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Upgrade education with lifelong brain development in mind


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Two researcher/ practitioners, involved in special and lifelong learning, explored emerging best practices to help schools, educators, parents, and older adults navigate and apply core findings from cognitive and affective neuroscience.
--Chair: Alvaro Fernandez, CEO & Editor-in-Chief of SharpBrains
--Debbie Gilmore, Executive Director of the Arrowsmith Program
--Susan Hoffman, Director of the Osher Lifelong Learning Institute at UC Berkeley

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Published in: Education
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Upgrade education with lifelong brain development in mind

  1. 1. Upgrade education with lifelong brain development in mind
  2. 2. Upgrade education with lifelong brain development in mind Chaired by: Alvaro Fernandez, CEO and Editor-In-Chief, SharpBrains Debbie Gilmore, Executive Director, The Arrowsmith Program Susan Hoffman, Director of Osher Lifelong Learning Institute, University of California Berkeley
  3. 3. Strengthening Learning Capacities® UPGRADING EDUCATION WITH LIFELONG BRAIN DEVELOPMENT IN MIND Debbie Gilmore Executive Director Arrowsmith Program
  4. 4. Strengthening Learning Capacities® PRE-NEUROPLASTIC PARADIGM
  5. 5. Strengthening Learning Capacities® THE CHALLENGE
  6. 6. Strengthening Learning Capacities® CHANGING COGNITIVE CAPACITY + ACADEMIC CURRICULUM
  7. 7. Strengthening Learning Capacities® CAPACITY BASED PROGRAM Strengthen specific cognitive functions in neural networks Change cognitive capacity of student to learn THE LEARNER CAN BE MODIFIED
  8. 8. Strengthening Learning Capacities® COGNITIVE FUNCTION Cognitive functions are the characteristic function or job of a region of the brain or network of regions
  9. 9. Strengthening Learning Capacities® Education Neuroscience
  10. 10. Strengthening Learning Capacities® CHANGE HAS COMMENCED
  11. 11. Strengthening Learning Capacities® DIFFERENT MEASURES OF SUCCESS
  12. 12. Strengthening Learning Capacities® PRINCIPLES OF THE ARROWSMITH PROGRAM • Design a task that stimulates a specific cognitive function (targeted/differential stimulation) • Start the level of task difficulty just above the level of current functioning (effortful processing/complexity) • Remove the support of areas that could compensate for weaker functioning (effortful processing) • Build in performance mastery criteria that is rewarded – accuracy, consistency, automaticity
  13. 13. Strengthening Learning Capacities®
  14. 14. Creating a Dynamic Learning Environment Across the Lifespan Susan Hoffman SharpBrains Virtual Summit December 2016
  15. 15. Global Realities Longevity: profound demographic trend Learning: impacts longevity more than any other single factor
  16. 16. Keys to Learning and Longevity Physical Emotional Mental Exercise, Cardio, Complex Balance Skills Diet Stress Management Strategies Hearing and Vision Self-efficacy Stretch Sleep Social Engagement Change Physical well-being REST Novelty and variety
  17. 17. Osher Lifelong Learning Institute (OLLI) at UC Berkeley • 100 stimulating courses • Learning community with speaker series, field trips, social activities, travel, peer-led learning circles and clubs • Pathways to participate in research; participant- observers/pioneers
  18. 18. Who We Serve • 2200+ members each year • Professionals with advanced degrees • 70 % women • 90% white • 2/3 volunteer • 89% feel connection with Berkeley • 75% between ages of 65-79 years • 88% heterosexual
  19. 19. Concerns: • Lack of knowledge of older adults and later life • Connecting the lifespan of learning • Diversity: lifelong learning is self-funded • Learning: what is real learning? • Digital literacy/efficacy
  20. 20. What we teach and learn: Content • Cross-disciplines • Polysemic • Relevant to roles: citizens, mentors, civic leaders • Forward-thinking • Creativity as a new language • Expert/scholarship
  21. 21. How we teach and learn: Pedagogy • Experiential • Interactive • Use of technology • Appeal to all of the senses • Understand who we are as learners; what do we need to code, record and recall • What does it “feel” like to be learning something for the first time; the awkwardness of writing with opposing hand
  22. 22. Where we teach and learn: learning community • Social connectedness of learning • Intergenerational • Social accolades for taking courses outside of one’s “habit” of mind: challenge, variety and novelty • Evaluation: participate in evaluating what works • Appeal to groups of people where learning may be seen as taking time away from other responsibilities and provide them with the “unselfish” frame
  23. 23. Q&A
  24. 24. Thank you to all Participants!
  25. 25. Sponsors Thank you to all Speakers & Sponsors!
  26. 26. To learn more, visit