The Learning Brain
Nathan Mikaere-Wallis
- Notes from workshop
http://www.raisingchildren.org.nz/2012/06/nathan-mikaere-wallis/
http://www.youtube.com/watch?v=-CB-A4awkRU
Social interacting - brain most active, more connections to help learning
Sitting & being quiet - least active, fewer connections being activated in brain, less learning
Perry's Neurosequential Model (Perry, 2002):
1. Brainstem - for survival (Heart rate - fight, flight, freeze) - this area of the brain needs to be less active before the Cortex can be engaged - learning can only happen in a calm state. High brainstem activity = low cortex activity.
2. Midbrain - Coordination, movement
3. Limbic - Emotional Response
4. Cortical - activity in the cortex (Empathy, Controlling yourself, Literacy, etc) - most of the school curriculum relies on engaging this part of the brain
Relationships are key to accessing the frontal cortex for learning...
Healing the Brain
Dr Denise Guy - 'Growing Frontal Cortex' - video to support parents / caregivers to heal poor brain development.
Think of brain as a garden...
Endorphins = fertiliser. Physical exercise, laughter, singing (which is meaningful to the singer) increases endorphins. research in this area is scant, however.
Cortisol = weedkiller. negative feelings, stress hormone - strips away myelin. research in this area is more readily available than around endorphins.
Bottom-up approach to healing the brain -
1. Heal brainstem - calming activity, consistent relationship, attention to needs, love
2. Heal mid-brain - rhythmic patterning - rocking, swinging, dancing to a beat, singing, music, rhythmic stroking of head, hand, etc, trampoline, ricking horse
3. Heal limbic brain - work on dispositions (as in Te Whariki) - build self-esteem, self-love, less emphasis on academic and more on relationship
(When these three areas are healed, the cortex can be accessed, for learning)
4. Cortex - four executive functions (higher order thinking):
1. Calm the brain - build safety
2. validate - full attention, recognising feelings
3. Cognitive Training - teaching what should do, not what should not do
Perry, B.D., (2002). Brain structure and function1: Basics of Organisation. Adapted in part from 'Maltreated Children Experience Brain Development and the Next Generation (W.W. Norton & Company).
- Notes from workshop
http://www.raisingchildren.org.nz/2012/06/nathan-mikaere-wallis/
http://www.youtube.com/watch?v=-CB-A4awkRU
Social interacting - brain most active, more connections to help learning
Sitting & being quiet - least active, fewer connections being activated in brain, less learning
Perry's Neurosequential Model (Perry, 2002):
1. Brainstem - for survival (Heart rate - fight, flight, freeze) - this area of the brain needs to be less active before the Cortex can be engaged - learning can only happen in a calm state. High brainstem activity = low cortex activity.
2. Midbrain - Coordination, movement
3. Limbic - Emotional Response
4. Cortical - activity in the cortex (Empathy, Controlling yourself, Literacy, etc) - most of the school curriculum relies on engaging this part of the brain
Relationships are key to accessing the frontal cortex for learning...
- safe, interactive, emotional needs met = able to learn.
- Unsure, in fear, untrusting, nervous, unsure, angry = brainstem is overactive, and child unable to learn
- More important for children to develop brainstem, midbrain, limbic brain, when very young, than to develop cortex. Concentrating on development of cortex (learning to read as pre-schooler, etc) leads to underdevelopment of other areas. Long term impact is that brain not able to operate in Cortical area, which is necessary for learning.
Healing the Brain
Dr Denise Guy - 'Growing Frontal Cortex' - video to support parents / caregivers to heal poor brain development.
Think of brain as a garden...
Endorphins = fertiliser. Physical exercise, laughter, singing (which is meaningful to the singer) increases endorphins. research in this area is scant, however.
Cortisol = weedkiller. negative feelings, stress hormone - strips away myelin. research in this area is more readily available than around endorphins.
Bottom-up approach to healing the brain -
1. Heal brainstem - calming activity, consistent relationship, attention to needs, love
2. Heal mid-brain - rhythmic patterning - rocking, swinging, dancing to a beat, singing, music, rhythmic stroking of head, hand, etc, trampoline, ricking horse
3. Heal limbic brain - work on dispositions (as in Te Whariki) - build self-esteem, self-love, less emphasis on academic and more on relationship
(When these three areas are healed, the cortex can be accessed, for learning)
4. Cortex - four executive functions (higher order thinking):
- Build Self Control (most important factor for determining success as an adult) = help build self-regulation, rather than externally regulating (help to build responsibility for actions and teach reasoning, rather than punish or impose behaviour modification strategies like time out). Grows frontal cortex.
- Build Working Memory = practise memory-building activities (many available) 'Lumosity' - a Smartphone App
- Build Metacognition = build ability to think about thinking, knowing self as a learner, understanding how learning is happening, learning how learn
- Build Cognitive Flexibility = Singing, then maths equation - build ability to swap from right-brain activity to left brain
1. Calm the brain - build safety
2. validate - full attention, recognising feelings
3. Cognitive Training - teaching what should do, not what should not do
Perry, B.D., (2002). Brain structure and function1: Basics of Organisation. Adapted in part from 'Maltreated Children Experience Brain Development and the Next Generation (W.W. Norton & Company).
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