KNOW vs. Can DO Helping our students Do what they Know A little - - PowerPoint PPT Presentation

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KNOW vs. Can DO Helping our students Do what they Know A little - - PowerPoint PPT Presentation

Nov 17, 2022 19 likes •336 views

KNOW vs. Can DO Helping our students Do what they Know A little help from the brain But who am I? Our Map 3 Brains How is this true? Connection to the body Kids do well if they CAN Timeline Private Logic

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KNOW vs. Can DO

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Helping our students Do what they “Know”

A little help from the brain But who am I?

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Kids do well if they CAN

How is this true?

Behavior IS Information Classroom Application

What does that look like?

➢ 3 Brains ➢ Connection to the body ➢ Timeline

What is it saying?

➢ Private Logic ➢ Growth Edge ➢ Do Calm ➢ Loan Calm ➢ Practice Calm ➢ Identify Lagging Skills

Our Map

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“Kids do well if they CAN”

Ross Greene

How is this true?

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The 3 Brain Reason

Cortex Limbic Region Brainstem

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The KNOW Brain- Cortex

Key Concepts-

  • Potential /Ready at birth
  • Experience creates pathways

○ Fire together, Wire together

  • Conscious awareness
  • ~5% of behavior
  • 25 years to fully develop
  • When integrated, regulates

subcortical regions

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The DO Brain - Limbic Region

Key Concepts-

  • Functional at birth
  • Assessing survival

○ Guides attention

  • Emotional center
  • Role in learning/memory
  • Closed feedback system
  • Role in activating- ANS
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The DO/BE Brain- Brainstem

Key Concepts-

  • Mature at full term birth
  • Functionally autonomic,

involuntary & reflexive

  • Vital organs
  • Most primitive structure

Key Architecture-

  • Vagal Nerve
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The Body is the Unconscious Mind (~95%)

Parasympathetic Relaxed Open Interested Exploring Sympathetic Tense Self-protecting Vigilant Reactive

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The Neurobiological Timeline

  • 2yrs

5yrs 15yrs 25yrs

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At birth, 89 billion single neurons

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Kids do well if they CAN Ross Greene What do you now know about the brain that supports this statement?

The Cortex

The knowing part Constructed by experience ~ 5% of behavior - Conscious

Limbic Region/Brainstem

The doing/being parts Mature at birth- directs survival ~ 95% of behavior - Unconscious

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Let’s Move This “Know”ledge Into the “Do”-ing Brain

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Baby Suzy

I feel ___________________ I am ___________________ Care-givers are __________ Life is __________________

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Baby Joe

I feel ___________________ I am ___________________ Care-givers are __________ Life is __________________

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Take a few moments- Jot down reactions Who came to mind? Any ah-ha’s? Share

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(Mis)Behavior IS Information

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“Emotions” are a peptide communication system that motivates behavior

Candace Pert

p

A chain of amino acids = Peptide

tryptophan, tyrosine, phenylalanine = Serotonin

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Private Logic

Neuropathways constructed through experiences before 5 years old. It was adaptive. It makes sense. Learn the story Connect to the logic, validate, and inform

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Growth Edge

We DO what experience has constructed as a pathway to keep us safe in our most emotionally laden environments Where students are not doing what they “know” a.k.a. The Rules , THAT is where the paved path ends

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Classroom APPLICATION So HOW “do” we use this “know”ledge?

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First, Understand

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Do/Be the Calm

Then, integrate your Know, Do brains

  • Self-Care

○ Mindfulness Practices ○ Relaxation Practices

  • Self-Awareness

○ Identify when you are being hi-jacked into your Do/Be Brain System ○ Know what stress feels like in your body ○ Do your remedies ○ Check your beliefs

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Loan the Calm

Resonance

Right to Right

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Loan the calm- ASK

  • 1. Am I in my calm?
  • 2. How can I loan my calm?
  • 3. How is this behavior showing me where the pathway ends?
  • 4. Which need is not being met? (yours and the student’s...

triggering threat alarms)

  • 5. What skill is lagging?
  • 6. Wonder WITH THE STUDENT about strategies to practice

the new/desired behavior?

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Loan the calm- Identify the Lagging Skills

Ross Greene, Livesinthebalance.org

➢ Transition ➢ Sequencing ➢ Sense of Time ➢ Focus ➢ Connecting Consequences ➢ Expressing Needs ➢ Emotional Regulation ➢ Cognitive Distortion ➢ Social Cues ➢ Empathy ➢ Perspective Taking ➢ Sensory/Motor ➢ Appropriate Attention Seeking ➢ Multiple Solutions ➢ Deviating from Rules/ Gray Zone

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Practice the Calm

➢ Name it to Tame it ➢ The Body Scan ➢ Time-In ➢ Belly Surfing ➢ The Happy Place ➢ Object Grounding ➢ Cloud Gazing ➢ Shift Happens ➢ Develop Common Language

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Develop Common Language

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Recap

➔ Kids do well if they can ◆ 3 Brain centers ◆ 2 Autonomic Nervous Systems ◆ Timeline ➔ Behavior is Information ◆ Communication System

  • Use it

➔ Classroom Strategies ◆ Do the calm ◆ Loan your calm

  • Ask questions
  • Id. lagging skills

◆ Practice the calm

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Resources & References

  • Cozolino. L. (2013). Social Neuroscience in Education

Green, R.W. (2008). Lost at School Green, R. W. www.livesinthebalance.org Harvard University. Center of the Developing Child https://developingchild.harvard.edu Olsen, K. (2013). The Invisible Classroom Pert, C. B. (1997). Molecules of Emotion. The science behind mind-body medicine. Siegel, D. (2013). Brainstorm: the Power of the Teenage Brain Souers, K. & Hall, P. (2016). Fostering Resilient Learners