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Brain Development and the Implications for Educators
2 to 4 Mar 11, 9am to 5pm, Singapore

 
  Overview
Even though the human brain begins forming very early in prenatal life (just three weeks after conception), in many ways, brain development is a lifelong project. There are five areas of brain development research educators need to know to plan effectively: the mechanics of brain growth and development, educational implications of brain research, using neuroscience findings to plan classroom environments, and supporting motivation and higher level thinking skills in the classroom.
 
  Objectives
This workshop will help participants begin to understand brain development research and how to plan classroom environments, activities, and interactions that support brain function and school success through:
  • Reviewing brain development, critical periods and learning styles.
  • Supporting learning though emotional regulation, and stress moderation.
  • Arranging environments for optimal learning.
  • Understanding and planning for social development to encourage and support classroom interactions necessary for attention, memory and reducing aggression.
  • Planning for memory formation, motivation and higher level thinking skills
 
  Outline
Day 1
  • Reviewing brain development, critical periods and   learning styles

  • Facts about brain research findings every educator should know

  • Overview of brain development, critical periods and learning styles

    1. meet the brain; how the brain learns

    2. brain development in children, birth through adolescence

    3. using the brain’s critical growth periods to enhance learning

  • How do we supporting learning though emotional regulation, and stress moderation

  • Maximizing Learning through Emotions

    1. how sensori-motor development is the foundation for learning

    2. supporting emotions to enhance and inhibit emotions that prevent learning

    3. how positive emotions to prime the brain for learning

    4. teaching emotional regulation to inhibiting aggression and model problem solving developing memorable learning activities
Day 2
  • What role do environment play in facilitating optimal learning?

    1. planning for seating, temperature, lighting, noise to promote learning

    2. role of physical movement in learning and memory formation, and helping children with learning disabilities

    3. why the brain needs for play and physical movement to learn

  • Understanding how the social brain supports or inhibits learning

    1. the physiology of social support in the classroom and its role in brain function

    2. supporting sensitive periods of social development to enhance learning, including the ability to inhibit aggression

    3. the role of stress and stress hormones in learning and how classroom activities can increase helpful stress and decrease harmful stress

Day 3
  • Memory formation, motivation play in development of higher level thinking skills?
    1. memory formation and how to develop activities to support children’s long term memory formation
    2. motivation and how teachers can motivate children
    3. encouraging higher level thinking skills, revisiting Bloom’s taxonomy
  • Reflections on the three days and development of action Plans
  Trainer's Profile

Dr. N.E is currently a tenured professor of Early Childhood Education at Aquinas College. She has taught at various levels of early childhood classrooms, serves as Adult and Parent Educator and Early Childhood Education Consultant. For the past 12 years, She has conducted many professional development courses for teachers and parents and is often a guest speaker at school in-services, education conferences and she conducts professional development trainings and workshops throughout the United States of America, Asia and Australia.

She completed M.Ed at Grand Valley State University, and Ed.D in Child and Youth Studies with specialization in Curriculum Development and Systemic Change from Nova Southeastern University.

She was one of the US delegates to Reggio Emilia, Italy in 2001 and a panelist on the 2004 Oxford University Early Literacy Round Table. Her research interests include curriculum development, teacher’s professional development, culture & literacy development and brain development.

 
  Methodology
This workshop will include lecture, large and small group discussion, individual reflection, audiovisual presentations, and experiential activities. Humor, communication, sharing is all part of this workshops and will be encouraged. The format is designed to be engaging and encouraging of continual interaction between the learners and instructor.  Participants are not viewed as targets of instruction; they instead assume active role in constructing their knowledge.
 
  Target Audience
This workshop is specially designed for all educators of early childhood and primary age children, those responsible for early childhood pre-service and in-service teacher education and all who are seeking to understand children and learn about innovative and effective ways to help children reach their academic potential.
 
  Investment
SGD680.00/pax
SGD580.00/pax if register by 1 Nov 10
SGD490.00/pax if register by 1 Sep 10
 
  Other Details
Duration: 3 days, 21 hours
Venue: Bayview Hotel Singapore, 30 Bencoolen Street Singapore 189621
Closing Date: 1 Jan 2011 15 Feb 2011
   
 
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