Brain Rules for Babies Book Club - First Webinar
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  • 3:37-3:38(1 min)Production Notes:[xxx]: Script:Cori: [introduce John]
  • 3:38-3:41 (3mins)Production Notes:[Susan]: Start timer for 2 minsScript:John:Things you will need for a successful day:Your copy of Brain Rules for Baby. How to Raise a Smart and Happy Child from Zero to Five.Something to write with and write on.A brain full of examples and experiences from your classroom, center, or role as an early childhood professional.We will give you a couple of minutes to gather these items…and when you are done…we’d like you to
  • 3:38-3:41 (3mins)Production Notes:[xxx]: Script:Complete the sentence at the bottom of this page by posting your thoughts in chat.[Respond to comments in chat before transitioning to the next slide (agenda)…work comments into your presentation if you can.]Cori: [read aloud postings and pitch to John for comment]
  • 3:41-3:42 (1 min)Production Notes:[xxx]: Script:John:
  • 3:42-3:44 (2mins)Production Notes:[xxx]: Script:John:[set up chat]Cori: [faciltate chat, summarize and pitch to John for response]John:
  • 3:44-3:45 (1 min)Production Notes:[Susan]: bring all participants back to the main room.Script:John:[reference breakout activity and insert transition]
  • 3:45-3:51 (6mins)Production Notes:[Susan]: Point to the shape tool as it is being described.Script:John:[USE STAR BURST…IF YOU HOLD YOUR MOUSE DOWN WHILE YOU MOVE IT, THE PARTICIPANTS WILL SEE THE STAR BURST MOVE ACROSS THE SCREEN] I’ll start with my rating on the purple column….then slide over to where I would rate on the orange line. This is the intersection between my comfort with research on babies’ brains and how much I rely on research to do my job, so I will make a mark on the whiteboard here.Cori:The starburst pointer tool is on the tool bar to the left of the whiteboard. Click on the second icon from the top of the tool bar. Select the starburst pointer with your cursor and then move the cursor to the the white board. Your cursor will turn into the starburst like the one in the orange circle on the whiteboard. To place your starburst on the the whiteboard, move your cursor to where you want it to be and click the mouse…it’s that easy. Go ahead and put put a starburst at the intersection of your comfort with research on babies’ brains and how much you rely on research to do your job.. It doesn’t have to be exact…just in the ballpark.John:Take a look at the whiteboard now that folks have marked their comfort with research on babies’ brains and their reliance on research in their work. Use chat to tell us something about what you see on the whiteboard. The chat box is at the bottom of your screen…type into the blank text field which has a grey smiley face at the end. When you have finished writing your thought, hit the return or enter button on your computer keyboard…that will send you comment to the public chat stream that we can all see.[insert transition]
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: To complete the poll, look to the left of the slide an locate the participants’ box. At the very top of the box will be your name and just beneath your name will be four icons. The fourth icon to the left is a lower case a. Click on the a and you will get a pull down menu, like the one you see on screen. You will see three options, A, B, and C. The question we are responding to is “What’s the best predictor of academic success?” If you believe it is IQ, click on the capital letter A…if you believe it is self-control, click on the letter B, and if you believe it is grades, click on the letter C. Please note that the poll is completely confidential.If you are having difficulty with the poll tool, you can enter your vote by putting the letter in chat.I will give you about 30 seconds to re-read the question, decide upon your answer, and register your vote.[Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 4:05-4:06 (1 min)Production Notes:[xxx]: Script:John:
  • 4:06-4:11 (5mins)Production Notes:[xxx]: Script:John:
  • 4:06-4:11 (5mins)Production Notes:[xxx]: Script:Cori:[ask participants to post their thoughts in chat, facilitate sharing, summarize postings, pitch questions or comments to John]
  • 4:11-4:14 (3mins)Production Notes:[Susan]: Use webtour to play “3 Myths” http://vimeo.com/15621485Script:John:[ask Susan to show the video]
  • 4:14-4:15 (1 min)Production Notes:[xxx]: Script:John:
  • 4:15-4:20 (4mins)Production Notes:[xxx]: Script:John:
  • 4:20-4:24 (4mins)Production Notes:[xxx]: Script:John:
  • 4:20-4:24 (4mins)Production Notes:[xxx]: Script:John:
  • 4:24-4:27 (3mins)Production Notes:[Susan]: Publish poll results when indicated[Susan]:Script:John:[set up the poll activity]Cori:As a reminder…To complete the poll, look to the left of the slide an locate the participants’ box. At the very top of the box will be your name and just beneath your name will be four icons. The fourth icon to the left is a lower case a. Click on the a and you will get a pull down menu, like the one you see on screen. You will see three options, A, B, and C, but for this poll you will need only A or B. To answer the question Which column reflects the influence of GENES on a child’s development, you can select A for the pink column or B for the Green column.If you are having difficulty with the poll tool, you can enter your vote by putting the letter in chat.[request Susan to publish the poll]John: [transition to the answer on the next slide]
  • 4:24-4:27 (3mins)Production Notes:[Susan]: Publish poll results when indicated[Susan]:Script:John:
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori:[set up the poll]I will give you about 30 seconds to re-read the question, decide upon your answer, and register your vote.[Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 4:24-4:27 (3mins)Production Notes:[xxx]: Script:John:
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:53)
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: We have another lightening round of polls. [facilitate the polling][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 3:51-4:05 (14mins)Production Notes:[Susan]: Prep Polls (A-C)[Susan]: Prep Polls to not show individual answers.[Susan]: Point to features as Cori describes them.[Susan]: Publish poll results when prompted. Script:Cori: Please register your answer to this poll question. [read question and answer options aloud.][Count to 30 in your head.]Thank you! Susan will you please show us the results? Thank you. John, it looks like … What are your thoughts?John:
  • 3:51-4:05 (14mins)Production Notes:[xxx]: Script:John:
  • 4:27-4:32 (5mins)Production Notes:[xxx]: Script:John:
  • 4:32-4:34 (2mins)Production Notes:[xxx]: Script:John:
  • 4:32-4:34 (2mins)Production Notes:[xxx]: Script:John:
  • 4:34-4:36 (2mins)Production Notes:[xxx]: Script:John:Higher education levels achieved
  • 4:364:43 (7mins)Production Notes:[xxx]: Script:John:
  • 4:364:43 (7mins)Production Notes:[xxx]: Script:Cori:[invite participants to share their implications in chat and facilitate the sharing, summarize content, or pitch particular comments to John for response.]
  • 4:43-4:44 (1 min)Production Notes:[xxx]: Script:John:
  • 4:44-4:47 (3mins)Production Notes:[xxx]: Script:John:
  • 4:47-4:50 (3mins)Production Notes:[Susan]: http://player.vimeo.com/video/16335828Script:John:[ask Susan to show the video]
  • 4:50-4:51 (1 min)Production Notes:[Susan]:Script:John:
  • 4:51-4:56 (5 mins)Production Notes:[Susan]: Use pointerScript:John or Cori???
  • 4:51-4:56 (5 mins)Production Notes:[Susan]:Script:John:
  • 4:51-4:56 (5 mins)Production Notes:[Susan]:Script:John:

Brain Rules for Babies Book Club - First Webinar Presentation Transcript

  • 1. Welcome toBrain Rules forBaby…Book Club!
  • 2. Things you will need for a successful day:1 2 3
  • 3. Why are all thesepeople here to listento my dad talk aboutmy brain?Tell in chat why youare participating inthis webinar.
  • 4. 2. Identifying and Activating Prior Knowledge
  • 5. GREAT!None! A BUNCH!Rate how muchyou rely onresearch to doyour job.Rate your comfort withresearch on babies’ brains.
  • 6. What’s the best predictor of academic success?a = IQb = Self-controlc = Grades
  • 7. What’s the best predictor of academic success?a = IQb = Self-controlc = Grades
  • 8. You’re exhausted and you need a break from baby. How much TV can you letyour 18-month-old watch without negatively affecting his or her brain?a = None.b = About an hour a day.c = Any reasonable amount, as long as you’ve chosen an educational,interactive show.
  • 9. You’re exhausted and you need a break from baby. How much TV can you letyour 18-month-old watch without negatively affecting his or her brain?a = None
  • 10. 3. What Brain Science Can’t Do
  • 11. Step 2:Select 1 limitationStep 1:Scan p. 5 in yourbook.Step 3:On scratch papersummarize how thatlimitation is relevantto your work.limitationWhat brain research CAN’T do!
  • 12. limitationWhat brain research CAN’T do!Post your thoughts in chat.
  • 13. 4. Nature vs. Nurture: theSeed and Soil Analogy
  • 14. What is Neural Plasticity?DEFINITION of Neural Plasticity: the brain’s capacity to physicallychange the size and capacity of cells based on experience.PROPERTIES of Neural Plasticity:1) it is present in all animals,2) it allows for strategic differentiation, and3) it is regulated by age, experience, and chemical signalsSensoryNeuronsActivatedHow Physical ExperiencesCan Cause Brain Changes
  • 15. What Does the Brain-Changing Research Say?Exposure to an enriched environment promotes• neurochemical,• structural and• neurophysiological changes in the brain
  • 16. What Does the Brain-Changing Research Say?Exposure to an enriched environment promotes• neurochemical,• structural and• neurophysiological changes in the brainand is associated with• enhanced synaptic plasticity and• improved hippocampal-dependent learning.McNair et al., (2007). Global changes in the hippocampal proteome followingexposure to an enriched environment. Journal of Neuroscience 145(2), 413-422.doi:10.1016/j.neuroscience.2006.12.033
  • 17. The Great Debate: Nature vs. NutureWhich column reflects the influence of GENES on a child’s development?66%34%Column AColumn B
  • 18. The Great Debate: Nature vs. NutureWhich column reflects the influence of GENES on a child’s development?66%34%Column AColumn BGenes Environment
  • 19. What is the single most important thing the brain requires to be able tolearn?a = A stimulating environment.b = Teachers with exceptional Theory of Mind (relational) skills.c = A feeling of safety.
  • 20. What is the single most important thing the brain requires to be able tolearn?A = A stimulating environment.B = Teachers with exceptional Theory of Mind (relational) skills.C = A feeling of safety.C = A feeling of safety.
  • 21. What’s the No. 1 factor that predicts how your child will turn out?a = Providing a loving household.b = How perfect a parent you are.c = How you deal with your child’s intense emotions.
  • 22. What’s the No. 1 factor that predicts how your child will turn out?a = Providing a loving household.b = How perfect a parent you are.c = How you deal with your child’s intense emotions.
  • 23. Nature/Nurture Connection• Purpose of the brain:to• Humans acquire most of their informationthrough• Necessary for• This happens throughPurpose of the brain (NRC, 2000 p. 53)
  • 24. Enriched EnvironmentSource: Barbro B. Johansson and Pavel V. Belichenko (2001) Environmental Enrichment onIntact and Postischemic Rat Brain
  • 25. What this actually looks like:http://intra.ninds.nih.gov/Research.asp?People_ID=1312
  • 26. http://www.frontiersin.org/integrative_neuroscience/10.3389/fnint.2012.00036/full5 Days 6 Years AdultAge (in Years)MetabolicRate0 4 8 16 20 24
  • 27. ACTION IS IN THE INTERACTIONHEREDITYCHILDENVIRONMENT
  • 28. The Critical PeriodFrom data compiled by Brain Wave Trust & Wisconsin Council on Families and Childrenhttp://parentingbabytosleep.blogspot.com/2008/12/babies-cry-it-out-over-use-of.html
  • 29. What does this mean tochildren at risk?SocialCompetenceTime
  • 30. What will give your child his or her best chance at happiness?a = Having close friends.b = Finding a satisfying career.c = Living according to his or her values.
  • 31. What will give your child his or her best chance at happiness?a = Having close friends.b = Finding a satisfying career.c = Living according to his or her values.
  • 32. At what point does research say that children stop askingquestions in school?a = Elementary school. Kids learn very quickly that teachersvalue the right answer more than a provocative question.b = High school. Teenagers become absorbed in other criticalmatters, such as that text message from Brendan or Kate –what does it mean?c = Never, really. Curiosity is an innate feature of the brain.
  • 33. a = Elementary school. Kids learn very quicklythat teachers value the right answer morethan a provocative question.At what point does research say that children stop askingquestions in school?
  • 34. Your kid rocks a spelling test. What do you say?a = “I knew you could do it. You’re so smart!”b = “I’m so proud of you. You must have studied hard!”c = Either one.
  • 35. Another Way of Looking at This…Risk FactorsAcademic Performance0111 5 9
  • 36. Ramey and Ramey, 1999IQ PerformanceLearning and CognitivePerformanceLanguage DevelopmentResilienceSocial ResponsivenessAcademic Locus of ControlMaternal EducationMaternal EmploymentIncidence ofintellectual sub-normalityThe Carolina Abecedarian ProjectThe Impact 15 Years Later
  • 37. Child-Reading AttitudesHome EnvironmentsMaternal AttachmentRamey and Ramey, 1999The Carolina Abecedarian ProjectThe Impact 15 Years Later
  • 38. Ramey and Ramey, 1999The Carolina Abecedarian ProjectLong-Term Benefits at Age 21
  • 39. Step 2:Write your owndefinition of seed/soilStep 1:Scan p. 10 in yourbook.Step 3:Prepare to shareimplications for yourworkWhat IS the seed/soil analogy?
  • 40. 5. New Questions
  • 41. I have someNEW questionsnow!Jot yourquestionsdown…putthem in yourbook &bring to thenextmeeting.
  • 42. 6. Next Steps and a Homework Assignment
  • 43. At James Madison University’s Memorial HallLook for reminders in your email!Part 2 – April 20th, 10:00-3:30 (face to face)Part 3 – May 21st, 2:30-4:00 (online)Hey, Jeremy,this was a greatfirst session!It sure was! I’mlooking forward to thenext sessionApril 20th @ JMU!
  • 44. Until NextTime…