Presentation on theme: "Brain Health: Meeting the Needs of At-Risk Students"— Presentation transcript:
1 Brain Health: Meeting the Needs of At-Risk Students Session #53Brain Health: Meeting the Needs of At-Risk StudentsLinda L. JordanContent Development DirectorInternational Center for Leadership in Education
2 Agenda Welcome Brain Basics Struggling Students Closing Brain Health: Meeting the Needs of At-Risk StudentsStruggling StudentsClosingStrategies for Changing Brains
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.
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 1-52. “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 NeuronsPhoto source: The Brain: Our Nervous System by Seymour Simon; Morrow Junior Books, New York 1997Exceeding 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 messagesRapidly changing input-MTVVariation in family patternGreater stress, threat, and violenceLess physical activity, more TVDiet, 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 AmygdalaThe 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.
26 Critical to learning and memory formation. HippocampusIt 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.
28 Not fully mature until adolescence – ages 16 to about 25. Corpus Callosum200 million nerve fibers connecting the right and left hemispheres and providing instantaneous communication.Not fully mature until adolescence – ages 16 to about 25.
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- EmotionHippocampus- MemoryCorpus Callosum- MovementRAS- Attention
33 Neuroscience & Education Who are today’s struggling students?Can we change students brains?What strategies can we use to make changes?
35 High School Dropout Rates Struggling StudentsHigh School Dropout RatesAnnual Dropout Rate US3,030,000Daily Dropout Rate US8,300Drop out in 9th Grade36%Crimes committee in US by HS dropouts75%US jobs HS dropout is NOT eligible for90%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 disturbanceFor 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 motivationSocial problemsTime management issuesPoor self-esteemPovertyLack of organizationPoor study skillsNeed to build cognitive skills of memory, attention and processing speed
38 Meet “Eric” Parents divorced at age 2 3 stepmothers- violent, abusive, alcoholicsCycle of violence in the house: moved in with grandmother, aunt, uncle, on own, back home.School- 9 schools, 153 teachersSat in back of classroomActed outFew friendsHomework not done- no home supportTruantArrested 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 collegeThanks to….…two caring committed HS teachers who refused to give up on him. They had:High expectationsPositive RelationshipsTotal 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 JensenEducationCalifornia 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 PublicationsJensen, 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, VAJensen, E. (2000) “Moving with the Brain in Mind” Educational Leadership November, Vol. 58, No.3, Pgs , ASCD. Alexandria, VAJensen, E. (2001)"Fragile Brains" Educational Leadership, November 2001, Vol. 59, No. 3, Pgs ASCD. Alexandria, VAJensen, E. (2001) “The Science of Arts” Principal Leadership, November, Vol. 2, No. 3, pgs NASSP, Reston, VAJensen, E. (2003) “How Julie’s Brain Learns” Cable in the Classroom, March. PgsJensen, 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, pgs2008 “Exploring Exceptional Brains” in: The Brain and Learning (intro by Kurt Fischer). Pgs Jossey-Bass, A Wiley Imprint. San Francisco, CAJensen, 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, 2008Publications (books)1979 You Can Succeed. Barron's Educational Series, Inc., NY.1988, 1995, 1998, 2008 SuperTeaching. Corwin Press, Thousand Oaks, CA1991, 1996 Student Success Secrets Barron’s Educational Series, Inc., NY.1994 The Little Book of Big Motivation Ballantine/Fawcett Books, NY1994 The Learning Brain Turning Point Publishing, Del Mar, CA1995, nd ed. Brain-Based Learning & Teaching (Corwin Press, Thousand Oaks, CA1996 Completing the Puzzle Corwin Press, Thousand Oaks, CA1996 Bs and As in 30 Days Barron’s Educational Series, Inc., NY.1996 Bright Brain (Video Enrichment Program) Corwin Press, Thousand Oaks, CA1997, 2007 (2nd ed.) Introduction to Brain-Compatible Learning Corwin Press, Thousand Oaks, CA1997 , 2004, 2nd ed., Brain-compatible Strategies Corwin Press, Thousand Oaks, CA1998 Trainer’s Bonanza Corwin Press, Thousand Oaks, CA1998 Sizzle & Substance Corwin Press, Thousand Oaks, CA1998 (revised, 2005) Teaching With The Brain in Mind Association for Supervision and Curriculum Development, Alexandria, VA1999 The Great Memory Book (with Karen Markowitz) Corwin Press, Thousand Oaks, CA2000 Music with the Brain in Mind, Corwin Press, Thousand Oaks, CA2000 Learning with the Body in Mind, Corwin Press, Thousand Oaks, CA2000 Different Brains, Different Learners, Corwin Press, Thousand Oaks, CA2001 Learning Smarter (with Mike Dabney) Corwin Press, Thousand Oaks, CA2001 Arts with the Brain in Mind, Association for Supervision and Curriculum Development, Alexandria, VA2002 A New View of AD/HD. Corwin Press, Thousand Oaks, CA2002 Environments for Learning. Corwin Press, Thousand Oaks, CA2003 Tools for Engagement. Corwin Press, Thousand Oaks, CA2005 Top Tunes. Corwin Press, Thousand Oaks, CA2006 “7 Discoveries from Brain Research” (DVD) Corwin Press, Thousand Oaks, CA2006 Enriching the Brain. Jossey-Bass/Wiley, San Francisco, CA2008 Fierce Teaching. Corwin Press. Thousand Oaks, CA2008 SuperTeaching Corwin Press. Thousand Oaks, CA2008 Deeper Learning (w/ LeAnn Nickelsen) Corwin Press. Thousand Oaks, CA2009 Enriching the Brains of Poverty DVD: Jensen Learning, San Diego, CA2009 Different Brains, Different Learners (revised ed.) Corwin Press, Thousand Oaks, CA2009 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,
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 artsExperiences that are….PersistentContrastingMeaningfulPositiveConsistent-Jensen, Turnaround Tools for the Teenage Brain, 2013
44 Changing Brains Relationships Attention and buy-in Mastery and autonomyBrain healthCoherence and sense-makingMistakes and error correctionChallengeTime on Task-Jensen, Turnaround Tools for the Teenage Brain, 2013
45 Optimum Success for Every Student AttitudeCognitive CapacityEffortFocused Strategy-Jensen, Turnaround Tools for the Teenage Brain, 2013
47 Attitude Attitude influences every thought and action Students with negative attitude tend to view life through a negative lensOriginate: familyTelling a student to change their attitude has NO impact
48 Strategies For Changing Students Attitude Teach coping skillsDiscuss the advantages of positive attitudeModel a positive attitude
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 CapacityYou have the opportunity to alteryour students’ ability to:think- their processing speeddo sequencingpay attentionhave self-controlincrease working memoryincrease vocabulary
52 Cognitive CapacityTime 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?
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