1. Current Theories CHS 165 Hi Guys I have included several tasks within the presentation for you to complete individually. Once complete save the power point and send to me via email Paula.kirton@eastdurham.ac.uk

2. Reading material/Task Hand your pre prepared questions to a partner in the group. Use the reading material given in previous session to answer the questions. Discuss your ideas and findings with your partner. What did you find difficult and why? What have you learnt and how will you use this new information in your practice? Produce a short summary on a slide which answers the two questions above.

3. Answers I found that some of the terminology used in the article was difficult to understand. Although finding names of theorists was helpful and will enable me to research these further, I found it difficult to decipher any individual subject due to the article containing so many theories and topics. I feel that through carrying out research on the theorists outlined in the article, it will enable me to have a better insight into how children think and possibly come to a preferred theory that I agree with and associate the teaching of thinking with.

4. Aims Review previous learning- The development of the brain in relation to cognitive development Explore and evaluate current theory/ Brain based learning/ Howard Goleman etc LO3(effective approach to promote learning development – thinking and creativity) Review and share research and thinking on current theory. Relate theory to activities and practice Identify, devise and evaluate an activity plan

5. Thinking, brain and body From early infancy the structure and connections of the brain are sculpted by a number of environmental and biological influences. Learning and memory are not limited to a single neural system or a single process. There are multiple memory systems spread out in different brain areas, with pathways that can interconnect them in diverse and even individual ways. Those areas of the brain that provide executive functions are the last to mature, usually not until early adulthood. Executive functions become progressively interconnected with the knowledge domains for facts, figures, words and images (the “what” and “where aspects of knowledge) for purposes of how, why and when utilize such knowledge for goal-directed purposes. executive functions is developing the mental models of these “how,” “why,” and “when” processes. The earliest elements of executive functions begin in parent-child interactions.

6. Executive functions are shaped by many educational influences and comprise a set of skills and knowledge. The earliest elements of executive functions begin in parent-child interactions, expand greatly in play, and are thought to blossom in more independent and complex academic, social and recreational activities Paul J. Eslinger (2000) Children who experience high stress or abuse may develop adaptive responses characterized by fear, high arousal and anxiety, and have difficulty developing emotional responses that are more calm and controlled. Parents and caregivers should take steps to create a safe environment. Brain research has shown that too much stress early in life can affect development negatively. For example, stress and trauma can cause elevated levels of cortisol, a brain chemical, to be released in the brain. This can make the brain vulnerable to processes that destroy brain cells, reduce the number of connections in certain parts of the brain, and cause regions of the brain that regulate emotional response and attachment to be smaller than normal.

7. Brain Based learning Brain-Based learning is an approach to instruction based on how current research in neuroscience suggests our brain learns naturally (Spears & Wilson, 2009).

8. Research/ Task Research and produce several slides to show; 1.What are the 12 mind Principles of brain based learning? 2.What are the 3 instructional techniques that go with brain based learning? You may use imagery also.

9. Answers The 12 mind principles of brain based learning are:- 1.Learning engages the physiology. 2.The brain/mind is social 3. The search for meaning is innate. 4. The search for meaning occurs through patterning. 5. Emotions are critical to patterning. 6. The mind/brain processes parts and wholes simultaneously. 7. Learning involves both focused attention and peripheral perception. 8. Learning always involves conscious and unconscious processes. 9. We have at least two ways of organizing memory: A spatial memory system and a set of systems for rote learning. 10. Learning is developmental. 11. Complex learning is enhanced by challenge and inhibited by threat. 12. Each brain is uniquely organized. The 3 instructional techniques that go with brain based learning are:- Orchestrated immersion– Creating learning environments that fully immerse students in an educational experience Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment Active processing–Allowing the learner to consolidate and internalize information by actively processing it

10. Daniel Goleman 1995 “Emotional intelligence begins to develop in the earliest years. All the small exchanges children have with their parents, teachers, and with each other carry emotional messages. These messages repeat over and over to form the core of a child's emotional outlook and capabilities. A little girl who finds a puzzle frustrating might ask her busy mother (or teacher) for help. The child gets one message if her mother expresses clear pleasure at the request and quite another if mommy responds with a curt "Don't bother me - I've got important work to do." Such encounters mold children's emotional expectations about relationships, outlooks that will influence their functioning in all realms of life, for better or worse. During the first three or four years of life, the brain grows to about two thirds its full size and evolves in complexity at a greater rate than it ever will again. During this period, key kinds of learning take place more readily than later in life - emotional learning foremost among them.” Goleman (1946)

11. Golemans theory Goleman (1946) suggests that there are 4 emotional intelligence domains. These are :- Personal Competence-These capabilities determine how we manage ourselves. Self awareness/self managment. Social competence-These capabilities determine how we manage relationships Social awareness/Relationship management

12. Guy Claxon Claxton ( has developed theory around the learning power frame work which is about students having the correct tools to know what it means to be good learners. He believes good learning starts with questions, not answers. Claxton has developed a learning power framework which incorporates the four Rs of learning power (this revolves around what it is that makes a good learner).

13. The 4 R’s Reflectiveness Reciprocity Resourcefulness Resiliance

14. 8 building blocks for learning Curiosity – especially the ability to acquire a healthy scepticism Exploration – in particular when looking for solutions to problems Courage – of particular relevance when taking risks in learning Experimentation – especially the use of trial and error to find appropriate answers Imagination – so that learners can find creative breakthroughs Discipline – to provide a rigorous framework for learning success Sociability – in particular sharing ideas with others and listening to their views Thoughtfulness – ensuring that learners have time and space for more creative learning

15. Establishing a Brain-based Curriculum Absence of threat This is at the top of the priority list because absence of threat at school is the keystone for brain-based education. If the brain feels threatened – whether real or perceived – the emotional center of the brain (Limbic system/brain stem) will short-circuit learning. How do we eliminate threat? Think about your identified activities?

16. Stress and learning The brain responds best in conditions of high challenge with low stress, where there is learner choice and regular and educative feedback.. The enemy of learning is stress. The optimal conditions for learning include a positive learning attitude where challenge is high and anxiety and self- doubt is low.’ (Alistair Smith 1998, p41)

17. When the brain changes with your mood, it is not just how you feel that alters. The whole functioning of your brain is changed. In a happy mood, for instance, you are actually better at solving intellectual and practical problems. Ian Robertson - Mind Sculpture

18. Research/Task Daniel Goleman 1995 What is Golemans theory on emotional intelligence? Produce two or more power point slides to follow after this one to explain the theory to your class peers?

19. Guy Claxton Intuition- involves expertise, judgement, rumination sensitivity, creativity. Highlights the importance of allowing rumination (reflection)to develop perception and understanding. Pressure, anxiety and frustration affects performance.

20. Research Guy Claxton/Task What are the 4 rs involved in exercising the brain ? What are the 8 Building blocks for learning? Again produce two or more slides to show this information and also include imagery. www.guyclaxton.com

21. Homework task Find an article or piece of reading material on thinking skills and bring to class next week. Produce a short summary on the article that can be given out to your peers.