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- 2. Getting to thePrefrontal Cortex PREFRONTAL CORTEX
- 3. Reflective Conscious Control Reactive Unconscious Responses
- 5. Stress State Lower reactive brain in control ! Fight Flight Freeze
- 6. Stress State BehaviorOutputs Fight: Disruptive Flight: Withdrawal Freeze: Zone out
- 7.
- 8. Causes of Stressin School • Unprepared for class • Peer relationships • Lack of long-term goals or material doesn’t seem relevant to student’s goals • Frustration due to previous failure to understand or do well in the topic • Test-taking anxiety and oral presentations
- 9. Repeated Failure Fixed Mindset Survivalin animals Reduced effort in students !
- 10. For Amygdala Positive Attitude& Growth Mindset Follow the Computer Game Model
- 11. The PULL ofVideo Games He’s so close to Level 10 he doesn’t even want to go out for pizza
- 12. Characteristics Video Gamers u buy-in to goal u 80% of the time failure u persevere with challenge u use immediate feedback to improve
- 13. The Pull? 1. Goalbuy-in 2. Achievable Challenge 3. Incremental Progress Awareness (intrinsic satisfaction) The PULL Is powered by Dopamine
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- 15. Pleasure & DecreasedStress Curiosity Attention Motivation Persistence and perseverance Memory
- 16. BOOSTERS Moving Being read to Interactingwell with peers Experiencing humor Choice Optimism
- 17. Prediction for Intrinsic Satisfaction Isyour brain motivated the potential of intrinsic satisfaction from knowing if a prediction it makes is correct?
- 18. Why Did YouNeed to Know? Accurate predictions activate dopamine release (pleasure) so the brain: u wants to predict for intrinsic satisfaction u needs to know if predictions are correct u learns from feedback
- 19. Incremental Progress Children needto see frequent connections between their work and their progress (to build on the intrinsic satisfaction). Effort=Progress to Goal
- 20. Incremental Progress Number of successful Effort to attempts goal progress graph www.onlinecharttool.com TOTAL TIME PRACTICED
- 21. Using the gamemodel of achievable challenge and incremental goal progress feedback, children are motivated to persevere through challenges
- 22. GOAL So children wantto learn what they need to learn By seeing products or possibilities…
- 23. Prime the Brain“Buy- in” for Learning Promote curiosity and prediction about school topics Connect with your child’s interests Family history, photos Friends who use information in interesting jobs
- 24. How their brainsturn data into knowledge
- 25. Important BOM Messagesfrom Neuroscience for Parents Children Acting out/zoning out is brain’s adaptive stress response Neuroplasticity=Potential Genius is more than genes Past performance does not limit future success You can change your brain’s social, emotional, and cognitive intelligence
- 26. Knowing Why When children understand the neuroplasticity they know the “why” for: • doing assignments • participation • understanding concepts • making mistakes!
- 27. Neuroplasticity Strengthening, revising, and extendingof neuronal networks in response activation
- 28. Prefrontal cortex More dendrites More synapses Axon with myelin More myelin Dendrite î é Neuron Synapse
- 29. + It is by neurons making connections with one another that learning can occur
- 30. Each time youuse brain networks they get stronger and more permanent
- 31. A congested highwayis like the flow of brain traffic when there are few connections available to get to the same place.
- 32. Neuroplasticity: More connections move traffic more quickly
- 33.
- 34. Executive Functions: The SkillSets for the 21st Century
- 35. • To evaluatenew information and modify understanding as information increases and “facts” change • Use new technology as it becomes available
- 36. To find solutionsfor problems we have yet to recognize Wes Frye (Cisco Systems)
- 37. Prefrontal Cortex The PFC holdsan executive function system that, when exercised and developed, can become our brain’s successful CEO.
- 38. Prun Prefrontal Cortex Pruning and myelination from age 5-20 Prefrontal Cortex
- 39.
- 40. Neural Networks of Executive Function Can be developed to: • evaluate new information • modify understanding as information increases and “facts” change • use new technology as it becomes available
- 41. A trillion connections aremade as the baby experiences life. Experience sculpts the brain.
- 42. The Executive Functions Let’shave the cat and dog show us what some are
- 43. Executive Functions arethe Skill sets for 21st Century Success Analyze Prioritize Plan goals Assess risk Adapt Organize Comprehend communication nuances Considered decision making Delay immediate gratification REMEMBER Judgment The Dog Tolerance Empathy
- 44. Marshmallow Test ! Those participants with high levels of self- control activated the “executive function” PFC Those less able to delay gratification activated the more emotional lower brain regions
- 45. Executive Functions in Young Children More strongly associated with school readiness success than IQ or entry-level reading or math skills • inhibitory control (resisting habits, temptations, or distractions) • working memory (patterning experiences) • cognitive flexibility (adjusting to change) Blair C, and Razza RP. (2007)
- 46. Neural Networks of Executive Function Can be developed to: • evaluate new information • modify understanding as information increases and “facts” change • use new technology as it becomes available
- 47. PFC Proper Careand Feeding • Opportunities to practice accurate and logical interpretation of new information • Develop habits of mind (critical analysis, creative problem solving)
- 48. Information Analysis Communication Opportunities for making and evaluating decisions (Trips and Purchases) Shared internet explorations Ask questions and actively listen (no interrupting, correcting , multitasking, or personal anecdotes)
- 49. • Recognize the difference between fact and opinion (TV commercials, internet sites, best restaurant) • Ask for their opinions and reasons • Defend personal opinions with facts • Predict arguments against theirs and prepare responses
- 50. Summary ! • PFC is last part of brain to mature • Use of executive functions promotes their greater development • Along the way use the dopamine boosters
- 51. Judy Willis’ Websitefor Brain Owner’s Manual free articles ! www.RADTeach.com