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Blogs on Brain Research

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DSM-5: A Controversy in the Mental Health Community

Mark PhillipsJanuary 31, 2012

Tags Brain Research, Comprehensive Assessment, Mental Health, Performance Assessment, , All Grades

A very important controversy related to children is flying under the radar of most educators. It's a controversy in which educator voices could play a highly constructive role.

Some background first. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is published by the American Psychiatric Association and provides a common language and standard criteria for the classification of mental disorders. It's used by mental health professionals, researchers, psychiatric drug regulation agencies, health insurance companies, pharmaceutical companies and policy makers. There have been a number of revisions since it was first published in 1952, and each revision has included more mental disorders.

Three Strategies for Using the Arts to Build Student Executive Functions (Part 5 of 7)

Judy Willis MDJanuary 16, 2012

Tags Arts Education, Brain Research, Primary (K-2), Project-Based Learning, , Student Engagement, Teacher Development, Upper Elementary (3-5), Middle (6-8), High (9-12), Visual Arts

Before information can be processed through executive functions, it must reach the prefrontal cortex (PFC), where higher order thinking occurs. The pathway to the PFC has potential roadblocks in the form of an information intake filter and an emotional switching station that determines if input reaches the PFC or is diverted to the lower, reactive brain. Embedding the arts into instruction and assessment promotes flow through these filters, builds growth mindset, and strengthens the actively developing executive functions.

Social and Emotional Curriculum: Understanding Happiness

Randy TaranNovember 16, 2011

Tags Brain Research, Mental Health, Professional Learning Network (PLN), , All Grades, Science

This seven part series, from the Project Happiness curriculum, explores the many facets of happiness and provides practical techniques to generate greater happiness and a more meaningful life -- from the inside.

Three Brain-based Teaching Strategies to Build Executive Function in Students (Part 4 of 7)

Judy Willis MDOctober 5, 2011

Tags Brain Research, Primary (K-2), Teacher Development, Upper Elementary (3-5), Middle (6-8), High (9-12)

For young brains to retain information, they need to apply it. Information learned by rote memorization will not enter the sturdy long-term neural networks in the pre-frontal cortex (PFC) unless students have the opportunity to actively recognize relationships to their prior knowledge and/or apply new learning to new situations.

Game-Based Learning Units for the Everyday Teacher

Andrew MillerSeptember 26, 2011

Tags Biology, Brain Research, Game-Based Learning, Teacher Development, Technology Integration, Chemistry, Drama, All Grades, English Language Arts, Geography, History, Math, Music, Physical Education, Science, Visual Arts, World Language Learning

Game-based learning (GBL) is getting a lot press. It is an innovative practice that is working to engage kids in learning important 21st century skills and content. Dr. Judy Willis in a previous post wrote about the neurological benefits and rationale around using games for learning. She also gives tips about using the game model in the classroom. James Paul Gee has long been a champion for game-based learning in speeches, blogs, and books. Quest to Learn, located in New York City, infuses technology with game-based learning, where entire units utilize missions, boss levels, and the like for learning important standards. Here is the next step: taking these great rationales and examples and making it work for the everyday teacher.

The Role of Mistakes in the Classroom

Alina TugendSeptember 6, 2011

Tags Achievement Gap, Brain Research, Comprehensive Assessment, Primary (K-2), , Standardized Testing, Upper Elementary (3-5), Middle (6-8), High (9-12), All Grades

As the school doors swing open to welcome the start of another year, both teachers and students will have goals: to inspire a class, to learn new things, to get good grades.

What probably won't be on that list is to make a mistake -- in fact many. But it should be.

When Students Have No Memory of September 11

Ben JohnsonSeptember 1, 2011

Tags Brain Research, Teacher Development, Upper Elementary (3-5), Middle (6-8), High (9-12), All Grades, History

Memory is an interesting thing. At school we try so hard to get students to remember things, but some memories are indelibly imprinted without any effort at all. For example, I have a vivid memory of where I was and what I was doing on September 11, 2001. Everyone that I have asked also has a vivid memory of this tragic event. They can remember the other people in the room, and their reactions. They can remember colors, surroundings, and even sounds, as if they were using a video recording.

The Science Behind Adult Learning

Elena AguilarAugust 22, 2011

Tags Brain Research, Primary (K-2), Teacher Development, Upper Elementary (3-5), Middle (6-8), High (9-12)

'Tis the season of professional development for many of us who work in schools. While PD can be meaningful, sometimes the experience feels like we were the unwilling recipients of an unpleasant procedure -- we were professionally developed; our descriptions employ the same tone, syntax, and non-verbal language as when describing a colonoscopy.

The Brain-Based Benefits of Writing for Math and Science Learning (Part 2 of 7)

Judy Willis MDJuly 11, 2011

Tags Brain Research, Literacy, Teacher Development, All Grades, English Language Arts, Math, Science

Former neurologist and teacher Judy Willis MD continues with her 5-part series on how young brains develop neurologically. This post covers the benefits of writing, particularly for logical functions like math and science learning.

As science and math are slated for more emphasis in our classrooms, writing should not be sacrificed. Indeed, in the past two decades, neuroscience and cognitive science research have provided increasing evidence that correlates creativity with academic, social, and emotional intelligence. Writing can help the brain to develop the logical functions required for successful math and science learning.

Understanding How the Brain Thinks (Part 1 of 7)

Judy Willis MDJune 13, 2011

Tags Brain Research, Comprehensive Assessment, Formative Assessment, Teacher Development, Upper Elementary (3-5), Middle (6-8), High (9-12), All Grades

Former neurologist and teacher Judy Willis will be presenting a 5-part series on how young brains develop neurologically; she'll also offer some research-based classroom strategies to teach critical thinking and other 21st century skills.

Understanding How the Brain Works

For 21st century success, now more than ever, students will need a skill set far beyond the current mandated standards that are evaluated on standardized tests. The qualifications for success in today's ever-changing world will demand the ability to think critically, communicate clearly, use continually changing technology, be culturally aware and adaptive, and possess the judgment and open-mindedness to make complex decisions based on accurate analysis of information. The most rewarding jobs of this century will be those that cannot be done by computers.