NeuroTeach Chapter 3 Response

 Mind Brain Education FOR ALL Using the Science of Brain Plasticity, teachers can help elevate all students: The Advanced Student The "Just Fine" Student The Struggling Student      Understanding brain plasticity and using the implications of it in the classroom isn't just for the students needing special education. Knowing that the brain can develop with known learning strategies raises the quality of instruction for all.      It's important to implement these strategies during the school years, as the brain develops rapidly through the first 20 years of life. Early childhood experiences are particularly crucial, although the brain will always continue to develop. IMPLICATIONS     Teachers need to understand--and buy into--the science that they can help all students by understanding brain plasticity and how to use it in the classroom.  How do successful teaching strategies differ among the three groups?

  Mind Brain Education The Nature of Intelligence Putting Fairness into the Classroom Intelligence isn't fixed at birth Intelligence is multi-faceted Schools put too much emphasis on psychometric intelligence Taking Gardner's work and running with it, the All Kinds of Brains framework looks at the neurodevelopment "demands" on the eight constructs of intelligence that teachers place on student's brains. Knowing this, teachers can see that various disciplines have different demands. This knowledge becomes a tool to increase innovative teaching methods that help with motivation and engagement. The Eight Constructs : Memory, Attention, Language, Spatial Ordering, Temporal Sequential Ordering, Neuromotor Functions, Social Cognition, and Higher-Order Cognition Variety is Key     One day may focus on memory and recall while another day focuses on creative synthesis of topic ideas. In this manner, students are challenged to use all of the neurodevelopmental demands. The...

  Mind Brain Education Prefrontal Cortex The  Prefrontal Cortex is involved in executive functioning , including working memory, self regulation, and goal-directed behaviors. Plasticity is strong in this region.          The growth of this region is affected by a number of elements:           The Environment           Personal Experiences           Responses to One's Experience IMPLICATIONS     Teachers have a Window of Opportunity in which to affect growth by providing a safe and nurturing environment, providing experiences that promote engagement and curiosity, and teaching students to use a growth mindset. Strategies should target: Problem Solving      Thinking Ahead           Self Evaluation                Long-Term Planning         ...

  Mind Brain Education Brain Vs. Mind Although  many people use the words mind and brain interchangeably, there is a difference. Teachers need to know this because it affects classroom teaching. The brain is the physical infrastructure of the brain. The mind is the operations that occur, from thinking to decision making.      Every child's brain is unique and develops in its own way. And every child is not at the same point in their development. Curriculum content needs to be adjusted to these realities. Therefore, instructors need to become Teacher Researchers . Conduct research at a classroom level and use the data to improve outcomes. It's simple: find out what works and adjust. This ensures that all students have the resources they need to master a lesson. And every student experiences rigor at the proper level. Use the philosophy: Excellent Teaching NOT Helping Students Improve Find out more about Teacher as Researcher by viewing this YouTube video:   ...

  Mind Brain Education Multiple Intelligences Gardner's Misunderstood Theory of Multiple Intelligences      Learning Style Preference equals Content Delivery Mode (Neuromyth)      One size does not fit all . And knowing this, teachers have differentiated their lesson materials to adapt. It fits with Howard Gardner's Theory of Multiple Intelligences: students have different ways of process information. Students will show strength in some categories, such as verbal-linguistic intelligence, while struggling in another, like visual-spatial.     However, just because a student has a strength, or preference, with one category does not mean that instruction should be delivered in that mode. It's the content that drives what mode should be used. IMPLICATIONS     Happy Days! Teachers don't need to create a dozen different modes of instruction in order to achieve differentiation.   So, how do teachers determine what mode is best to...