1. Our Brains

2. Go over the different coloured lines and what they mean.

3. Sensitive Periods for Early Development
00-011
Sensitive Periods for Early Development
critical
critical
period
period wanes
Binocular vision
Central Auditory System
Emotional control
Habitual ways of responding
Peer social skills
Language
Cognitive
symbols
skills:
relative quantity
age 1 2 3 4 5 6 7
(yrs)

4. Sensitive Periods A) In utero - health - behaviour b) Birth to 1 year
00-139
Sensitive Periods
A) In utero
- health
- behaviour
b) Birth to 1 year
- IQ
- Health -Attachment
c) Birth to 6 years
- Behaviour
- Cognition (language & mathematics)
- Health

5. Health Problems Related to Early Life
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Health Problems Related
to Early Life •
Coronary Heart Disease •
Non -
insulin Dependent Diabetes •
Obesity •
Blood Pressure •
Aging and Memory Loss •
Mental Health (depression)

6. We are just looking at the big picture of the brain and for more detailed resources look in your binder
The three main functions of the brain:
The lower brain or brain stem and cerebulum – controls many simple but important functions such as breathing, heart rate and many basic instincts. (This is sometimes called the “survival” brain.)
The mid brain controls emotions, sexuality and has an important role in memory.
The upper brain-the cerebellum and cortex –enables us to think, talk, reason and create. (This is sometimes called the thinking brain)
When children are frightened or upset, the survival brain and the emotional brain “high-jack” or take over, the thinking brain. This interferes with normal cognitive learning. That’s one reason why feeling safe and secure is so important to a child’s learning. I am sure you all have dealt with children who just can’t seem to hear you when you are trying to explain what’s going wrong until that thinking brain kicks in again they cannot process the information.

8. We are going to talk about brain connections how does it happen?
What do neurons look like? How do they work? A neuron can be described as a tiny octopus, but with many more tentacles called dendrites and axons.
The brain is made up of billions of tiny cells called neurons, or nerve cells, which send electrical and chemical “signals” to one another. It is these electrical and chemical changes that pass from one neuron to another that cause all our thoughts, feelings, learning and actions. These changes are often referred to as neural connections, or “synaptic connections.” These connections are the basic fuel that fires the brain and keeps it operating towards its full capacity.
All of our thoughts and feelings are caused by electrical and chemical messages being passed from neuron to neuron throughout the brain. One neuron sends an electrical message down an axon until it reaches fibres at the tip. A chemical (called a “neurotransmitter”) carries the message across a space (called a “synapse”) to reach a tentacle called a “dendrite” from another brain cell. The electrical message then travels along the dendrite to the centre of the receiving cell. The neurons have “talked” to each other and a memory has been made.
In a healthy, stimulated brain the dendrites and axons of billions of such neurons are constantly zapping as connections and signals are being made and passed from one part of the brain to another.
Children are equipped with billions of brain cells called neurons. But only a small portion of them - notably those in the primitive brain stem, which controls breathing, sucking and swallowing, heart beat, blood pressure, body temperature and the like - are already well-connected by birth. The billions of other neurons are waiting to be developed - waiting to be nurtured by a knowing and caring adult. Our children are dependent on us to “plug them into the world” and help them make the vital connections needed for a healthy and productive living and learning.
Sharon Begley (1996) describes a baby’s brain as “ a work in progress, with trillions of
Now show slide use

9. Learning Styles

10. The brain connection, do it……
Do the yarn activity

12. “Neurons waiting to be woven into an intricate tapestry of the mind”
Sharon Begley (1996)
Okay, let’s make a memory.
Can I have 10 volunteers to come up front for me?
We are going to demonstrate how brain cells make connections with a few props and some willing neurons.
Have everyone stand in a semi circle with opening at front so audience can see. Have big orange ball in middle.
Each of you represent a neuron in a child’s brain. For a child to understand that this is an orange they will have many experiences using their senses to learn about all the different qualities of an orange.
Sense of sight
Let’s start with seeing. When a child looks at the orange what does she see? What information is she getting through her eyes?
Demonstrate a synaptic connection by saying “round orange” as you toss the ball of yarn to another parent neuron
Next taste
Sense of touch how does it feel
A few minutes here by Marsha on the importance of routines points
Importance of repetition in the development of child in all areas of development
Building strong neural pathways that allow for security in order to learn
Going to give them ideas to utilize routines beyond class management routines
Predictability of routine related to brain wiring
Lower stress levels increases thinking brain

13. Asking the questions….
Your learning style

14. Learning Styles Tactile/Kinesthetic
Learn through moving, doing, and touching
Chew gum while studying
Listen to music while studying
Skim first then read
Work in standing position
Move around when learning
Take frequent breaks

15. Learning Styles Visual Learners
Learn through seeing
Use pictures, charts, maps, graphs
Have a clear view of teacher
Take notes or ask for handouts
Use multimedia
Use colour to highlight ideas

16. Learning Styles Auditory Learners
Learn through listening
Read text aloud
Discuss with someone else
Dictate to someone or use dragonspeak
Create musical jingles or rhymes to aid in memory

17. What are your strengths?
How Multiple Intelligences can help us figure out what purpose we were designed for…..What’s in the box?
Take the quiz

18. What am I designed for?
Checking out the results