Accessible Learning Services Dr. Christine Boyko-Head Mind(ful) curriculum development through community building and inclusive pedagogy Scott Green Accessible Learning Services Dr. Christine Boyko-Head Curriculum Development Specialist

Hands of Belonging Draw, write or symbolize the communities you belong to placing one community on each finger. (2min) Draw, write or symbolize what those communities give you emotionally, physically, socially. (2min) Share the communities you selected with a partner. (2min)

Outcomes Connect psychological principles to pedagogical design and delivery Enhance the significance of learner-centred curriculum and to current classroom challenges Promote inclusive community building strategies in diverse classroom populations to facilitate student success

Explosion of students-at-risk Dramatic Increase in the diagnosis of mental health disorder Increase in the diagnosis of autism spectrum disorder Increase in the diagnosis of intellectual disorders Increase in the diagnosis of BIF/MID Increase in the diagnosis of ADHD Mental Health Commission of Canada, Toronto District School Board Depression, anxiety, phobias, OCD, Personality disorders, substance abuse, eating disorders, schizophrenia

Diversification of students Increase in First Generation Increase in International Increase in First Nations Mature Students P/T Students

Population Shift to Paradigm Shift IQ is not the most significant factor in predicting academic success (Blair & Diamond, 2008; Duckworth & Seligman; Shonkoff, 2000). The core of this breakthrough lies in the work done by physiologists on the systems in the brain that regulate energy expenditure and recovery

Cognitive Load Management

Cognitive Overload = Negative Emotional Shift = Anxiety

What the Psychologist tell us - Shift from the Learning Brain to the Survival Brain

Cognitive Load Management

Fear Response – Fight or Flight

F/F impact on the Brain

Shift from the Learning Brain to the Survival Brain Impact on Learner Chronic hyper-arousal Chronic hypo-arousal Heightened stress reactivity Increased sensitivity to pain (physical and emotional) Reduced ability to regulate negative emotions Negative bias Reduced ability to read affect cues, show emotions Reduced ability to hear human voice Blunted reward system Increased immune system problems Conditioned response Dramatic increase in stress across five domains Arousal: Environmental stressors (e.g., visual, auditory) Emotion: Modulate negative and positive emotions Cognitive: Sustain and switch attention Social: Master the skills of co-regulation Prosocial: Development of empathy Triggers reinforce each other and interlock

Intellective capacity

Thank you for your time and interest Scott.green4@mohawkcollege.ca Christine.boyko-head@mohawkcollege.ca

References Duckworth, A. & Seligman, M. (2005). Self-Discipline outdoes IQ: Predicting academic performance of adolescents. Psychological Science, 16(12), 939-944. Freeman, T., Anderman, L., Jensen, J. (2007). Sense of belonging in college freshman at the classroom and campus levels. The Journal of Experimental Education. 75(3), 203-220. Hammon, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand oaks, CA: Corwin. Levine, D. (2003). Building classroom communities: Strategies for developing a culture of caring. Bloomington IN: National Education Service. McKibben, S. (2015). Seeing beyond the glass half-full. Education Update, 57(11), p.5. Shanker, S. G. (2012). Calm, alert and learning: Classroom strategies for self-regulation. Toronto: Pearson. Vartabuabm O., Bristol, A., Kaufman, J. C. (Eds.). (2013). Neuroscience of Creativity. Cambrdige MA: MIT Press. Yuhas, D. (2014 Februrary 17). So you want to be a genius. Scientific American Mind, p. 19.