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David McGavock

Fixing My Brain: Neuroplasticity and the Arrowsmith - 0 views

digital.films.com/DKPKBJ

shared by David McGavock on 04 May 13 - No Cached
  • Fixing My Brain: Neuroplasticity and the Arrowsmit
  • Fixing My Brain: Neuroplasticity and the Arrowsmith Program (52:00) In her youth, Barbara Arrowsmith struggled with a severe learning dysfunction—until she designed a self-improvement regimen aimed at strengthening areas of her brain. This film profiles Arrowsmith, takes viewers inside the school she founded, and follows the progress of four cognitively challenged students enrolled there. Psychology and special education experts articulate diverging opinions of Arrowsmith’s methods—including enthusiasm from Dr. Norman Doidge of Columbia University and skepticism from Dr. Linda Siegel of the University of British Columbia. Displaying a wide range of attitudes among students and parents, the film culminates in a graduation ceremony—and measurable cognitive improvements. (52 minutes)
David McGavock

Arrowsmith School Toronto - 0 views

www.arrowsmithschool.org/...index.html

neuroplasticity Arrowsmith learning environment

shared by David McGavock on 04 May 13 - No Cached
  • Arrowsmith School is a privately owned co-educational and non-denominational day school that is dedicated to helping students with learning disabilities.
  • Students who come to Arrowsmith School have been struggling in school - some are just starting their schooling but their experience has already shown a pattern of learning problems. Others have been finding school a challenge for years.
  • The cognitive exercise program at Arrowsmith School is designed to strengthen the learning capacities that underlie the learning difficulties that our students have been experiencing in school.
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  • Each new student is fully assessed at Arrowsmith School so that we may identify his or her areas of strength and weakness and design a program of cognitive exercises specifically for that student’s particular learning profile.
  • The Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises. 
  • Our program has proven effective for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.
  • The Arrowsmith Program is founded on two lines of research, one of which established that different areas of the brain working together are responsible for complex mental activities, such as reading or writing, and that a weakness in one area can affect a number of different learning processes. The other line of research investigated the principle of neuroplasticity, which is the ability of the brain to physically change in response to stimulus and activity, to develop new neuronal/synaptic interconnections and thereby develop and adapt new functions and roles believed to be the physical mechanism of learning.
  • The Arrowsmith Program deals with the root causes of the learning disability rather than managing its symptoms.
  • You may read more about the development of the Arrowsmith methodology in the book “The Woman Who Changed Her Brain,” by Barbara Arrowsmith Y
  • A number of television programs and interviews have been devoted to the work of Arrowsmith Program. A compilation of these programs describing the methodology of the program is available on our Videos link.
  • David McGavock on 04 May 13
     
    A school that works with students identified with learning problems. They appear to be changing children's lives through the exercise, connecting parts of the brain.
David McGavock

How The Memory Works In Learning - 1 views

www.teachthought.com/...w-the-memory-works-in-learning

classroom children neuroscience learning research brain learning culture

shared by David McGavock on 04 Jan 13 - No Cached
  • Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. As such, they have the privilege and opportunity to influence the quality and quantity of neuronal and connective pathways so all children leave school with their brains optimized for future success.
  • We now know that through neuroplasticity, interneuron connections (dendrites, synapses, and myelin coating) continue to be pruned or constructed in response to learning and experiences throughout our lives.
  • The prefrontal cortex
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  • the CEO that can manage and control our emotions.
  • undergoing maturation throughout the school years.
  • the emotion sensitive limbic system is a switching-station that determines which part of the brain will receive input and determine response output.
  • ew information cannot pass through the amygdala (part of the limbic system) to enter the frontal lobe if the amygdala is in the state of high metabolism or overactivity provoked by anxiety. It is important for teachers to know that when stress cuts off flow to and from the PFC, behavior is involuntary.
  • it is possible to decrease the stressors of frustration from work perceived as too difficult or boredom from repeated instruction after mastery is achieved
  • research reveals other causes of the high stress state in school and suggests interventions to reduce the stress blocking response in the amygdala.
  • most successful construction of working (short-term) memory takes place when there has been activation of the brain’s related prior knowledge before new information is taught.
  • help students increase working memory efficiency
  • with opportunities to make predictions, receive timely feedback, and reflect on those experiences.
  • Memory is Sustained by Use
  • needs to be activated multiple times and ideally in response to a variety of prompts for neuroplasticity to increase its durability
  • Retention is further promoted when new memories are connected to other stored memories based on commonalities, such as similarities/differences, especially when students use graphic organizers and derive their own connections.
  • Multisensory instruction, practice, and review promote memory storage in multiple regions of the cortex,
  • requires opportunities for students to transfer learning beyond the contexts in which it is learned and practiced
David McGavock

Developmental Cognitive Neuroscience Lab - Adele Diamond - 0 views

www.devcogneuro.com

Adele Diamond neuroplasticity Child development

shared by David McGavock on 04 May 13 - No Cached
  • Our lab specializes in studying a region of the brain known as prefrontal cortex (PFC) and the cognitive abilities that depend on it, especially in young children.
  • Those abilities are often called executive functions and consist of cognitive control functions such as cognitive flexibility, inhibition (attentional control, self-control), working memory, reasoning, and problem-solving.
  • We have recently documented marked advances in executive functions due to an early childhood school curriculum (Tools of the Mind) that requires no specialists or expensive equipment, just regular teachers in regular classrooms.
  • David McGavock on 04 May 13
     
    Developmental Cognitive Neuroscience is an interdisciplinary field devoted to understanding how children's minds change as they grow up, interrelations between that & how the brain is changing, and environmental and biological influences on that.
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