED THE HIPPO!
Corpus Callosum 200 million nerve fibers connecting the right and left hemispheres and providing instantaneous communication. Not fully mature until adolescence – ages 16 to about 25.
Corpus Callosum Dirt Road to Super Highway
Reticular Activating System The RAS receives information from all over the body and acts as a central initial regulator for attention, arousal, sleep-wakefulness and consciousness. It filters out distractions or trivial sensory information.
Reticular Activating System The Filter…The Senses DISTRATCIONS
Strategies for the Structures What lessons have you taught that activated these structures in your students brains? Amygdala- Emotion Hippocampus- Memory Corpus Callosum- Movement RAS- Attention
Neuroscience & Education 1.Who are todays struggling students? 2.Can we change students brains? 3.What strategies can we use to make changes?
Who are todays struggling students?
Struggling Students High School Dropout Rates Annual Dropout Rate US3,030,000 Daily Dropout Rate US8,300 Drop out in 9 th Grade36% Crimes committee in US by HS dropouts 75% US jobs HS dropout is NOT eligible for 90% Source: Education Week, Children Trends Database :
For every 100 women enrolled in college, 77 men are enrolled. For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability. For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide. For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities. -The Boys Initiative, Girls Project
Characteristics of Struggling Students Lack of motivation Social problems Time management issues Poor self-esteem Poverty Lack of organization Poor study skills Need to build cognitive skills of memory, attention and processing speed
Meet Eric Parents divorced at age 2 3 stepmothers- violent, abusive, alcoholics Cycle of violence in the house: moved in with grandmother, aunt, uncle, on own, back home. School- 9 schools, 153 teachers –Sat in back of classroom –Acted out –Few friends –Homework not done- no home support –Truant –Arrested twice -Jensen, Turnaround Tools for the Teenage Brain,2013, p 40
Rest of the Story…. Eric went to a local state college Thanks to…. …two caring committed HS teachers who refused to give up on him. They had: High expectations Positive Relationships Total belief in him -Jensen, Turnaround Tools for the Teenage Brain,2013, p 44
Eric Jensen Education California Public Schools, graduate, San Clemente High, CA (1967) San Diego State University B.A. English (with distinction) Present… Fielding Graduate Univ. (PhD. candidate, Human Development) Journal Publications Jensen, E. (1996) "Brain-Compatible Learning International Alliance for Learning, Summer 1996, Vol. 3 #2. IAL, Encinitas, CA. Jensen, E. (1998) How Julie's Brain Learns Educational Leadership, Vol. 56, No.3, Pgs , November, ASCD. Alexandria, VA. Jensen, E. (2000) Brain-Based LearningA Reality Check Educational Leadership April, Vol.57, No.7, Pgs , ASCD. Alexandria, VA Jensen, E. (2000) Moving with the Brain in Mind Educational Leadership November, Vol. 58, No.3, Pgs , ASCD. Alexandria, VA Jensen, E. (2001)"Fragile Brains" Educational Leadership, November 2001, Vol. 59, No. 3, Pgs ASCD. Alexandria, VA Jensen, E. (2001) The Science of Arts Principal Leadership, November, Vol. 2, No. 3, pgs NASSP, Reston, VA Jensen, E. (2003) How Julies Brain Learns Cable in the Classroom, March. Pgs Jensen, E. (2006) The Social Context of Learning (2006) In: The Praeger Handbook of Learning and the Brain, Sheryl Feinstein, ed. pgs Praeger, Westport, CN. Jensen, E. (2006) Do Anything Better (2006) O (Oprah) Magazine. Nov. Pg New York, NY. Jensen, E. (2008) A Fresh Look at Brain-Based Education Phi Delta Kappan Magazine, February, Volume 89 Number 6, pgs Exploring Exceptional Brains in: The Brain and Learning (intro by Kurt Fischer). Pgs Jossey-Bass, A Wiley Imprint. San Francisco, CA Jensen, E. (2008) "The Effects of Poverty on the Brain." Paper submitted for: Brains R Us: The Science of Educating, Salk Institute for Biological Studies, La Jolla, CA. March 3, 2008 Publications (books) 1979 You Can Succeed. Barron's Educational Series, Inc., NY. 1988, 1995, 1998, 2008 SuperTeaching. Corwin Press, Thousand Oaks, CA 1991, 1996 Student Success Secrets Barrons Educational Series, Inc., NY The Little Book of Big Motivation Ballantine/Fawcett Books, NY 1994 The Learning Brain Turning Point Publishing, Del Mar, CA 1995, nd ed. Brain-Based Learning & Teaching (Corwin Press, Thousand Oaks, CA 1996 Completing the Puzzle Corwin Press, Thousand Oaks, CA 1996 Bs and As in 30 Days Barrons Educational Series, Inc., NY Bright Brain (Video Enrichment Program) Corwin Press, Thousand Oaks, CA 1997, 2007 (2nd ed.) Introduction to Brain-Compatible Learning Corwin Press, Thousand Oaks, CA 1997, 2004, 2nd ed., Brain-compatible Strategies Corwin Press, Thousand Oaks, CA 1998 Trainers Bonanza Corwin Press, Thousand Oaks, CA 1998 Sizzle & Substance Corwin Press, Thousand Oaks, CA 1998 (revised, 2005) Teaching With The Brain in Mind Association for Supervision and Curriculum Development, Alexandria, VA 1999 The Great Memory Book (with Karen Markowitz) Corwin Press, Thousand Oaks, CA 2000 Music with the Brain in Mind, Corwin Press, Thousand Oaks, CA 2000 Learning with the Body in Mind, Corwin Press, Thousand Oaks, CA 2000 Different Brains, Different Learners, Corwin Press, Thousand Oaks, CA 2001 Learning Smarter (with Mike Dabney) Corwin Press, Thousand Oaks, CA 2001 Arts with the Brain in Mind, Association for Supervision and Curriculum Development, Alexandria, VA 2002 A New View of AD/HD. Corwin Press, Thousand Oaks, CA 2002 Environments for Learning. Corwin Press, Thousand Oaks, CA 2003 Tools for Engagement. Corwin Press, Thousand Oaks, CA 2005 Top Tunes. Corwin Press, Thousand Oaks, CA Discoveries from Brain Research (DVD) Corwin Press, Thousand Oaks, CA 2006 Enriching the Brain. Jossey-Bass/Wiley, San Francisco, CA 2008 Fierce Teaching. Corwin Press. Thousand Oaks, CA 2008 SuperTeaching Corwin Press. Thousand Oaks, CA 2008 Deeper Learning (w/ LeAnn Nickelsen) Corwin Press. Thousand Oaks, CA 2009 Enriching the Brains of Poverty DVD: Jensen Learning, San Diego, CA 2009 Different Brains, Different Learners (revised ed.) Corwin Press, Thousand Oaks, CA 2009 Teaching with Poverty in Mind, Association for Supervision and Curriculum Development, Alexandria, VA 90% of my teachers treated me as an annoyance in their lives. -Jensen, Turnaround Tools for the Teenage Brain,2013,
Can Brains Change? YES!!!
Average teaching does not change brains- its just babysitting. Kids could learn content from the Internet at home. But strong, high-quality teachings changes brains every day. -Jensen, Turnaround Tools for the Teenage Brain, 2013, p. 89
Changing Brains Physical activity Playing challenging board games The arts Experiences that are…. –Persistent –Contrasting –Meaningful –Positive –Consistent -Jensen, Turnaround Tools for the Teenage Brain, 2013
Changing Brains Relationships Attention and buy-in Mastery and autonomy Brain health Coherence and sense-making Mistakes and error correction Challenge Time on Task -Jensen, Turnaround Tools for the Teenage Brain, 2013
Optimum Success for Every Student 1.Attitude 2.Cognitive Capacity 3.Effort 4.Focused Strategy -Jensen, Turnaround Tools for the Teenage Brain, 2013
Attitude influences every thought and action Students with negative attitude tend to view life through a negative lens Originate: family Telling a student to change their attitude has NO impact
Strategies For Changing Students Attitude Teach coping skills Discuss the advantages of positive attitude Model a positive attitude
Students are not stuck with the intelligence they have, however some teachers are stuck in their thinking in regard to their students intelligence. Intelligence is not fixed
Cognitive Capacity You have the opportunity to alter your students ability to: think- their processing speed do sequencing pay attention have self-control increase working memory increase vocabulary
Cognitive Capacity Time Matters More hours of training the greater the IQ IQ raised with PURPOSEFUL PRACTICE
Strategies for Changing Cognitive Capacity What do your students pay attention to and show interest in? How long can they hold information? What do they do when work is assigned?
Strategies for Changing Effort Relevance Setbacks are short term and beneficial Share personal successes through your sustained effort
For a student to become a true lifelong learner, implementation of success strategies will always be crucial.
Focused Strategies Students acknowledge need for success strategies. Student evaluates old strategies, and selects new ones as needed. Student implements the strategies for a sustained amount of time. The student evaluates the effectiveness of the strategies. The student makes adjustments as needed.
For change to happen… …your strategies need to be: consistent purposeful focused relentless