Сви смо једно

Божанствен видео о људима, екологији, о две стране медаље напретка цивилизације. Преузет је са блога колегинице, „Лепота постојања“.

http://www.facebook.com/photo.php?v=1656606569118&set=vb.130944964906&type=3&theater

Видео

Week 2 – THE EMOTIONAL BRAIN & MOTIVATION

Tasks for this session will be:

Task1

Tony’s Story is very familiar to me, because, I have in school many such a cases. When you engage them emotionally, they can easily learn and think!

Task 2 – Emotional brain 

(Amigdala, Lymbic system..) – I think this resource is extreemly important:

Task 3 – Expanding my learning

I found this presentation to be very interesting and informing!

These web-places also strucked my attention, the first one is about the importance of nutritions that influence the brain functioning, and the second one is about different parts of brain, each with it’s own functions:

first- nutrition:

http://www.sharpbrains.com/resources/2-the-4-pillars-of-brain-maintenance/nutrition-and-supplements-dhea-ginkgo-biloba-omega-3-separating-myth-from-fact/

second – parts of the brain:

http://www.sharpbrains.com/blog/2006/09/12/use-it-or-lose-it-what-is-it/.

While investigating different terms considering the influence of emotions on learning, I found astonishing video of a women (she is a pchychiatrist) who had a stroke by her self, and now represents her experience with feelings, emotions, capabilities of thinking during the worst part of the desease! It is one of TED stories:

http://www.huffingtonpost.com/dr-jill-bolte-taylor/neuroscience_b_2404554.html

There was a myth for a long time, that a brain and complete neurosystem is given at birth and stays the same for a lifespan! New researches shows that  this is really a myth! One of the brain’s main features is plasticity! Brain changes as a result of the influence of the environment as well as the changes are result of one’s emotions! The following video shows the importance of prefrontal cortex for both cognitive and emotional contex. It is, actually, the most important section of the brain for regulation and controling emotions. The greater activity of this part of the brain is, the better is control of emotions and amygdala wich is associated with the corttizol, hormon of stress! It means, further more, that training of calmness and patience has a great impact on cognitive functioning. Negative emotions interfere with cognitive prefrontal function. Social and emotional training can shape the brain and even change the gene expression in the brain! Here is the complete presentation, led by Richard Davidson:

And, here are some more resources about the bonds among cognition and emotions:

http://www.charlierose.com/view/interview/10974?sponsor_id=1 The Emotional and Vulnerable Brain

http://www.helpguide.org/toolkit/immordino-yang_video.htm Dr. Immordino-Yang on the role of emotions.

http://www.innovateus.net/health/where-amygdala – from Azhar’s blog (http://azharreflections.blogspot.com/2013/01/neurosci-do-you-have-tonys-in-your.html). This page explains amigdala and it’s function in mental states.

http://www.lumosity.com/blog/lumosity-bright-science/ – luminosity blog

http://www.youtube.com/watch?v=T8OziK-6IQI – Emotion and learning  – experiments, fascinating video

 

http://neuroscience-maja.blogspot.com/2013/01/dopamine-music.html – music and the brain (dopamin-efect) – Maja Dakic

Finally, my reflections upon this lesson:

When learning, thinking, remembering… one uses the whole brain! Different zones are engaged in every brain activity! That means that one brain function could enable or disable the other brain function! 

How can I use it in classroom?. 

First, knowing all of these new scientific facts, I could:

  • try to make a pleasent atmosphere while learning (that’s something I allready do);
  •  use extrinsic motivation by rewarding the knowledge, so that students would become, somehow, addicted to learning in order to be rewarded! That could return extrinsic motivation into intrinsic
  • try to use touching personal examples and stories during lessons, that would engage students emotionally. That would enable catching the information both on emotional and cognitive plan, and if the information is double catched, it is stronger and much more lasting!

The moderator’s reflection

These are the words of Carla Arena, the moderator on EVO, about the role of emotional brain and it’s consecvences on teaching:

Learning about how the emotional brain works does not give us magical powers to solve all or most of the problems we face in our classes. But it does help us to see many of problems from a new perspective. As we understand better about the influence of the amygdala on behavior, we might be able to help many of our students to learn better.

Learning about emotions in the brain reminds us that as we plan our lessons, we should start at our students, by considering their characteristics and their needs, not at the content we are going

 to teach. It reminds us that our students are the ones who have to be in control – in control of doing, of learning – because learning is pleasurable to the brain. Our amygdala is constantly monitoring our experience to see how things are. For example, when we see happy faces, the amygdala becomes less active than normal. It drops its guard a little. The same thing happens when we are engaged in cognitive tasks – the amygdala becomes less active. If we learn how to get our students more involved in their work, they will feel less nervous, less afraid. This might be one of the ways through which we may gain more control over students’ behavior. So, instead of focusing on misbehavior, we might want to consider engaging our students in work that will give them the pleasure of learning.

As the Brazilian Educator Paulo Freire said, “No one starts to become an educator on a certain Tuesday at 4 pm. No one is born an educator. We make ourselves an educator; we become an educator, permanently, in our practice and in the reflection about the practice.” The Neurosciences – together with many other sciences – does not miraculously give us a manual about how to be a teacher, but it does empower us with important knowledge that may orient our practice.

Гени, средина и њихов утицај на интелигенцију

У каквом су саодносу гени и средина по питању њиховог утицаја на интелигенцију? Питање значаја наведених фактора за развој личности уопште окупира, како стручњаке, тако и „обичне“ људе одувек, а правог, потпуног и недвосмиленог одговора још увек нема.

Презентација коју су приредили ученици одељења другог-4 наше гимназије, Милан Ристић и Никола Рашковић, уз моје менторство, је покушај да  се овој тематици приближимо. Презентацијом је направљен спој са предметом Енглески језик, па отуда у њој делови текста и тумачење речи на енглеском језику. Оно што не може да се чује у форми презентације постављене на блогу су аудио-сегменти, а видео чија је почетна секвенца видљива на претпоследњем слајду се покреће кликом на линк на претходној, 18. страници.

TED – наука и деца, наука и игра

Дечја размишљања су сродна размишљањима великих научника, а она се, уз тако озбиљна промишљања још и играју и забављају, што одрасли забораве!
Овај клип је посвећен дечјем виђењу науке, смелости и храбрости да се постигне циљ и потреби да се наука доживи као нешто бескрајно лепо!

Захваљујем колегиници Татјани Петров и њеном дивном блогу о надарености  (на адреси http://krozmojuprizmu.wordpress.com/2013/01/19/nauka-je-za-svakoga-ukljucujuci-i-decu/#more-4542) за овај видео који је одатле преузет са циљем да се шири идеја о томе да је бављење „озбиљним питањима“ доступно и дозвољено свакоме. Да ли ће се одговори наћи, можда није ни битно, важно је да питамо јер то човека вуче напред у развоју, далеко од менталне учмалости.

Видео

EVO 2013, WEEK 1

Week 1 Tasks

These are the tasks for the Week one:

This EVO session is about the role of the brain during the learning process.

Here we have an abstract of this online workshop (just not to forget):

Abstract

Learning happens in our brains. It’s a physical and biological process. Brain-based teaching and learning focus on how the brain learns best and how language teachers can learn to understand and use this knowledge to help students learn English effectively. Much is already known about brain functioning during learning processes to orient the practice of teaching. The brain and learning are the bridge that teachers can and must cross with knowledge that effectively connects them to learners.

In this five-week online workshop offered through the Electronic Village Online, participants will explore how the brain works during the learning process and they will be introduced to helpful tips to enhance their teaching practice. By the end of the workshop, participants will have had an overview of how neuroscientific research findings can positively impact educators’ pedagogical approach to spice up their lesson plans to promote students’ creativity, engagement and learning. We promise it will be madly fun and informative!

And…

this is the way the brain works! Fascinating! (Task 6)

http://www.youtube.com/watch?v=o9p2ou1IyC0&feature=related

Something about the neuro-myths:

http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting

More about the neuromyths:

http://hottopicselt.pbworks.com/w/file/fetch/61382559/Neuroscientific%20knowledge%20and%20education%20week%201%20task%205.pdf

Do we use only 10% of our brain capacity?

http://online.wsj.com/article/SB10001424127887324556304578119351875421218.html

The neurotransmission – simulation:

http://www.childrenshospital.org/research/_neuron/index.html

Neuromyths in education: Prevalence and predictors of
misconceptions among teachers

by:

Sanne Dekker, Nikki C. Lee, Paul Howard-Jones  and Jelle Jolles!

https://docs.google.com/file/d/1LkU7V57vRVSFd0xAJUVjTvZIXWsj1Wj9Hf4_U2pqR7G1eLNBpK1Dy4yMurFu/edit

And, I’d add my reflections upon the Neuromyths – Task 6d. 

The most of the statements were recognized as myths! By, I was realy surprised with several of them to be treated as myths:
1. During studying psychology, we were tought about the existence of critical periods throughout the development of certain skills!!
2. Mental capacity is hereditary! – Isn’t it? I accept this statement only partially! The mental capacity is the geneticly mximum – that is what we get with genes, but we usually never reach that predisposed maximum because of the influence of many environmental factors. Also, environment could increase our achievements, but never over that maximum!
3. Omega3 and Omega 6 have no influence on academic achievement? That is new to me!! Doctors adwice to take fish oil, rich with omega 3 to increase inteligence, attention, memory…
4. Environments that are rich in stimuli improve the brains of preschool children! This is the myth??
And here is my question: How could I become less vulnerable to the pseudoscientific influence?

 

One more animated resourse for the classroom

– the role of the brain and how it works and make connectiones with the rest of the body. I found it thanks to my coleagues Dejan Boskovic, biologist, and Irina Damnjanovic, also biologist, who posted about this animation:

http://www.e-learningforkids.org/Courses/Liquid_Animation/Body_Parts/Brain/index.html

 

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