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WELCOME Creating the Optimal Learning Conditions for the Brain: Putting the Latest Research Into Practice DOE AR 178390 Brandman University EDDU 9232. OPTIMAL LEARNING CONDITIONS. Please look at the handout and the six characteristics of Ken.

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Optimal learning conditions

WELCOME

Creating the Optimal Learning Conditions for the Brain: Putting the Latest Research Into Practice

DOE

AR 178390

BrandmanUniversity

EDDU 9232

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Optimal learning conditions1

Please look at the handout and the six characteristics of Ken.

After you have read them, select a number between 1-10, 1 low and 10 high related to how likely you would be to become friends with Ken if he were a new teacher at your school next year.

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You have just participated in an experiment related to the concept called the “sequencing effect.”

The order in which information is presented to the brain, impacts how the brain processes that information.

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You were all given the same six characteristics of Ken.

Intelligent Hard working Creative

Impulsive Critical Stubborn

The only thing that changed was the order in which they were presented.

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The power of sequencing is in how one begins to look at the files in their brains.

We talked last week about the filing cabinets that you have in your brain and sequencing has to do with what files you start to look at and how that influences the next bit of information you receive.

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Managers are taught to give feedback in the following sequence.

Tell the individual something they are doing well, then tell them what changes you want them to make in their behaviors and end with something good that them.

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When you look at tips on how to conduct a good Parent/teacher conference, it usually has the tip…

“Always begin with something positive about the child, then work your way into what needs to be improved upon.”

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This tip is valid, but understand that nothing in life works in a vacuum.

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This is an example of one of the concepts we will be going over in this class.

Each concept is researched based and we be demonstrating how you can use each concept to create the optimal learning conditions for the brain.

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The class is broken into 3 parts.

Understanding how the brain works during the learning process.

The concepts/factors that impact that learning process.

Based upon that knowledge, how you can create the optimal learning conditions in your classroom.

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Understand that we are talking about the optimal learning conditions.

As in all situations, you always have 3 choices:

-Change

-Eliminate

-Cope

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Think of it in terms of the following.

A teaching partner who is difficult to get along with.

A family member that is very demanding.

A classroom that is too small or too hot.

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IMPORTANT INFORMATION:

We do not use the payment tab on the PDE3 website.

Because of that, it will always show that you haven’t paid for the class.

We keep our own records and if there is problem with your fee, we will contact you.

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After the class is completed, we don’t send you back your Portfolios. They will be available next February.

Come to one of the classes that we teach in February and Dave will have your Portfolio available.

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You can download all the Powerpoints used in this class at Joe’s website:

JoeLoVerde.com

Also the Portfolio, Practicum and Workbook are available for you to download on the website.

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The Portfolio, Practicum and Workbook are in Microsoft Word format.

If you have any problems downloading the pages, contact Joe.

You have to download one page at a time. This is an issue with the Go Daddy program Joe uses to create the website.

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You can turn in your Portfolio/Practicum in either a hard copy or electronic form.

If your handwriting is an issue, please type up the Portfolio.

We have had a couple of Portfolios rejected because the reviewer had a difficult time reading the responses.

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Once the Portfolios are turned in, we review them and will contact you if we have any concerns about the quality of your responses or if you failed to address one of the questions.

We then forward the grades to the PDE3 office and they then ask for around 10% of the Portfolios for them to review.

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The selection of those 10% of the Portfolios is random and we have no control over whose Portfolio is selected or not selected.

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We have the system down and if you answer all the questions and put some thought into those responses, your Portfolio will pass review.

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We must require that you turn your Portfolio in on time. We have to send the grades in together, so if a Portfolio is late, it is holding up the credit for everyone else in the class.

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Be sure to keep the Data Sheet which is page # of your Workbook.

It contains our contact information and other important data about the class.

Also our refund policy.

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If you decide that the class is not for you for whatever reason in the first 3 days of the class, you will get a full refund.

If you can’t complete the Portfolio for any reason, you won’t lose your $185 as you can apply it to any future class we teach.

We teach 4 classes per year and there is no expiration date on that credit.

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Let’s begin by looking at a model of the learning process that we will use for this class.

It is very simple.

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STORE

RETRIEVE

RECEIVE

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There are also concepts and factors impacting the brain’s ability to complete this process effectively.

These are what makes learning so dynamic and what you can have an impact upon so the student can learn more effectively.

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Today we are only going to focus on the learning process.

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RECEIVE

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VISUAL

AUDITORY

KINESTHETIC

These are the 3 ways

we receive information.

We also have smell and

taste, which are limited in

their ability help us learn.

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All three receivers can be impacted by injuries.

Eyes…detached retina, chemical burns, etc.

Ears…lost of hearing due to age or exposure to loud sounds, tinnitus

Kinesthetic…nerve damage

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For about 70-75% of us, our strongest or “primary” modality of receiving information is through our visual receiver.

VISUAL

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With all three receivers, there can be problems.

Visual…

1. Blindness

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Many times blind people dramatically enhance the receiving ability of the other senses.

Richard Turner is an example of this.

He is considered the #1 card cheat in the world…and he is blind.

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2. Visual acuity…one’s ability to distinguish letters or numbers.

Commonly referred to as eyesight.

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3. Processing problems

Color blindness

Dyslexia

Agnosia

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Agnosia is the inability to distinguish visual shapes. Making it difficult to recognize, copy or discriminate between different visual stimuli.

There are different forms of agnosia and usually are the result of a brain injury.

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Receiving sounds that relate to concepts that the brain stores.

Individuals who have the auditory mode as their “primary” modality, store information as tapes.

When they retrieve the information, they hear it.

AUDITORY

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Auditory Processing Disorder (APD)

Problems with…

Direction of sound

Differences in sounds…hat/bat

Background noise

Time to process auditory information

Frequencies

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Direction of sound

This is usually not a problem that gets in the way of receiving information for an individual.

It is more of a safety concern.

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2. Differences in sounds. Bat/hat.

If you suspect the student has an issue, refer to the resource people in your school.

Make accommodations based upon their recommendations.

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Based upon the importance of audio communications, techniques have been developed to eliminate mistakes.

The military using words to correspond with each letter in the alphabet.

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Air traffic control and pilots will repeat the message.

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Aircraft: Boston Tower, Warrior tree fife foxtrot (35F), holding short of two two right.
Tower: Warrior Tree fife foxtrot, Boston Tower, runway two two right, cleared for immediate takeoff.
Aircraft: Roger, tree fife foxtrot, cleared for immediate takeoff, two two right.

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3. Background noise

Some of you are bothered by people at your table talking while Dave, Emily or myself is talking. Others aren’t.

This is due to your ability or inability to block out background noise.

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As a person with adult ADD, I have trouble blocking out background noise.

The same is true for visual distractions as well.

I can’t work with music on. I sleep best when they is a constant noise…a fan for example.

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4. Time to process information

I process auditory information very slowly.

I can get the general idea, but taking numbers over the phone is very difficult for me.

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5. Frequencies…

High pitch voices can be hard to hear and also hard to listen to.

We tend to like and receive lower voices better.

Radio voices go lower at the end of a sentence, not up.

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Most hearing loss is due to aging and exposure to loud noises impacts the higher frequencies more than the lower ones.

So older men have a harder time hearing women’s voices…that or they just quit paying attention.

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Sensory processing refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses.

KINESTHETIC

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“Sensory processing disorder” is a condition that exists when sensory signals don't get organized into appropriate responses.

Children who don’t like touch.

Need to have only certain types of clothing. Long sleeve shirts for example.

Constant touch calms them down.

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Weighted blankets…

Weighted backpacks…

Play dough

Koosh stress balls

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Males also tend to learn best when movement is involved with the activity.

They cannot sit as long as females and need movement or they have problems receiving information.

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When the brain is learning something, it creates files associated with that information. If they receive the information in 3 different modalities, they store it in 3 different areas.

When the individual goes to retrieve the information, they now have 3 files that they can access versus one.

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There are a couple of other issues related to our receivers.

1. They can be fooled.

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The brain can be fooled.

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The brain can be fooled.

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We can be fooled!

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STORES INFO

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When new information comes into the brain, the brain stores it.

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While the brain is turned and storing the information or retrieving it, it is difficult for the brain to process new information at the same time.

You have a limit in how much you can take in.

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WORKING/SHORT TERM MEMORY

LONG TERM MEMORY

ARCHIVED MEMORY

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Working memory is what you should have used for this activity.

There is no need for the information to go into your long term memory.

Where you parked your car.

What you had for breakfast.

What clothes you wore yesterday.

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This is all information that should stay in the Working Memory cabinet from a few seconds to about a week.

The files in this cabinet need to be constantly dumped, so new files can take their place.

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As teachers, we have information that we want to go into the Long Term Memory files.

This goes back to what we talked about last week…base knowledge. Information you can access at any time.

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These are the Standards we want the students to know.

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The third cabinet file we have is Archived Memories.

These are memories we know we have, but struggle to get them out. Usually this is from lack of use.

An example is speaking a foreign language.

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You know the word for blue in Spanish, you just can’t access it immediately.

You may be able to bring it out with some thought.

Or as soon as somebody says the word, you go,“Yes, I knew that!”

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When I present the information, I am using my filing system as a bases for the information.

My filing system makes sense to me, so it should make sense to you.

NOT TRUE!!!!!!!

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We have all had very unique experiences in our lives and therefore have very unique filing systems.

You have a unique filing system related to the Police for example.

Based upon your own interactions and what you have observed or heard from others, when you see a Police officer, you retrieve information and emotions.

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When we wonder why the Police are viewed so negatively in our poorest communities around the US, the answer is very simple.

Their experiences, observations and the messages they receive are that the Police are unfair and targeting their communities.

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When we talk about someone being a quick study…meaning they can store new information very quickly because they have:

1. Innate abilities…how their mind works

2. Learned storage techniques.

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One bundonut

Two shoeorange

Three treepurple

Four doorperseverance

Five hivebush

Six sticksObama

Seven heavenMickey Mouse

Eight gatefootball

Nine linecat

Ten penlunch

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Memory is not intelligence. It is simply the ability to retrieve information that is stored in your cabinet files.

Intelligence is the ability to use that information to solve problems, make decisions, create, etc.

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RETRIEVES

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This is the ability to find the file you are looking for.

You obviously can’t find a file that was never created…so as we talked about in last week’s class, you have to been exposed to information before you can create a file for that information.

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The research is clear…the more reading, interactions with adults, experiences, etc a child has, the more likely they are to succeed in school.

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These children have created more files than children who read less, have limited interactions with adults, experiences, etc.

Is there a difference in a child who was raised watching TV or one who was read to and taken to museums?

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Experts understand this process and use it to determine if an individual is lying.

When you ask a question, the brain receives the question and turns around to their file cabinet to get the answer.

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The brain automatically goes to the truth because that is what is in their file.

If they are lying, they have to stop to construct another answer, go back to their files to judge if that answer is plausible before turning back around to give you an answer.

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That hesitation is what they can detect.

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When our thoughts of how something should be and the reality is different, it creates a dissonance in us.

Some are easy to explain…

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Others aren’t so easy…

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GIA ALLEMAND

Former Bachelor contestant committed suicide by hanging. Her boyfriend found the former Maxim model in her New Orleans home.

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Our dissonance is when we think because the individual has all the things we have filed as making someone happy in life…

Money

Look goods

Fame

Health

they should be happy.

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We are going to look at 2 other factors today.

Body regulators

Affect

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EMOTIONS

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BODY REGULATORS

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TEMPERATURE

LIGHT

OXYGEN

HYDRATION

ENERGY

SLEEP

PAIN

CHEMICALS

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SPACE

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The body is constantly sending messages to Gus as well related to:

-Temperature

-Light

-Oxygen

-Hydration

-Pain

-Energy

-Chemicals

-Space

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Temperature

Think of it as on a continuum…

Your brain can work in

32° 68 72°100°

Hotter or colder than that and the brain puts its energy into getting back to a acceptable state.

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You’re at a conference…

Hot room, after lunch, boring speaker…

What are your chances of staying awake?

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Be aware of what works for you doesn’t work for everyone.

A partner who is always cold?

A partner who is “hot flashing.”

Look around this room…

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Turn to page #2 in your Portfolios.

We are asking you to assess the Physical factors influencing the brain in your classroom.

So how do you know?

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Survey your students…ask them.

The results of your survey is the basis of your answer in section #1.

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Change

Eliminate

Cope

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Light/visuals…

Light…poor lighting can negatively impact learning.

Students with visual issues

Energy levels

Moods

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Energy levels…good light and sunshine impact our energy levels.

Research finds you can run farther and faster on a sunny day than a cloudy one.

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Light and sunshine also impact our moods.

Harder to be feel down in a well lighted room.

Also harder to feel down on a sunny day.

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Interestingly though, people who are depressed struggle more on sunny days.

Some psychologists theorize that it is the discrepancy between their moods and the mood of others that causes June to be the highest month for suicides.

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Colors/visuals…

There is a lot of research related to the impact color has on an individual.

It can impact mood and energy levels.

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Studies have shown that light blues and purples have a calming effect on learners and are a good choice in classrooms where the tension frequently runs high. If you work with students that have emotional and behavioral challenges, light blue classroom walls will form the foundation for the tranquil space that will help them learn.

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Warm tones like taupe and peach provide a relaxing atmosphere that allows learners to focus on their studies rather than be distracted by their environment.

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White paint reflects most of the light that hits it, placing a great deal of strain on our eyes. In fact, white can be very harsh and can exhaust the eyes with its sheer intensity.

Brown and black can create a state of anxiety.

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A combination of black and white is the worst. This stark contrast has been shown to lower the performance of students in such a classroom.

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Other visual stimulation…

Most of the research indicates that the younger the student, the more visual stimulation they benefit from in the classroom.

Obviously, there is a point where there too much stimulation and the child has a hard time focusing.

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For you high school teachers, don’t think that the color and visuals don’t impact your student’s learning.

Studies have shown that levels of discussions and creativity increase in rooms where colors are brighter and there are stimulating visuals.

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Air…Oxygen is obviously is essential for survival, but also essential for the brain.

The brain uses about 20% of the oxygen in the body.

Lower the amount of oxygen will lower the power of the brain.

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Airline air…

Myth…you have a greater chance of catching a cold when flying because of the air you are breathing.

NO…the filter system used is actually better than most buildings have.

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The real problem is touching all the surfaces on a plane that someone with a cold might have touched.

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Is there enough oxygen…

There is plenty of oxygen in the air inside airline cabins. But because the barometric pressure is lower — equivalent to standing on an 8,000-foot mountain — not as much oxygen reaches the bloodstream to be carried to vital organs.

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This lack of oxygen usually causes little more than a headache and a feeling of fatigue in the average healthy flier.

It will impact you in Hawaii more than it impacts me living at 5,200 ft.

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Your body has to work harder to process the oxygen, my body is use to that level of processing…that’s why many athletes come of Colorado or other high altitude locations to train.

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Hydration/food…

We have come to understand the importance of hydration in the learning process.

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Water is necessary to maintain the tone of membranes for normal neurotransmission. It enhances circulation and aids in removing wastes. Water keeps the brain from overheating, which can cause cognitive decline and even damage.

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By the time thirst is felt, there may already be a 10% decline in cognitive processing.

Water bottles in the classroom?

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Food…

Hunger takes away both an individuals ability to focus and the brains ability to process.

Hard to turn around and store information when your only thought is about food.

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Energy…

You can’t give someone energy, but you can tap into the energy someone has inside them.

Movement is the best way to do this.

Breathing also makes a big difference. Shallow versus deep breathing.

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Sleep is not one you have much control over. You can only influence it by talking with the student and parent.

Pain is not much in your control, but definitely impacts the learning process.

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Chemicals…making sure the student takes their meds can make a big difference in their ability to process information.

To slow them down and allow them to turn around and create files.

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Space…personal space to learn in.

Too close and the brain goes into a survival mode. Your defenses are up making sure you don’t violate another’s persons space.

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Have you ever eaten at a restaurant where the tables were so close together that you could hear every word the people at the other table were saying?

Your brain was not relaxed and open.

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Personal space is a cultural dynamic as well.

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Would we allow someone to push us inside a train?

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The tightness of the space impacts your body as well as our ability to use movement in different activities.

We can’t change the facility at this point.

We are not going to eliminate some of you.

So we cope.

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EMOTIONS

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Emotions impact our ability to:

Receive information

Store information

Retrieve information

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This the affective part of education that can be controversial.

Understanding and talking about feelings and emotions is uncomfortable for some students and some parents.

Some parents believe that your job is to teach their children…that by talking about emotions you are attempting to direct their thinking.

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Your job is to teach…you are not therapists.

It was always a fine line to walk when I was a counselor at the high school.

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The reality is that your emotional state determines whether or not will turn around and store information.

Simple example…you are sitting in class today and last night your boyfriend/girlfriend just broke up with you.

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Are you receiving the information and turning around to store it…

Or are you turned around going through your files wondering what went wrong.

Searching for what you might have done wrong…What signs did you miss…Have they broken up with you before…Is there something you can do…Who do you tell…

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Primary emotions…

AngerFearPain

JoyPassionLove

ShameGuiltLoneliness

SadnessExcitementGrief

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These are not all the emotions that a human being can experience, but they encompass the main emotions.

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When you are experiencing some of these emotions, you are open to receiving and storing information as well as being able to retrieve information.

While experiencing others, you are closed to receiving, storing or retrieving information.

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Let’s do an experiment on you right now.

Look at the first pic and then we will have you take a quick test.

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Research tells us that individuals who are experiencing positive emotions are more open to processing and analyzing information.

Individuals who experience negative emotions don’t do as well.

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Think about how files in the first picture had on you versus the second photo.

The first picture had you tap into positive files and the second photo negative files.

Each one had an impact upon your emotions.

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Turn to page #4 in your Portfolios.

Goal of the lesson…

For each lesson or subject you are teaching, a student walks in with a sense of expectancy related to goal of that lesson.

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Some have already determined that they can do it or not…

Think of yourself…if you have taken other classes from us, you walked in knowing you can do the Portfolio. It may be a bit harder or easier than others, but you can complete it.

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For those of you who are taking a class from us for the first time, your level of expectancy is different.

Although as you look around and see all the people, you are probably saying to yourself…if that guy can do it, I know I can.

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Those students who feel the material is too difficult for them, have shut down to a certain extent and are not open to receiving the information or believe they can turn around and store it.

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So how do you assess their level of expectancy…

Ask them…How well do your think you are going to in learning …..?

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The purpose of getting this information and the information from the other 3 questions, is so you have a better idea of what factors and concepts related to creating the optimal learning conditions you will need to use in your classroom.

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Ability groupings…

This concept refers to the individuals view of themselves related to others in the class.

Your brain is constantly assessing situations and determining where they fit in.

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This creates a feeling of self-esteem which can be high, average or low.

Those feelings of self-esteem impact one’s learning and performing.

The better I feel about myself…the confidence I have, the more open I am to receiving and storing information.

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To answer this question, you look at the different levels of ability groupings in your class.

The wider the range of abilities, the more you have to address the emotional aspects of the learning process.

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Peers/interactions…

What we want you to address here is how your students are accepted and accepting of one another.

That feeling of acceptance changes the brain’s ability to receive, store and retrieve information.

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A survey would work here…

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The final one is the safety an individual feels in your classroom.

Are they in survival mode or are they open to learning.

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When you are in survival mode, you never turn around.

If I’m afraid you will attack me, do I ever turn my back to you?

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You are only willing to share when you feel safe.

The more personal the information, the more risk involved.

Who, if anyone, would you share the details of your first sexual encounter?

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The video of the Professor who had his students pull a April’s Fools Day prank on him.

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How comfortable were those students with their Professor?

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A survey would work here…

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End of Day #1

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