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Upgrade education with lifelong
brain development in mind
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
Strengthening Learning Capacities®
UPGRADING EDUCATION
WITH LIFELONG BRAIN
DEVELOPMENT IN MIND
Debbie Gilmore
Executive Director
Arrowsmith Program
Strengthening Learning Capacities®
PRE-NEUROPLASTIC PARADIGM
Strengthening Learning Capacities®
THE CHALLENGE
Strengthening Learning Capacities®
CHANGING
COGNITIVE
CAPACITY
+
ACADEMIC
CURRICULUM
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
Strengthening Learning Capacities®
COGNITIVE FUNCTION
Cognitive functions are the characteristic
function or job
of a region of the brain or network of regions
Strengthening Learning Capacities®
Education Neuroscience
Strengthening Learning Capacities®
CHANGE HAS COMMENCED
Strengthening Learning Capacities®
DIFFERENT MEASURES OF SUCCESS
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
Strengthening Learning Capacities®
Upgrade education with lifelong brain development in mind
Creating a Dynamic
Learning Environment
Across the Lifespan
Susan Hoffman
SharpBrains Virtual Summit
December 2016
Global Realities
Longevity: profound demographic trend
Learning: impacts longevity more than any
other single factor
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
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; esp.as participant-
observers/pioneers
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
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
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
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
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
Upgrade education with lifelong brain development in mind
Q&A
Thank you to all Participants!
Sponsors
Thank you to all Speakers & Sponsors!
To learn more, visit sharpbrains.com

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Upgrade education with lifelong brain development in mind

  • 1. Upgrade education with lifelong brain development in mind
  • 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. Strengthening Learning Capacities® UPGRADING EDUCATION WITH LIFELONG BRAIN DEVELOPMENT IN MIND Debbie Gilmore Executive Director Arrowsmith Program
  • 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. Strengthening Learning Capacities® COGNITIVE FUNCTION Cognitive functions are the characteristic function or job of a region of the brain or network of regions
  • 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
  • 15. Creating a Dynamic Learning Environment Across the Lifespan Susan Hoffman SharpBrains Virtual Summit December 2016
  • 16. Global Realities Longevity: profound demographic trend Learning: impacts longevity more than any other single factor
  • 17. 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
  • 18. 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; esp.as participant- observers/pioneers
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. 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
  • 23. 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
  • 25. Q&A
  • 26. Thank you to all Participants!
  • 27. Sponsors Thank you to all Speakers & Sponsors!
  • 28. To learn more, visit sharpbrains.com