1. + The Brain – is wider than the Sky For – put them side to side – The one the other will contain With ease – and You – beside – The Brain is deeper than the sea For – hold them – Blue to Blue – The one the other will absorb – As Sponges – Buckets – do - The Brain is the weight of God – For - Heft them – Pound by Pound – And they will differ – if they do – As Syllable from Sound – Emily Dickinson

2. + The Learning Brain: Optimize Learning with Brain-based Research Tender Bridges Advisory Council Bucks County Intermediate Unit March 31, 2011

3. + Agenda Welcome Housekeeping Material Review Table of Contents Introductions The Program

4. + Table of Contents The BIG Ideas of The Learning Brain The Brain Brain Facts Neurons Neural Networks Lots of Talk The Issue of Quality Attention & Memory Enrichment

5. + Introductions: Tender Bridges PD Planning Committee Katheryn Bryner, BCIU Gail Berkowitz, Council Rock SD Lori Borman, Child Development Specialties Pat Miiller, QCCC Carol Mikulski, BCCC Dawn Stear, First Friends Child Care The Learning Brain Dr. Eddie Frasca-Stuart BCIU Director, Staff and Program Development Collaborative Groups Katheryn Bryner Gail Berkowitz Lori Borman Pat Miiller Dawn Stear

6. + Introductions: Your Introductions Fill out NAME TENTS First name – BIG LETTERS School/Agency – small letters Table group introductions Introduce yourselves to your table group. As a group, open the contents of your bag. These items are related to today’s workshop. Match the items to your game board to the best of your ability. Whole group introductions

7. + Contents of Your Bag Almond(s) Grain of rice A marshmallow A funnel A bottle of water A piece of bark Pictures of… Children exercising A seahorse A hippopotamus A traffic cop A frightened cat A parent & child talking

8. + LOOK FORS The role of patterning The role of experience The role of prior knowledge The role of novelty The role of safety The role of stress The role of challenge The role of feedback The role of culture The role of explicit instruction Brain-Friendly Strategies

9. + NOTETAKING GUIDE Brain Facts FACTSQUESTIONSCONNECTIONS

10. + The BIG Ideas The issue is not Nature versus Nurture; it is much more powerful – the issue is, undeniably, that nature NEEDS nurture. It is to the benefit of children, for all educators to understand how the brain works since it is the center of all learning. Standards, Instruction and Learning Environments need to be based on how the brain learns. The brain’s Attention and Memory systems are required to work in concert with one another for learning to occur. As educators, we need to learn about both systems in order to design brain-based learning activities. Enrichment activities grow brain!

11. + All behavior has its roots in the operations of the brain. The brain is the most complex entity on earth. “The Brain – is wider than the sky” An adult brain weighs about 3 pounds. An infant's brain weighs less than 1 pound. It is energy hungry. It is about 2% of the body’s weight Consumes 20% of the body’s energy The brain receives its energy from blood. b Glucose, protein, trace elements, and oxygen Receives about 8 gallons of blood/hour; 198 gallons/day

12. + The Brain The Brain receives oxygen via our blood blood supply. Uses 20% of the body’s oxygen. Requires clean air for Higher levels of attention Mental functioning Healing Requires moving the oxygen through the body movement physical exercise The brain also needs 8 to 12 glasses of water/day. Water is necessary for electrolyte balance. Dehydration is connected to poor learning.

13. + All behavior has its roots in the operations of the brain. The brain is the most _______ entity on earth. An adult brain weighs about __ pounds. An infant's brain weighs less than __ pound. It is ______ hungry. It is about 2% of the body’s weight. Consumes ____ of the body’s energy. The brain receives its energy from ______. Glucose, protein, trace elements, and oxygen Receives about 8 gallons of blood/hour; 198 gallons/day

14. + The Brain The Brain receives oxygen via our blood supply. Uses 20% of the body’s oxygen. Requires ______ ______ for ________ levels of attention Mental _________ Healing Requires moving the oxygen through the body __________ physical exercise The brain also needs ___ to 12 glasses of water/day. Water is necessary for electrolyte balance. _____________ is connected to poor learning.

15. + APPLAUSE!!!

16. The Brain contains two types of brain cells: neurons and glial cells. Approximately 100 billion neurons are found in the brain and in the spinal cord at birth. 90% of the cells are Glia and 10% are Neurons, however, despite their smaller number, neurons make the brain a thinking and learning organ.

17. Glia cells are helper cells of the brain. “Glia” is derived from Greek word meaning “glue.’ 1. Radial Glia: Guide neurons in the development of the fetal brain. 2. Macrophage Glia: assists in removing the debris of dead cells following damage to brain areas. Four types of Glial Cells 3. Oligodendrocytes: play a role in neural maturation. They lay down myelin. 4. Astrocytes: have a star-like appearance and their job is to maintain an appropriate chemical environment around the neuron.

18. + NEURONS A piece of brain the size of one grain of rice has approximately 10,000 neurons. Each neuron can can make 1 to 10,000 connections.

19. A trillion connections are made as the baby experiences life. Experience sculpts the brain.

20. + Parts of a Neuron Neurons are Composed of a cell body or soma which contains the nucleus, thousands of short projections called dendrites, and a single axon. Dendrites receive information. Axons send information.

21. Types of Neurons Neurons come in several different shapes. Some are shaped like a pyramid. Others look like a giant sea fan.

22. Neurons differ from other cells in the body in two ways: They do not regenerate on a regular programmed basis - the neurons a baby has are the same neurons the senior citizen has! They are able to communicate with one another via electrical impulses and chemical exchanges. Electric nerve impulses Synapses Neurotransmitters

23. Brain Break! Let’s color!!!

24. Neural Connections Chemical to Electric to Chemical Communication Between Neurons

25. + Neural Connections “Neurons that fire together, wire together!” The Role of Culture Fluffing Dendrites It is only by neurons making connections with one another that learning can occur.

26. Impoverished Neuron Enriched Neuron Nature NEEDS Nurture – the Right Kind Enrichment Love Lots of Talk Challenge Feedback The Arts Nutrition Exercise Choice Problem Solving Critical Thinking Discovery Impoverishment Stress Threat Hunger Boredom Frustration Lack of Interaction Harsh Relationships 100% Directed Passive Learning Irrelevant work Able to make Many connections Inability to make connections

27. + REFLECTION (Syn-NAP)

28. + Lots of Talk The role of oral language ages 0 – adulthood Rhythm of language Patterns of language Meaning Syntax The role of phonemes Playing with language

29. + Meaningful Differences Hart & Risley,1995 After decades of collaborating to increase child language vocabulary, Betty Hart and Todd Risley spent 2 1/2 years intensely observing the language of 42 families throughout Kansas City. Specifically, they looked at household language use in three different settings: 1) professional families; 2) working class; 3) welfare families.

31. + The Issue of Quality “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” William A. Foster U.S. Medal of Honor Recipent Adult/child interactions is the single most important factor in the assessment of quality in early childhood education. Getting it Right From the Start: A Principal’s Guide to Early Childhood Education Marjorie L. Kostelnik & Marilyn L. Grady

32. + Levels of Quality Read the hand-out on Levels of Quality for early childhood programs. COMPARE, ANAYLZE & GENERATE CONCLUSIONS Levels of Quality Meaningful Differences Information on impoverished and enriched dendrites Whole group sharing of Conclusions

33. + Efforts that Affect Quality Pennsylvania’s Early Learning Standards Infants and Toddlers Pre-Kindergarten Kindergarten First Grade Second Grade Pennsylvania’s Academic Standards/Common Core State Standards Third Grade Program Standards Keystone Stars

34. + OK, so we understand about neurons and neural networks and the role of enrichment OK, we understand the role of oral language BUT, how do we influence what a child learns?

35. + Getting the Brain’s Attention Attention + Memory = Learning If either system is down, Learning does not occur. Back to the Brain Parts of the brain Four Lobes Frontal Lobe Parietal Lobe Temporal Lobe Occipital Lobe Cerebral Cortex (Bark) Cerebellum Brain Stem Microstructures Many Microstructures Thalamus Amygdala Hypothalamus Hippocampus Reticular Activating System

36. Planning Problem Solving Creativity Judgment Decision-Making Takes in Visual Stimuli Visual Cortex Balance Posture Motor movement Memory Auditory Cortex Takes in auditory stimuli Hearing Meaning & Language Controls the production of speech and memory Receives Tactile Information Processes higher sensory & Language functions Brain Stem Regulates heart beat & breathing Filters motor & sensory info Cerebral Cortex “tree bark” ¼ inch top layer

37. Brain Stem Cerebral Cortex

38. + Microstructures There are many….

39. + Brain Microstructures for the Emotional Brain (The Limbic System) Limbic System Microstructures Reticular Activating System Thalamus Amygdala Hypothalamus Hippocampus The Limbic System is a brain region that links the brain stem with the higher reasoning elements of the cerebral cortex. It is a major player in learning and memory. It also controls emotions (feelings & motivations), instinctive behavior, and the sense of smell.

40. The Reticular Activating System (RAS) The reticular formation comprises much of the brainstem core. All sensory data has to go through the RAS. All but olfactory data is sent to the Thalamus. The trick is to help determine which information gets through the RAS.

41. + Only 2,000 bits can get through the R.A.S. Millions of bits of sensory data available every second...

42. + Next Stop: The Thalamus Located at the base of the cerebral hemispheres. A small ovid mass of about 3 cm. long. The thalamus receives all incoming sensory data from the RAS except olfactory data. It is the traffic cop of the brain.

43. + A Major Player! The AMYGDALA An almond-shaped neural structure. The Emotional Center of the Brain. As part of the limbic system it plays an important role in: motivation, emotional processing formation of long-term memories. Olfactory data goes directly to the amygdala.

44. + Two more supporting players Hypothalamus Shaped like half of a hippopotamus. The hormone autopilot. Controls the body’s temperature. It can make us sweat to cool us down, and makes us shiver to warm ourselves. It is important to the expression of emotions. Hippocampus Shaped like a seahorse. Involved in Motivation and Emotion. Has a central role in the formation of memories.

45. THE EMOTIONAL BRAIN - The Limbic System

46. + Parallel Processing The thalamus sends info in two directions simultaneously – the positive or negative content of the info determines how it is processed. Input goes directly to the AMYGDALA (reactive) Input goes directly to the PREFRONTAL CORTEX (reflective) Negative Feelings Trump Thinking!

49. + The goal is to keep the brain calm. Strategies for calming the brain: Removal of threat Absence of stressors Meaningful routines and procedures Meaningful relationships A sense of community Appropriate challenge Specific feedback Relevant work Choice Regulating the amygdala’s responses is critical to the learning process.

50. + REFLECTION

51. + Setting the emotional climate for learning Open the Reticular Activating System: The R.A.S. is all about flight/ fight/ freeze For each new learning unit, teachers design activities that will assure that students are engaged with the content on an emotional level. This is done through routines, rituals, and positive communications. Visual and performing arts are effective ways to tap into children’s emotional response systems to enhance learning. Experiences + Content result in learning that is remembered. A BALANCE OF RITUAL AND NOVELTY

52. + Strategies that influence R.A.S. information intake & flow  Stimulate Curiosity with Change, Novelty, and Surprise:  Discrepant events  Activate prior knowledge  Color  Costumes, Music  Cartoons/Humor  Movement  Advertising  Photos and Video Clips

53. Discrepant Events

56. + Costumes

57. + Cartoons are brain-friendly!

58. Cartoons

59. Movement

60. Advertisements

61. Photos and Video Clips

63. + Attention + Memory = Learning Next concept: Constant Attention Limits Learning Turn to your neighbor and discuss what this statement might mean.

64. + Attention Developmental Continuum for Length of Direct Instruction Grades K – 2 5 – 7 Minutes Grades 3 – 5 8 – 12 Minutes Grades 8 – 1212 – 15 Minutes 1. All learners need processing time. This strengthens neural connections because they do not need to respond to other stimuli. 2. In order to create new meaning, we need internal time. Meaning is always generated from within, not externally. 3. After each new learning, we need time for it to solidify. It is all about Processing Time.

65. + A Brain Truth Cramming more content per minute or moving from one piece of learning to the next without processing time, guarantees that little will be learned or retained.

66. + Brain Breaks – Processing Time Turn and Talk Quick Writes Toss a ball Tell a story Sit and Think Color a neuron! Turn to your neighbor. Discuss Classroom Implications.

67. + When it is difficult to pay attention… The “Marshmallow” Experiment (Judy Willis) The “Marshmallow” Experiment http://www.youtube.com/watch?v=gb2_Ro8OGig&feature=r elated http://www.youtube.com/watch?v=gb2_Ro8OGig&feature=r elated Gabi Using “tools” to help the “Barometer” child

68. + The Role of Memory Working Memory Developmental Capacity 3 year old 1 bit 5 year old 2 bits 7 year old 3 bits 15 year old 7 bits 7+/- 2 bits (5 – 9 bits) Processing Time - 5-20 sec unless rehearsed or reviewed Long-Term Memory Declarative (Explicit) Memory Semantic Long-Term Memory Episodic Long-Term Memory Nondeclarative (Implicit) Memory Procedural Reflexive Access Long-Term Memory Use of patterns Use of prior knowledge

69. + Access Long-Term Memory: Use of patterns Use of prior knowledge BLOCKS HOUSEKEEPING CENTER ART CENTER LETTER SORTS WORD SORTS NUMBER/NUMERAL MATCHING ALL ABOUT ME PLACES I HAVE BEEN WHAT I LIKE TO DO FAVORITE BOOKS MY PET MY FAMILY MY HOUSE

70. + REFLECTION

71. + Use 6 or more of the following terms. Write a summary for Attention + Memory = Learning. Processing Time Working memory Developmental capacity of working memory Long term memory 7+/- 2 bits of information Developmental continuum for Length of Direct instruction Brain breaks Semantic memory Episodic memory The power of patterns The power of prior knowledge The effects of cramming Ma Bell

72. + Enrichment: How to build a better brain Purposeful Learning is Challenging with new information and/or experiences. Appropriate level of challenge Challenge combined with Novelty Problem solving Critical thinking Challenge combined with Relevance for the learner – emotional “hook” Examples Project Learning Complex Activities Challenge + Feedback = Enriched Learning

73. + Second, there must be a way to learn from the experience through interactive feedback – the brain is designed to operate on feedback. Feedback reduces uncertainty It increases coping abilities Lowers hormonal stress responses Types of feedback Specific Multi-modal Timely Learner-controlled (Choice)

74. + Factors that influence attention for learning Choices Provide choices – content, timing, work partners, projects, process Relevant Make it personal - relate to self, family, neighborhood Engaging Make it emotional, energetic, make it physical Required 100% directed, no student input, restricted resources Irrelevant Impersonal, useless, out of context, done only to pass a test Passive Disconnected from the real world, low interaction, lecture, too much seatwork Increase Intrinsic Motivation Increase Apathy & Resentment

75. + Enrichment & the Early Learning Standards Enrichment through reading and language Enrichment through motor stimulation Enrichment through thinking and problem solving Enrichment through the ARTS Enrichment through the environment

76. + Our Matching Game & Brain- friendly strategies Bringing our thinking full circle.

77. + The Learning Brain: Optimize Learning with Brain-based Research Afternoon Session

78. + Case Study Activity Table Groups One case study (two tables will have the same case study) Answer the questions and then create a visual representation of your thinking. Reporting Out Carousel Instructional Guide

79. + Case Study Reflection: Identify: Strengths Concerns Goals What other information do you need to determine if additional factors contributed to the child’s development and learning?

80. + Continuum of Learning Where would you begin to support the child in your case study so they can be successful learners? Keeping in mind how the brain learns Fluffing the dendrites through ENRICHMENT Getting the brain’s ATTENTION Respecting the MEMORY SYSTEMS of the brain Applying the Early Learning Standards

81. + A FEW GOOD STARTING POINTS Teaching with the Brain in Mind AUTHOR: Eric Jensen ISBN: 0-87120-299-9 Building the Reading Brain, PreK-3 AUTHORS: Patricia Wolfe & Pamela Nevills ISBN: 0-7619-3904-0 Begin with the Brain: Orchestrating the Learner-Centered Classroom AUTHOR: Martha Kaufeldt ISBN-10: 156976098-5

82. + NEXT STEPS: 5 ” Quick Write Based on today’s experience What will you do tomorrow? What will you do next week? What will you do next month?

83. + Exit Ticket

84. + The Brain – is wider than the Sky For – put them side to side – The one the other will contain With ease – and You – beside – The Brain is deeper than the sea For – hold them – Blue to Blue – The one the other will absorb – As Sponges – Buckets – do - The Brain is the weight of God – For - Heft them – Pound by Pound – And they will differ – if they do – As Syllable from Sound – Emily Dickinson