Learning and the Brain

Elizabeth Drozda-Freeman, Upper School Science and Garden Education Coord.
In February I was given the opportunity to attend an amazing professional conference called Learning and the Brain. The three-day conference brings some of the leading researchers in the fields of neuroscience and educational psychology together to present cutting-edge ideas to educators in the field of brain-based education.
There are many wonderful things about being part of the Dawson community, but one thing that I appreciate very much is the emphasis placed on innovation and personal growth. In February I was given the opportunity to attend an amazing professional conference called Learning and the Brain. The three-day conference brings some of the leading researchers in the fields of neuroscience and educational psychology together to present cutting-edge ideas to educators in the field of brain-based education. I am very grateful to the Dawson Parent Association for the funding that allowed me to attend this conference.
 
Growth mindset and motivation were the overarching themes of the conference. I attended sessions focused on maximizing student engagement and performance in learning environments. Below I have summarized five big ideas that reflect research-based practices that educators and parents can use to enhance student engagement and learning. 
 
1) Understand avoidance motivation. “How can I make every student feel dignified in my presence?” Fear of making mistakes can shut students down and prevent them from taking intellectual risks. To encourage intellectual risk-taking and confident academic pursuit, educators and parents can create environments and provide feedback that reduce avoidance motivation.

2) Make stress an ally. Negative beliefs and fear around stress have a negative effect on the experience of stress. Embracing stress and focusing on strategies that make stress an ally can enhance performance.
 
3) Schedule for success. Overscheduling leads to negative stress and is an obstacle to deep and meaningful educational experiences. Many students follow schedules that do not allow for adequate sleep and free time. It is during sleep and free time that the brain consolidates and makes sense of new information. Being explicit and realistic in setting student schedules can reduce stress and enhance learning and life experience.
 
4) Growth mindsets lead to grit, resilience and improved academic performance. Teachers can support students by using growth mindset attitudes, language and practices in the classroom. Parents can encourage growth mindsets in students by focusing their feedback to children on the learning process and strategies for growth. Language can have a powerful effect on mindset.
 
5) Stereotype threat and social exclusion are huge inhibitors of performance. Stereotype threat is an awareness of a preconceived expectation that consciously or unconsciously affects student performance despite preparedness or ability. Research demonstrates that by activating stereotype threat in student perception, there is a significant change in performance. Inclusiveness and active rejection of stereotypes creates an environment where all students are better able to perform. 
 
I am working to incorporate the ideas presented at the Learning and the Brain conference in my classroom. I am also sharing these ideas with colleagues at Dawson, and welcome discussion around enhancing student experience and learning using research-based strategies.
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