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Brain Rules Mind Map by Johan D’Haeseleer.
Click on the book to see the film.
West High School Davenport, Iowa Home of Freddy Falcon
Dan Meyer--Math Class Needs a Makeover
A Tale of Two Brains
School Hoping for Sweet Smell of Success
Belfast Telegraph--April 23, 2010
A primary school is hoping the whiff of peppermint and the sound of running water can help boost pupils' results.
All Saints Catholic Primary School in Liverpool is taking part in a four-week experiment designed to see if smells and sounds help youngsters' concentration skills and their ability to remember information. The smell of peppermint is being pumped into one classroom, while the other group of children will listen to sounds such as running water and rustling leaves.
The youngsters will take a daily five-minute computer test to see if the experiment is helping their learning.
A primary school is hoping the whiff of peppermint and the sound of running water can help boost pupils' results.
All Saints Catholic Primary School in Liverpool is taking part in a four-week experiment designed to see if smells and sounds help youngsters' concentration skills and their ability to remember information. The smell of peppermint is being pumped into one classroom, while the other group of children will listen to sounds such as running water and rustling leaves.
The youngsters will take a daily five-minute computer test to see if the experiment is helping their learning.
Stress
Interesting Articles About Sleep
Memory Games
Literary critics scan the brain to find out why we love to read
Click on the picture above to go to the article.
Michael Merzenich On Re-wiring The Brain
Discussion Dates--all held in LMC from 3:10-4:10 PM
- Discussion # 1--February 18
- Discussion #2--March 4
- Discussion #3--March 25
- Discussion #4--April 8
- Discussion #5--April 15
- Discussion #6--April 22
- Discussion #7--April 29
- Discussion #8--May 6
- Discussion #9--May 13
- Discussion #10--May 20
- Discussion #11 and #12--May 27
President Kennedy Tried This Before Us...
Discussion Questions for Rule #2
1. Talk about evolution and its meaning. Our mind evolution has made us dominant in our known universe. Mirroring, autism, schizophrenia...how do our interacting minds affect classroom relationships?
2. It has been said that when a teacher "yells" at a student, it takes the whole class 20 minutes to recover from the stress. Any ideas about stress management for ourselves and our classrooms?
3. Speaking of stress, the article "Get Smarter" speaks of an era of rapid change that compares to the changing environment of the Ice Age. As we make the transition from the Holocene epoch into the Nőo epoch, what can we expect? What signs of the Nőo epoch do you already see?
2. It has been said that when a teacher "yells" at a student, it takes the whole class 20 minutes to recover from the stress. Any ideas about stress management for ourselves and our classrooms?
3. Speaking of stress, the article "Get Smarter" speaks of an era of rapid change that compares to the changing environment of the Ice Age. As we make the transition from the Holocene epoch into the Nőo epoch, what can we expect? What signs of the Nőo epoch do you already see?
Followers
Brain Rules Mind Map by Johan D’Haeseleer.
Brain Rules Film
Click on the book to see the film.
I'm glad to be joining this group.
ReplyDeleteFirst Meeting for Brain Rules participants;
ReplyDeleteThursday Feb.4th from 3:10-3:30PM
We discussed what we were going to be doing and when the next meeting would be.
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Second Meeting;
Thursday Feb.11th from 3:10-3:30PM
In this meeting we learned how to set up a google account and a blog account. It took me some time but I think I figured it out.
I left at 3:30 so if someone would let me know when the next meeting is I would appreciate it.
Remember "WEST IS BEST"
What a great chapter! Rule#1, Exercise boosts brain power is so important. I guess I can walk 12 miles per day to keep both my body and brain in shape. Improving my thinking skill closely matches how and why I move. We are so used to doing no or little exercise. I can see that after I retired from 20years in the Army. I used to work out daily for 60min. I loved to run. As I aged and entered into my new 2d career, being in shape wasn’t a career ender (as it was in the Army). And I feel bad about that. Also as I aged I can see more and more excuses not to work out. I got fat.
ReplyDeleteI found also over the years that exercise helps me de-stress and think. A quiet walk in the woods after a fresh snow is very relaxing and it clears my mind. I have time for unstructured thought. It is great! Why does that bird look for those seeds there and not over there…why & when did this bird get here, to this spot?
I would like to learn more details about this chapter. For example, knowing that exercise gets my blood to my head, which brings glucose for energy and oxygen to soak up toxic electrons that are left over, is pretty important. Now that brings about an interesting question. What are those electrons left over from? I mean, how many do I need to lose to get hurt or decrease my brain function? And why are they toxic? You would think that electron production is good and the more you have the more your brain works and the smarter you are. But is this true? Is electron production or use an indicator of intelligence? Wow, getting really deep here. I need to stop and ponder….see you in the woods.
jack
I found the comments in the preface interesting and powerful. If we want to kill thinking (and mental health in general) the best way to do that would be traditional classrooms and cubicles. We wonder way some students struggle and why some employees use so many "mental health" days and the answer is as siimple as the space they operate in.
ReplyDeleteBuilding from that I was intrigued by the suggestions at the end of the chapter, especially teaching to students on treadmills. Not sure how that would work (I see alot of wipe-outs :>) but sure would love to give it a try! On a more serious note, this does lend reinforcement to the idea that variety of teaching style and classroom style provides the best overall teaching environment. Wouldn't it be wonderful if students were impowered to pick from a variety of classes taught in a variety of ways so that they could match their interests and learning styles to the course instead of operating on "one size must fit everyone" education?
Finally, when I read the part about only being able to use 2% of your neurons at the same time because of energy drain all sorts of light-bulbs went off in my head. This explains why the brain has only so many "ports" in working memory (thereby leading to "memory retreveal" issues when we get stressed for example)and a host of other brain structure questions I had. However, it does lead to some interesting issues dealing with "intellegence augmentation" (like caffine and other stimulents). While such chemicals stimulate increased blood flow to the brain, little time seems to be spent on whether the brain is built to handle the increased stress over long periods of time. Will we start to see increased numbers of stoke for example 20 years from now as a result of people consistently trying to use artifically enhanced brain processing as a competitive advantage?