Judy+Willis 

Research-Based Strategies to Ignite Student Learning Judy Willis, M.D., M.Ed., Adjunct Faculty, University of California Emotions, particularly stress, influence where new information is processed in the brain. For learning to become memory it must be directed through the emotional filter (amygdala) along the route to the reflective, higher brain – the prefrontal cortex. When students "act out" or "zone out" it is almost always the brain's involuntary reaction to the stress state. This is the same neural processing seen in other mammals when stress, fear, or perception of threat also restrict input or output from their highest brains. Just as the lower brains in other mammals are limited to fight/flight/frees in the stress state, so are human brains involuntarily "reactive" instead of "reflective" when processing is shunted to the lower brain. Join the discussion: [|__http://share.blendedschools.net/forum/topics/second-general-session-research-based-strategies-to-ignite__] Website: [|__http://www.radteach.com/__] Article: [|__http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis#comments__] Download the [|__presentation files here__]. [|__www.RADteach.com__] Neuro-logical educators You already know what works. When you know WHY, you will... increases your ability to apply the successful strategy to the situation work smarter, not harder PASCD and PA Power very active state ASCD, IU, #3 in county on money spent on students, coordinated PD and system changes from within Power Up with New Perspectives - newest perspective about creativity building with code switching In the years most profound chagnes in teh networks of highest cognitive development, what are your unique opportunities??

What skill sets are needed that Executive Functions can provide... see pic

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students need to be prepared to find solutions to problems we have yet to recognize to evaluate and assimilate new prepared with skill sets that can adapt to changing jobs the digital information world in the confines of a factory model education structure

Employers Most Value ability to keep up with new info evaluate validity of information modify, understand and apply new info with creative innovation collaboration and communication

Prefrontal Cortex long term memory is constructive - over time becomes conceptual Emotional Control - instead of reacting, can evaluate and reflect Executive Functions

The Executive Functions catness and dogness Cat and Dog EFs List A - goal planning, logic, analysis, judgement, risk assessment, creative problem solving List B - agility, self- grooming, mood shifts Dog getting ball out of pool cat walking on top of fence

Prefrontal cortex - Percent of Brain Volume - PFC size matters!! cat - 3% dog - 10% human - 20%

Prefrontal cortex maturation last part of brain to mature up to age 25 maturation seen as blue, represents myelin coating (video) EF developing during school years see picture

have directives in brain to take risks - dopamine network that encourages them to do things for the here and the now and the me high risk is rewarded Young man, go to your room and stay there until your pre-frontal cortex appears! - cartoon

Activate students’ EF networks during their years of most active change - makes them stronger use of these networks is what builds their strength and power through NEUROPLASTICITY - memory or EF directly networked process by which electricity in the brain makes it change response to electric transmission more dendrites - more connections more axons with myelin most synapses

by neurons communicating with one another that another circuits of control systems (EF) and memories are strengthened Neurons that fire together, wire together each time a brain network is used, it gets stronger practice does make permanent you can keep those buds your grew during class or you can lose them. if you keep the buds, you can grow them into dendrites

throughout instruction - activate networks of EF as students work - not an add-on - naturally makes learning more powerful - not extra time Stim One, Stim All Keep an EF list for planning ideas and variety

STUDENTS SHOULD: __Judgment Building for Self-Directed__ - practice setting goals - make plan and set deadlines - monitoring progress and adjust strategies along the way, opportunities to assess outcome and revise, note what worked and what pulled them off-task

__Evaluate Source Validity__ - bring in a picture, brochure, internet site from a magazine that you don’t believe it true - they construct their own personal template for checking validity - what did you use to make the decision - students have to present on why their brochure, site, picture is the best - not supported, biased, legitimate - show them last year’s work - they are cooler than the teacher :)

__Habits of Supporting Their Own Opinions__ - agree or disagree - look at evidence to support their claim - predict what opposing viewpoint may be and prepare a response

__Build Cognitive Flexibility (diverse perspectives)__ - recognize and adapt to change information and “facts” - create and respond to different ending to stories - kids get a dopamine rush when they predict, even though they don’t know it is prediction - that is why they like to hear the same book over and over and over gain - explain the “other” solution path they did not select

__Perspective Flexibility__ - picture with different images wrapped in one - participate in problem solving - explain why a famous person is known as a good/bad person - consensus building -Event Perspective - what factors account for the different perspectives

__Delay of Immediate Gratification__ - with accountability - tyramine - amino acid that is a precursor to dopamine - Application of EF increases prudent delay of Immeidate gratification - boy calls 911 for help with math

__Memory Continuum__ - all memory construction is pattern matching and SHORT TERM MEMORY - brain links new info with existing patters (prior knowledge related to it) - What color is this slide? What does a cow drink? - Optical illusions - brain interprets input based on frequently activated patters in memory - storage - not on reality - basis of literacy and numeracy - activate prior knowledge for successful pattern match - the new sensory input is encoded when linked and put into working memory - bulletin boards that preview - cross-curriculum - spiraled curriculum - graphic organizers (KWL) - needs to be explicitly connected LONG TERM MEMORY - neuroplasticity strengthens new learning connections (patterns) each time the memory is activated - Mental Manipulation - pattern matching: - similarities and differences - analogies - graphic organizers EF activation extends long-term memory info CONCEPT MEMORY - extend connections with use - transfer of learning to new applications - new connections among previously unconnected memory units - patterns are extended - concept networks are constructed

Wisdom is not what we know. It is what we do with what we know.

TRANSFER activities - activate learning for novel appications using executive functions isolated “factlettes” used together connect into extended concept networks dendrites, myelin, axons Transfer is MENTAL VELCRO

Predictions - concept networks can then guide more informed, successful predictions Memories Stored by Sensory Intake Mode teach everyone by applying multiple senses! occipital parietal, frontal, temporal lobe songs with gestures movements that represent concepts hear and visualize

Code Switching - creating networks for creativity - creative innovation (not just code patterns) first response is most used!! Does England have a Fourth of July? First Reactions may not be best Code Switching - overcoming the brain’s bias toward expected patterns

Educators are Caretakers of the Highest Brain Development