Keynote and Breakout Descriptions
Keynote Session - Dr. Lise Eliot
|Brain Development & Early Learning|
Children's brains are more plastic in early life than at any later time, such that high-quality preschool can make a big difference in a child's abilities and life outcomes.
|Friday 8:00 AM Keynote - Frank Kros||Trauma and Learning. |
Trauma and near-trauma experiences like poverty have profound influences on children being “ready to learn.” This keynote describes the specific impact of adverse experiences on young brains and the behaviors teachers will often see related to trauma. Practical, ready-to-use strategies for responding to children with trauma-influenced behaviors and a clear pathway to building resilience and hope will be shared.
|10:30 AM||Thursday, October 11th|
|Dr.Bob Greenleaf||Brain & Learning: Strategies for Application & Long Term Memory|
This workshop engages participants in instructional strategies for diverse learners, with the goal being:
This workshop specifically targets the question: ”How do I frame existing lessons so that all learners become engaged in learning?” The goals are to engage all learners simultaneously; to cause learners to do the work (processing) of learning; and to create multiple connections with respect to the important ideas being taught.
|Dr Lise Eliot||Gender in the Classroom|
Gender labels are a straightjacket that prevent the full expression of strengths and interests in each child. By looking for gender similarity, rather than emphasizing difference, educators will be in a better position to cultivate diverse talents in all children.
|Tim Burns||The Anatomy of Possibility: Whole-Child Education and the Integration of Brain, Body and Heart Intelligences|
Three brains are better than one. This presentation highlights the wonderul discoveries that we are three-brained beings. In addition to a cranial brain, we also have a "heart brain and "body brain." When it comes to stress-free, engaged learning, the key is entrainment: Three brains working together. COME FIND OUT HOW!
|Frank Kros||Change Your Language, Change Their Lives: How Adult Language Strategies Can Positively Impact Children's Behavior|
|1:10 PM||Thursday October 11th|
|Dr. Bob Greenleaf||Creating & Changing Mindsets: Developing Responsible Long-term Behaviors & Relationships|
Focusing upon the behavior of a student seldom prevents repeat occurrences. We may subdue behavior, but our experience is that the behavior always returns/repeats. Focusing on the mind’s internal movies does impact behaviors and attitudes. People learn, act out, disrupt, etc. as a result of the internal movies playing continuously in the mind. These movies generate behaviors. Teachers encounter them daily. Changing behaviors (attitudes/choices), long term, through the "Movies of the Mind" can be done. Creating "Can-Do" attitudes is a process we can influence!
|Dr. Lise Eliot||How to Improve STEM Education for Both Girls and Boys|
Multisensory, hands-on, and non-competitive learning is the best approach for translating children's natural curiosity into a lifelong love of science and mathematical reasoning.
|Tim Burns||The Brain in Motion: How Movement Facilitates Early Childhood Brain Integration and Learning|
Ready for some enjoyable movement and insight on how it enhances brain function? Come to this session for a fast-paced, informative, and engaging overview for information and activities you can use tomorrow in the classroom to enhance focus, attention, and learning.
|Frank Kros||Beyond Poverty: Brain-Inspired Approaches for Building Resilience, Curiosity and Motivation|
|10:00 AM||Friday, October 12th|
|Frank Kros||Teaching Executive Function to Young Children|
Executive function skills are those skills that make us uniquely human. Our ability to control our impulses, organize our thinking, regulate our behavior and plan for the future are the executive skills we all want for our children. In this workshop, discover how to specifically build executive function skills in your young students with fun, effective, and easy-to-use strategies.
|Tim Burns||Mindfulness Practice: Children Love It and Teachers Can Use It!|
Mindfulness can be described as a state of active awareness and open attention on the present. Commonly associated with certain practices common to the world’s great religions, the past 30 years of scientific investigations have produced a significant body of evidence demonstrating the efficacy of such practices for enhanced present-moment living, the starting place for both happiness and in-depth learning. The presentation provides an overview of these findings along with the opportunity to learn more about and participate in the actual practice. Along with enhancing your ability to reduce stress and enhance well-being, you will want to consider integrating these simple practices into your work with children as well.
|Dr. Bob Greenleaf||Visual (BiModal) Learning: Strategies Incorporating Dual Coding for Increased Memory & Recall|
The conscious mind works primarily in image and emotion (meaning). Nonlinguistic or VISUAL Representations (NLRs) are reported in the research to generate an overall increase of 26% in student performance outcomes. More poignant are visual-verbal combinations-or “bi-modal” packets that learners can form while engaging new materials.
Applications abound in this workshop. What NRL strategies can be used that engage the mind? Can we merge the research on effective instructional strategies with the neurosciences and generate “Minds-On” learning? Are there some learners or learner types that would benefit from NRL approaches to processing and interpreting
|12:30 PM||Friday, October 12th|
|Frank Kros||Linking the Brain and Behavior|
Challenging behaviors often result in significant obstacles to learning—both by the child engaging in the behavior as well as other children in the class/program. In this workshop, participants will learn how to identify the root motivation for the behavior observed, quickly identify the proper response, and select a behavior motivation tool that works
|Tim Burns||Early Childhood Brain Development and the Screen-Time Dilemma|
When it comes to early childhood brain development timing is everything. While the need for slow-time spent in enriching natural and social environments has not changed, what has changed are the mounting cultural forces that contrive to disrupt childhood development via the introduction of virtual “experiences” as substitutes for the real thing. While still hotly debated, evidence continues to accumulate suggesting maladaptive changes taking place in the young brain when exposed to these powerful technologies. Is it an exaggeration to say, as do some experts, that we have embarked on an “evolutionary experiment” on a species-wide scale? This presentation brings together and highlights the various concerns, what the evidence for those concerns suggests, and what might be done to mitigate them
|Dr. Bob Greenleaf||Formative Assessment Impact on Teaching and Learning|
Everything today is marketed as “research based.” Problematically this does not guarantee a correlation with high impact on learning. We’ve experienced this when our latest acquisitions have yielded less than hoped-for results. Meta-analyses have shed light on the elements that DRIVE effect size and can be instructive for our work with youth. Beyond 3rd party commercial data there are practices that can reduce cost, time, record-keeping and actually use the daily work of students to illuminate where the most impact may come from. Let’s interact with some ways to implement formative assessment and explore how students might be engaged with some of the highest impact strategies research has to offer.