How can you tell if someone is done with their Masters/Undergrad, etc? They get to read for enjoyment! That's right! I am finally able to read for enjoyment and I have been loving every minute of it.
Currently I have been reading a book entitled "Brain Rules" by John Medina. While it is heavy in scientific beliefs (such as evolution and multi-million years of life) it lays out some very interesting points about the brain, it's functions, and ways that we can benefit our brain in our daily lives. Here are a few things that I have learned thus far (I'm starting chapter 4 tonight):
Rule #1: Exercise boosts brain power. It has been suggested in study after study that exercise boosts cognitive growth and that those individuals that age well do so because of how active they have been their whole life. I also thought it was amazing that exercise greatly diminishes your susceptibility to dementia and Alzheimer's.
Rule #2: The human brain evolved, too. [Changed based on changes in life.] Humans practice Theory of Mind (unlike animals) in that we can read each others body language as well as listen to each other to decipher meaning. Basically, we have the ability to empathize and understand another individual other than ourselves, even if superficially. [I learned today that there are some people who cannot do this and they have Autism/Asperger's Disorder - isn't that interesting?] Medina also states that our environment deeply effects our learning. He goes on to say that the relationship between teacher and student is the main component of a quality education. From personal experience I can see how this is true not only for the student but for their parent, as well. A well-informed parent is a happy parent. :)
Rule #3: Every brain is wired differently. Isn't that amazing? I thought as I was reading how can anyone argue that we are not divinely made with the complexity of just our brains! Just like we each have our own set of finger prints, no two alike, no two brains are alike. They give examples of neurosurgeons who each time they operate on an individuals brain for various reasons (while the patient is conscious, I might add, since your brain's outer tissue, the cortex, does not have the ability to feel) they have to "map" their brain by touching the exposed cortex with an instrument that sends a slight volt of electricity and ask the individual where they felt it. They have to do this before every operation to ensure that they are operating on the correct part. Isn't that bizarre? And, based on the life we lead, our brain will develop more in some areas than others. He gives the example of Michael Jordan and how even though he was/is an amazing basketball player he wasn't even minor-worthy as a baseball player simply because he wasn't wired for it. We use different muscles, ranges of motion, and so on each sport so Michael Jordan wasn't successful in baseball, even though he enjoyed it and played it growing up, because of his lack of "wiring". Make sense? It is also interesting to note that as you learn your brain rewires itself. It is not a stagnant thing but always changing. How cool is that? Maybe my nerd-colors are showing but I just think it is amazing and has so many implications, especially for teaching.
Like I said, I'm about to begin chapter 4 and I am completely stoked! There are 12 rules that Medina suggests, all based on research and studies that have been ongoing for years. He also has another book about the brain development in babies that I am looking forward to reading. I also recently purchased a book about the brains development of reading that I am very excited about getting to read. I hope to be able to read these and more before school begins in August - we shall see.
Other than reading I have been keeping myself busy with some planning for next year with the majority of my time being a "student" and learning through experts in their field at our local region center. So far I have completed 2 workshops, one on dyslexia and a curriculum to use with those children diagnosed as having dyslexia and one on creating centers with "rigor" (buzz word in education today). Today I began my third workshop which ends tomorrow and it is all about autism spectrum disorders. I have been learning a lot and am looking forward to applying the information, even just as background knowledge, in my future classroom(s).
Will let you know what I learn soon! :)
Currently I have been reading a book entitled "Brain Rules" by John Medina. While it is heavy in scientific beliefs (such as evolution and multi-million years of life) it lays out some very interesting points about the brain, it's functions, and ways that we can benefit our brain in our daily lives. Here are a few things that I have learned thus far (I'm starting chapter 4 tonight):
Rule #1: Exercise boosts brain power. It has been suggested in study after study that exercise boosts cognitive growth and that those individuals that age well do so because of how active they have been their whole life. I also thought it was amazing that exercise greatly diminishes your susceptibility to dementia and Alzheimer's.
Rule #2: The human brain evolved, too. [Changed based on changes in life.] Humans practice Theory of Mind (unlike animals) in that we can read each others body language as well as listen to each other to decipher meaning. Basically, we have the ability to empathize and understand another individual other than ourselves, even if superficially. [I learned today that there are some people who cannot do this and they have Autism/Asperger's Disorder - isn't that interesting?] Medina also states that our environment deeply effects our learning. He goes on to say that the relationship between teacher and student is the main component of a quality education. From personal experience I can see how this is true not only for the student but for their parent, as well. A well-informed parent is a happy parent. :)
Rule #3: Every brain is wired differently. Isn't that amazing? I thought as I was reading how can anyone argue that we are not divinely made with the complexity of just our brains! Just like we each have our own set of finger prints, no two alike, no two brains are alike. They give examples of neurosurgeons who each time they operate on an individuals brain for various reasons (while the patient is conscious, I might add, since your brain's outer tissue, the cortex, does not have the ability to feel) they have to "map" their brain by touching the exposed cortex with an instrument that sends a slight volt of electricity and ask the individual where they felt it. They have to do this before every operation to ensure that they are operating on the correct part. Isn't that bizarre? And, based on the life we lead, our brain will develop more in some areas than others. He gives the example of Michael Jordan and how even though he was/is an amazing basketball player he wasn't even minor-worthy as a baseball player simply because he wasn't wired for it. We use different muscles, ranges of motion, and so on each sport so Michael Jordan wasn't successful in baseball, even though he enjoyed it and played it growing up, because of his lack of "wiring". Make sense? It is also interesting to note that as you learn your brain rewires itself. It is not a stagnant thing but always changing. How cool is that? Maybe my nerd-colors are showing but I just think it is amazing and has so many implications, especially for teaching.
Like I said, I'm about to begin chapter 4 and I am completely stoked! There are 12 rules that Medina suggests, all based on research and studies that have been ongoing for years. He also has another book about the brain development in babies that I am looking forward to reading. I also recently purchased a book about the brains development of reading that I am very excited about getting to read. I hope to be able to read these and more before school begins in August - we shall see.
Other than reading I have been keeping myself busy with some planning for next year with the majority of my time being a "student" and learning through experts in their field at our local region center. So far I have completed 2 workshops, one on dyslexia and a curriculum to use with those children diagnosed as having dyslexia and one on creating centers with "rigor" (buzz word in education today). Today I began my third workshop which ends tomorrow and it is all about autism spectrum disorders. I have been learning a lot and am looking forward to applying the information, even just as background knowledge, in my future classroom(s).
Will let you know what I learn soon! :)
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