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HOW DO I IMPROVE MYSELF?. How can I change the way I am by taking control of my own brain? By Carmen Sánchez Sadek, Ph.D. Based on Daniel G. Amen’s MASTER QUESTIONNAIRE on “Change Your BRAIN. Change Your LIFE”

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how do i improve myself

HOW DO I IMPROVE MYSELF?

How can I change the way I am by taking control of my own brain?

By Carmen Sánchez Sadek, Ph.D.

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Based on Daniel G. Amen’sMASTER QUESTIONNAIRE on“Change Your BRAIN. Change Your LIFE”

Can a student change the way s(he) is, persuading h(im/er)self to take control of h(is/er) own brain?

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Persuasive writing: what, how, why.--Persuasive writing – parts: 1. Description of the problem; 2. Reasons and arguments for WHY. 3. Anticipation of arguments for WHY NOT. 4. Better arguments for WHY. 5. Call to action. 6. HOW to achieve call to action. 7. Citing evidence, research-based claims. 8. Recommendations. 9. Encouraging summation. 10. Positive Words

  • STANDARDS:
  • 2.0 Writing Applications 2.4 Write persuasive compositions: a. Include a well defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning to support arguments, differentiating facts and opinion. c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
  • 1.0 Written and Oral English Language Conventions:Sentence structure:1.1, 1.2, 1.3;Grammar:1.4 Punctuation and Capitalization:1.5 Spelling:1.6
additional knowledge and skills
Additional Knowledge and Skills
  • Review of Visual Materials clearly describing the brain in full control during personal decisions:
  • Emergency small plane landing with only ONE WING!
  • Hudson River, N.Y./N.J. - Emergency plane landing: interviews with the pilot, co-pilot and crew members.
  • Rhythmic Gymnastic perfect performance: Motivation, Time-on-Task.
  • Advertisement to conquer fears: Dare, Change.
  • Review of lessons previously taught (Expository Writing; Second “Mester,” 2008: End of October/November/December) on the role of the following brain systems on personal decision-making:
  • 1. Deep Limbic System--Review of Functions, Problems, Prescriptions
  • 2. Basal Ganglia--Review of Functions, Problems, Prescriptions
  • 3. Pre-frontal Cortex--Review of Functions, Problems, Prescriptions
  • 4. The Cingulate--Review of Functions, Problems, Prescriptions
  • 5. The Temporal Lobes--Review of Functions, Problems, Prescriptions
rubric highest level 4
RUBRIC – Highest Level=4
  • Persuasive Writing for Personal Decision-Making – HOW DO I IMPROVE MYSELF?
  • How Can I Change The Way I Am By Taking Control Of My Own Brain?
  • Content* Organization Style MUGS
  • 4 The well defined thesis provides a clear, knowledgeable self-judgment of the author.
  • Includes 3 or more reasons/arguments for WHY the author must improve.
  • Includes at least 2 reasons/arguments for WHY NOT the author must improve.
  • Includes 1 other reason/argument for WHY the author must improve.
  • Includes a specific Call-To-Action, and HOW to achieve the call-to-action.
  • All of the evidence and examples are specific and relevant and explanations are given to show research-based claims.
  • There are at least 3 recommendations for self-improvement and an encouraging summation that includes at least 2 positive words.
  • Well-organized and follows the form required, with (1) Description of the problem; (2) Reasons and arguments for WHY change; (3) Reasons and arguments for WHY NOT change; (4) Additional reasons for WHY change; (5) Call-To-Action; (6) How to achieve call to action; (7) Evidence for research-based claims; (8) Recommendations; (9) Encouraging Summation.
  • It consistently: adheres to the topic; makes incisive, logical and explicit connections; is organized in paragraphs; and has a clear sense of a beginning, middle, and end. Writing sounds natural and is easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "h(is/er) own.“
  • Includes sentence variety Contains few, if any errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors do not interfere with the reader’s understanding of the writing.
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Lesson Number: 7Title: Understanding Our-selves: MASTER QUESTIONNAIRE Lesson Central Question: Can students describe themselves using the MASTER QUESTIONNAIRE?Learning Goal(s): 1. Answering as honestly as possible the MASTER QUESTIONNAIRE.

  • Time(min.) Teacher Instructions & Student Activities
  • Anticipated Misconceptions • Errors • Ss Questions Special Points to Support Student Learning Materials
  • Intro-15 min.--T. shows MASTER QUESTIONNAIRE through ELMO and MODELS answering each item in honestly. As T. answers, there will be discrepancies to T.’s replies since S’s may perceive the T. differently T. may provide examples of her own conduct as she responds to questionnaire items. Amen’s MASTER QUESTIONNAIRE
  • Body-60 min.--S’s are to work individually responding to MASTER QUESTIONNAIRE -- T. addresses specific questions individually and tries to elicit personal examples from S’s about themselves. Responses need to be kept at a very personal level and there should be silence in class for students to think and concentrate.
  • Close-15 min.--T. provides 2 additional copies of MASTER QUESTIONNAIRE: (1) for Parent(s); (2) for BEST FRIEND. T. explains that s’s may help their Parents with translation or questions. In general Parent(s) and BEST FRIEND need to respond individually and without help from S. TOTAL of 3 copies of QUESTIONNAIRE given to each S.
my big wish
My BIG WISH
  • A wonderfully ever-changing life for my students!!!
  • (And For ME!!!! I hope to learn, too!!!)