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Brain Health: Meeting the Needs of At-Risk Students

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1 Brain Health: Meeting the Needs of At-Risk Students
Session #53 Brain Health: Meeting the Needs of At-Risk Students Linda L. Jordan Content Development Director International Center for Leadership in Education

2 Agenda Welcome Brain Basics Struggling Students Closing
Brain Health: Meeting the Needs of At-Risk Students Struggling Students Closing Strategies for Changing Brains

3 Resources Resources Time: 1 minute
If you have personal outcomes related to the content that is not directly addressed today, you may be able to refer to one of these two books for more information. Today’s content is based on these two resources. Using Rigor and Relevance to Create Effective Instruction is a handbook created by ICLE to help teachers learn and apply effective instructional strategies, develop appropriate assessments, initiate peer review, and implement personal improvement and professional development plans. The Daggett System for Effective Instruction, created by ICLE’s founder and chairman Dr. Bill Daggett, shows how to develop instructional effectiveness to improve student achievement, working across the entire educational system—from teachers to instructional leaders and organizational leaders. For more information on these resources, go to store.leadered.com. The content aligned to our agenda today is included in your Participant Guide. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

4 Resources Resources Time: 1 minute
If you have personal outcomes related to the content that is not directly addressed today, you may be able to refer to one of these two books for more information. Today’s content is based on these two resources. Using Rigor and Relevance to Create Effective Instruction is a handbook created by ICLE to help teachers learn and apply effective instructional strategies, develop appropriate assessments, initiate peer review, and implement personal improvement and professional development plans. The Daggett System for Effective Instruction, created by ICLE’s founder and chairman Dr. Bill Daggett, shows how to develop instructional effectiveness to improve student achievement, working across the entire educational system—from teachers to instructional leaders and organizational leaders. For more information on these resources, go to store.leadered.com. The content aligned to our agenda today is included in your Participant Guide. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

5 Holland Michigan

6 Linda’s Credentials Director of Content Development
International Center for Leadership in Education

7 Relationship Building 1-2-3
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

8 Learning Outcomes Give you an understanding of the human brain and how it can change. Give you brain compatible strategies to impact student achievement.

9 The International Center for Leadership in Education

10 Brain Basics

11 The Brain SO WHY DOES INFORMATION FROM THE NEUROSCIENCES MATTER?
IT HAS BEEN A CURIOSITY FOR MUCH OF HUMAN HISTORY!

12 Learning is the brain’s primary function.

13 Yesterday’s thinking….. Phrenology – 1840s and 50s
An early practice at the end of the 19th century that claimed to be able to identify mental capacity and character by feeling the bumps of the skull.

14 Today’s Science…

15 SPECT Scans

16 PET Scans

17 MRI and fMRI

18 It is possible to see the mind at work!

19 Lobes of the Brain

20 Communication of Neurons
EE- pg. 1.4 “In short, learning is the result of actual physical growth in the brain. To talk about learning is to talk about the physiology of the brain and how to enhance its physical growth and thus learning.” EE pg 1-5 2. “The stimulation of an enriched environment results in significant physiological change in the brain– as much as 20% compared to brains in sterile, boring environments.”

21 Photograph of Neurons Photo source: The Brain: Our Nervous System by Seymour Simon; Morrow Junior Books, New York 1997 Exceeding Expectations page 1.3 gives more information on neurons, dendrites and axons “A bundle of neurons is called a nerve. Nerves are the body’s wiring. A single nerve cell has a central cell body, branching threads called dendrites, and a long wirelike axon. The dendrites carry electrical signals toward the cell body, while the axon carries the signal away. Because nerves don’t touch one another, a message has to leap from one to the next across a tiny gap called a synapse. A synapse

22 Environmental Factors Affecting the Growing Brain
Emotion laden messages Rapidly changing input-MTV Variation in family pattern Greater stress, threat, and violence Less physical activity, more TV Diet, nutrition, and drugs —David Sousa, 1998

23 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.

24 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.

25 Amygdala-Almond

26 Critical to learning and memory formation.
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.

27 Hippocampus- FEED THE HIPPO!

28 Not fully mature until adolescence – ages 16 to about 25.
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.

29 Corpus Callosum Dirt Road to Super Highway

30 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.

31 Reticular Activating System The Filter…The Senses
DISTRATCIONS

32 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

33 Neuroscience & Education
Who are today’s struggling students? Can we change students brains? What strategies can we use to make changes?

34 Who are today’s struggling students?

35 High School Dropout Rates
Struggling Students High School Dropout Rates Annual Dropout Rate US 3,030,000 Daily Dropout Rate US 8,300 Drop out in 9th Grade 36% Crimes committee in US by HS dropouts 75% US jobs HS dropout is NOT eligible for 90% Source: Education Week, Children Trends Database :

36 100 Girls Project 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, 2004

37 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

38 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

39 Eric went to a local state college
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

40 “90% of my teachers treated me as an annoyance in their lives.”
Eric Jensen Education California Public Schools, graduate, San Clemente High, CA (1967) San Diego State University B.A. English (with distinction) 2004- 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 Learning—A 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 Julie’s 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 2008 “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 Barron’s Educational Series, Inc., NY. 1994 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 Barron’s Educational Series, Inc., NY. 1996 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 Trainer’s 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 2006 “7 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,

41 Can Brains Change? YES!!!

42 “Average teaching does not change brains- it’s just babysitting
“Average teaching does not change brains- it’s 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

43 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

44 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

45 Optimum Success for Every Student
Attitude Cognitive Capacity Effort Focused Strategy -Jensen, Turnaround Tools for the Teenage Brain, 2013

46 Attitude

47 Attitude 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

48 Strategies For Changing Students Attitude
Teach coping skills Discuss the advantages of positive attitude Model a positive attitude

49 Cognitive Capacity

50 Cognitive Capacity “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

51 You have the opportunity to alter your students’ ability to:
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

52 Cognitive Capacity Time Matters More hours of training the greater the IQ IQ raised with PURPOSEFUL PRACTICE

53 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?

54 Effort

55 Effort Persistent effort Focused effort Purposeful effort

56 Strategies for Changing Effort
Relevance Setbacks are short term and beneficial Share personal successes through your sustained effort

57 Focused Strategies

58 Focused Strategies “For a student to become a true lifelong learner, implementation of success strategies will always be crucial.”

59 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.

60 …your strategies need to be: consistent purposeful focused relentless
For change to happen… …your strategies need to be: consistent purposeful focused relentless

61 Rigor/Relevance Framework®

62 Linda L. Jordan ICLE


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