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Nenti: The Science of Learning Teachers Are Neuroplasticians
Nenti: The Science of Learning Teachers Are Neuroplasticians
Nenti: The Science of Learning Teachers Are Neuroplasticians
Nenti: The Science of Learning Teachers Are Neuroplasticians
Nenti: The Science of Learning Teachers Are Neuroplasticians
Nenti: The Science of Learning Teachers Are Neuroplasticians
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Nenti: The Science of Learning Teachers Are Neuroplasticians

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Nenti: The Science of Learning Teachers Are Neuroplasticians

Nenti: The Science of Learning Teachers Are Neuroplasticians

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  • 1. The Science of Learning: Teachers are Neuroplasticians The Centers for Quality Teaching and Learning 4009 Barrett Dr., Suite 102 Raleigh, NC 27609 www.qtlcenters.org 919-878-0540
  • 2. The Science of Learning: Teachers as Neuroplasticians 1. How does the brain impact the “choice” to learn? • Amygdala Hijacking Focus Questions 2. How do teachers impact students’ willingness to think and learn? • Relaxed Alertness 3. How does the brain process information? • The Information Processing Model 4. What are neural schema, and do they ever stop growing? • Neuroplasicity ©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 2
  • 3. Notes: ©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 3
  • 4. Unconditional Positive Regard Unconditional Positive Regard is when one person is completely accepting toward another person. This is not just a show of acceptance, but is an attitude that is then demonstrated through behavior. Carl Rogers - On Becoming a Person Human beings have a well developed ability to quickly distinguish friend from foe. It’s part of our innate set of survival skills…Children and youth can quickly tell which of their teachers offer Unconditional Positive Regard to their students and which do not. Mike Rutherford Evidence of Teacher’s Respect As noted by students… Teacher Expectations and Student Achievement Research • • • • • • • • • • Is courteous to students Calls on everyone in the room equitably Uses “WAIT TIME.” Listens, and paraphrases student thoughts Probes and prompts students to reach “appropriate” responses Provides individual help. Provides timely, specific, and abundant performance feedback Gets within arms distance of each student everyday Shows personal interest and give compliments Responds to misbehavior with an effective level of response ©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 4
  • 5. Notes: ©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 5
  • 6. ©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 6

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