Raising Bright Sparks: Book 3 -Brain-based Learning
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Recent research in neuroscience, using functional Magnetic Resonance Imaging (fMRI), has shown that the brain has the ability to change, growing new neurons, developing new synaptic connections, thus building capacity and skills. Known as neurogenesis or neural plasticity, the changes taking place in the brain highlight the capacity of the brain to grow and develop new skills. A large body of research shows that at any age, the brain has the capacity to develop and we should not regard levels of intelligence as static or fixed at birth.
A synthesis and understanding of this knowledge about the brain can guide each of us to maximize intellectual potential.
Dr Beverly Sher maintains that scientists who conduct experiments develop an understanding of how they know what they know. Dr Sher, writing in the Systems Newsletter of the Centre for Gifted Education at The College of William and Mary, states: “A student who has grappled with the limitations of his or her own data will approach data from other sources more skeptically than a student who has only assimilated “facts” from a textbook possibly could.” Students who undertake research may learn as much about the process of research and about themselves as scholars as they do about the topic they are researching.
To become lifelong learners, we have to develop research strategies which allow us to handle the incredible volume of information that is available through multiple sources. The ability to access, select and understand information; utilize data appropriately; know how to formulate an argument and communicate it effectively are valuable life skills. The ability to analyze, synthesize and evaluate the material is a critical aspect of making informed decisions throughout career and personal life. All of this requires an understanding of the optimal function of the brain.
Michele Juratowitch
Michele Juratowitch is Director of Clearing Skies and supports gifted children, parents, institutions and organisations through a range of services, including counselling and education programs, professional development, project management, consultation, advocacy, research and resource development. Through her work with GERRIC, at UNSW, Michele lectured in postgraduate courses for teachers, delivered and managed programs for parents and students. She was awarded a Churchill Fellowship to study the needs of gifted children. Michele presents at conferences, writes articles regularly, wrote Study: The Simple Facts, co-authored Make a Twist: Differentiating curriculum for gifted students and Releasing the Brakes for High-ability Students.michele@clearingskies.com.au
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Book preview
Raising Bright Sparks - Michele Juratowitch
RAISING BRIGHT SPARKS
BOOK 3
Brain-based Learning
by
Michele Juratowitch
Published October 2020
Copyright © Michele Juratowitch 2020
All rights reserved. No part of this book may be reproduced or copied in any form without the written permission of the publisher.
Published by Gredbrook Pty Ltd
Contact Clearing Skies at admin@clearingskies.com.au
http://clearingskies.com.au
ISBN: 978-0-9922882-3-5
Brain-based Learning
CONTENTS
Introduction: Maximising Intellectual Potential
Sleep Patterns
Impact of Sleep Deprivation
Nutrition for Brain Power
Food for Thought
Brain Fitness
Cognitive Exercise
Muscular Brains
Learn Fast; Think Slow
Neural Power
Gaming
Energy
Going Bananas
Brain Battle
Nudging Choices
Rituals
Brain Safe
Brain Protection
Screening Screen Time
Carpe Diem
Caution to Competence
Executive Function
Executive Control
Practical Strategies
Language Increases Cognitive Capacity
Memory
Genius and Eminence Research
Mental Time Travel
Plastic Paradox
Juggling Multiple Tasks
Mono- or Multi-Tasking
Soma and Psyche
Intelligence is the New Black
Overthinking
Connected
Power Up
Introduction: Maximising Intellectual Potential
Recent research in neuroscience, using functional Magnetic Resonance Imaging (fMRI), has shown that the brain has the ability to change, growing new neurons, developing new synaptic connections, thus building capacity and skills. Known as neurogenesis or neural plasticity, the changes taking place in the brain highlight the capacity of the brain to grow and develop new skills. A large body of research shows that at any age, the brain has the capacity to develop and we should not regard levels of intelligence as static or fixed at birth.
A synthesis and understanding of this knowledge about the brain can guide each of us to maximize intellectual potential.
Dr Beverly Sher maintains that scientists who conduct experiments develop an understanding of how they know what they know. Dr Sher, writing in the Systems Newsletter of the Centre for Gifted Education at The College of William and Mary, states: A student who has grappled with the limitations of his or her own data will approach data from other sources more skeptically than a student who has only assimilated
facts from a textbook possibly could.
Students who undertake research may learn as much about the process of research and about themselves as scholars as they do about the topic they are researching.
To become lifelong learners, we have to develop research strategies which allow us to handle the incredible volume of information that is available through multiple sources. The ability to access, select and understand information; utilize data appropriately; know how to formulate an argument and communicate it effectively are valuable life skills. The ability to analyze, synthesize and evaluate the material is a critical aspect of making informed decisions throughout career and personal life. All of this requires an understanding of the optimal function of the brain.
Sleep Patterns
Humans establish patterns of sleep, a necessary part of life, with changes occurring from foetal to adult life stages. During periods of rapid growth and development, such as infancy and adolescence, longer periods of sleep are required in order for physical growth and cognitive maturation to occur. Giulio Tononi, Professor of Psychiatry at the University of Wisconsin, emphasises the link between sufficient sleep and the capacity to learn, stating: Sleep is the price we pay for learning.