Webinar: EFFECTS OF POVERTY ON SCHOOL SUCCESS

Introduction:

Join Dr. Martha Burns as she reviews the newest research and provides research on how the Fast ForWord intervention has been found to have a significant impact on academic achievement in children of poverty.

You Should Learn:

  • Several new studies have shown that students from families below the poverty line are at the greatest risk for academic failure.
  • Research reveals that low family income has a bigger impact on academics than ethnicity or English language proficiency

INDEX:

KEY POINTS
• Children raised in poverty are exposed to millions of fewer spoken words at home
• Income level negatively impacts cognitive functions
• There are links between family income and memory and attention
• Poverty is associated with chronic stress which can have a toxic effect on brain architecture
• Boys are more impacted than girls
• English language learners often have a triple jeopardy – language barrier to learning, history of poverty, learning disabilities
• Fast ForWord targets the skills that are impacted and can turn around some effects of poverty.

 

 

About the Presenter

Dr Martha Burns is an expert on how children learn and has written 3 books and over 100 articles. She is an associate professor on the Northwest university in the USA.

Overview

Title:  Effects of Poverty on School Success

Originally broadcast Date: Tuesday, November 13, 2018

Duration: 1 hour

There are several ways in which family income impacts children neurologically:

  1. Children raised in poverty are exposed to millions of fewer spoken words at home.

Human brain maturation is experience-dependent. One of the most important times for experience to mold the brain is from early childhood through the elementary school years. So, the less language a child is exposed to, the fewer opportunities the brain has to develop language skills.

In their groundbreaking research published in 1995, Betty Hart and Todd Risley demonstrated that by age 4, children born into low socio-economic families are exposed to 30 million fewer words than those born into high socio-economic families. This means that the brain of a child in poverty has had 30 million fewer opportunities to wire itself for language.

  1. Weaknesses in oral language can lead to significant reading gaps.

Linguistic impoverishment deprives a child of receiving the auditory neural stimulation required to establish distinct phoneme representations, build vocabulary, and develop age appropriate oral language skills. This gap widens as children progress through school. Longitudinal research has shown that even when children are equated in reading ability at age 5, by age 13, children who had low oral language development when they entered school are more than five years behind in reading compared to their peers with high oral language skills.

  1. A low income level can negatively impact cognitive functions.

Language function in the brain isn’t the only casualty of poverty. Many other cognitive skills are affected, too.

Kimberly Noble has been studying the effects of poverty on cognitive development and brain structure for over a decade. As early as 2005, with M. Frank Norman and Martha Farah, she published research on the relationship between socioeconomic status and specific cognitive functions. Her findings showed that children who come from homes of poverty have limitations in a range of cognitive skills, including long- and short-term (working) memory, visual and spatial skills, executive functions like self-control, and the ability to learn from reward.

  1. Family income is linked to memory and attention.

More recently, Noble and Elizabeth Sowell have found compelling links between family income and brain structure — especially affecting areas of the brain important for memory and attention, which are essential for learning. In a Nature Neuroscience article published March 30, 2015, they reported that among children from lower income families, small differences in income were associated with relatively large differences in brain surface area. In contrast, among children from higher-income families, similar income increments were associated with smaller differences in surface area. These relationships were most prominent in regions supporting language, reading, executive functions and spatial skills. This research implies that income relates most strongly to brain structure among the most disadvantaged children.

  1. Developmental differences in the brain have consequences for academic achievement.

Further, on July 20, 2015, a Reuters Health article reported on a new study suggesting that the effect of poverty on children’s brains may explain why poor students tend to score lower on standardized tests compared to wealthier students. Seth Pollak and his colleagues reported in JAMA Pediatrics that about 20% of the gap in test scores between poor children and middle-class children may be a result of maturational lags in the frontal and temporal lobes.

How educators can help reverse these effects

The new research begs the question, “Are children raised in poverty doomed to educational struggle, no matter how well we teach?” The answer, fortunately, is a resounding “No!”

Neuroscience has not only clarified the problems caused by poverty, but provides solutions as well. In a recently published report titled “Using Brain Science to Design Pathways Out of Poverty,” Beth Babcock argues that because those areas of the brain affected by the adverse experiences of poverty and trauma remain plastic well into adulthood, neuroscience research offers promise for methodologies that can improve brain development and function. In her report, Babcock advocates, in part, for the use of “computer games” designed to “improve memory, focus and attention, impulse control, organization, problem solving, and multi-tasking skills [that] are now widely available and beginning to create positive outcomes.”

Indeed, well-designed neuroscience-based technology can build the underlying capacities that are reduced in children of poverty. For example, the Fast ForWord program, which was designed by neuroscientists at UCSF and Rutgers and tested for over a decade in many school districts with high poverty rates, has been repeatedly shown to increase academic performance in districts with high poverty levels. The beginning levels of the program target attention, memory, processing and sequencing skills — core cognitive skills essential for learning. Later levels then add specific technological instruction in reading comprehension, spelling, phonological awareness, and decoding, while also building in components to continue to build attention and memory skills.

The path out of poverty

Poverty is toxic to the developing human brain and thereby endangers academic success. Education offers students the key to a path out of poverty — but only when their brains are ready to receive it.

Children who haven’t acquired sufficient foundational perceptual, cognitive or linguistic skills require explicit “catch-up” interventions in these areas before traditional classroom instruction and reading instruction can be effective. Neuroscience now offers not only an explanation of the problem but solutions that can change the brains of all students to enable learning.

 

Webinar: Leading with the Brain in Mind: Focus on Cognitive Capacity

Introduction:

The webinar is a mix of research and practical information that you can use in the classroom.
You should learn:

(1) The one cognitive tool that when tested at age 5 has a greater impact on student achievement than even IQ.
(2) Learn where to invest your time and money for your staff and students to achieve their goals.
(3) Learn how to upgrade the human brain and see some daily miracles.

What is Cognitive Capacity?

  • This is the sum of your concurrent mental actions that learn, process, understand, judge, recall, evaluate, calculate, reason, solve problems, reflect and make decisions.
  • Greater cognitive capacity is correlated with enhanced student learning and achievement

INDEX:

WEBINAR – Key Topics –

1:28        What is Leadership?

5:20       What are Leadership Effects?

6.06       What is Cognitive Capacity?

10.12     Leadership Tools that Support Greater Cognitive Capacity

11.56     One BIG Thing is System Collaborative Driver

16.44     2nd BIG Thing is Clear paths

42:12     3rd BIG Thing is Support

45:30     Question and Answers

HIGHLIGHTS

What is leadership?

  • Leadership has a higher vision. It fosters action as an energized, “no credit” effort that builds timeless capacity to manifest the vision.
  • Leadership Sees Farther than those with Only “Boots on the Ground”

What is the importance of Effect sizes in leadership? Leaders make a difference.

  • Leaders are explicit with teachers and students about what success looks like
  • Leaders get staff working together to know and evaluate their impact
  • Leaders who believe their major role is to evaluate their impact
  • They Foster environments that privileges high impact teaching and learning

What is Cognitive Capacity?

  • This is the sum of your concurrent mental actions that learn, process, understand, judge, recall, evaluate, calculate, reason, solve problems, reflect and make decisions.
  • Greater cognitive capacity is correlated with enhanced student learning and achievement.

Leadership Tools that Support Greater Cognitive Capacity

  • WHY (without it, we all slow or stop)
  • PATH (clarity is power)
  • SUPPORT (people, time & opportunity
  1. Begin with one thing. You want that which will bring everyone in your school together. All leaders, administrators, instructional coaches, teachers and tutors MUST articulate clear reasons for WHY the task should be performed…and do this often.
  2. Ensure that every student can see and believe in a clear path for each to succeed. All leaders, administrators, instructional coaches, teachers and tutors must design, construct and articulate a CLEAR PATH for how the student can succeed at school.
  3. All leaders, administrators, instructional coaches, teachers and tutors must provide the core SUPPORT to ensure the student succeeds (resources, time, people, opportunity, encouragement, etc.)

About the Speaker 

Dr Eric Jensen is a leader in brain based learning and author of several best selling books. Including “Poor students, Rich learning

Overview

Title: Leading with the Brain in Mind: Focus on Cognitive Capacity

Originally broadcast Date: Tuesday, October 30, 2018

Duration: 1 hour

5 Things Every Educator Should Know About Cognitive Capacity

1. Neuroplasticity (change) is an Intrinsic Property of the Brain

Is it true that ALL students can learn and get better? Isn’t that a massive, sweeping generalization?

Yes, it is a generalization, and yes, it is true. The human brain is genetically designed to respond to environmental input. That’s how you survive every day. And, that capacity is called neuroplasticity. The human brain is dynamic, not fixed. The brain is making new connections, adding new neurons, pruning away cells, changing its chemistry and even re-organizing itself every single day! That capacity is hard-wired. ALL students can learn.

2. Your Brain Follows Internal Rules for What and How to Learn

The brain does not get smarter through ALL types of input. Our brain gets exposed to millions of bits of sensory data every day. The sounds, images, touch and smell add up to a LOT of data.

Since there likely is some sort of limitation on storage, our brain cannot, biologically, afford to store everything. You would run out of space on your brain’s “hard drive.” So, to solve that problem, your brain has an internal “set of rules” that guide what is important, worth learning and saving.

3. The School Brain Needs Deliberate Practice.

The other kind learning that consistently boosts test scores (and is priceless later in life) is called mastery learning. To be a strong learner in school, you need to know more than the alphabet; you must know how to MASTER the alphabet by learning to make words, sentences, persuasive arguments and stories. You learn the definitions, learn to read and even to debate a new topic.

The skill is called deliberate practice. Deliberate practice is purposeful and focused with a clear goal.

Let’s say your goal is to improve your student’s reading scores. That’s a poor goal unless you become more specific.

4.  Most Teachers Don’t Do Deliberate Practice

In short, the practice of building content into their teaching and using a deliberate practice “protocol” is unlikely.

How many teachers on your staff consistently use deliberate practice? In short, if your staff is not using what works precisely for complex, in-depth learning, the only choice you have (aside from giving up on your students) is to automate the process.

5.  For Many, the Best Choice is Technology

But what if you wanted a program that was research-based, relevant and had a high probability of succeeding with your students in reading?

One reading program that I have shared with my live audiences and in my books for over 15 years is FastForward®

WEBINAR: 2018 DYSLEXIA RESEARCH AND REMEDIATION

Introduction:

Discover the latest research on the processing weaknesses and early indicators in dyslexia.
Most importantly, find out how to use this information to help learners with dyslexia reach their highest potential.

This webinar is a mix of research and practical information that you can use in the classroom. You will Learn:

– The latest research on the processing weaknesses contributing to dyslexia.
– The identification of early indicators of dyslexia.
– How to use this information to help students with dyslexia reach their highest potential.

INDEX:

WEBINAR – Key Topics –

01:20   Definition of Dyslexia
04:56   Early Predictors of Dyslexia
07:15   Multi-Deficit Approach
11:05   Brain Level Difference
30:50   Environmental Factors
34:25   What Parents Can Do
37:35   Can Neuroscience Inform Us?
50:27   Question and Answers

HIGHLIGHTS

What is Dyslexia?

Dyslexia is a specific learning Disorder characterized by

  • Difficulties with decoding
  • Speed and accuracy of reading single words
  • Poor spelling

What are the Early predictors of Dyslexia

  • Limited phonological awareness
  • Letter-sound knowledge and rapid automatized naming
  • Reading skills predicts long-term reading abilities

Multi-Deficit Approach

  • This is now considered the most accurate way to understand causation

Brain Level Difference

  • The left hemisphere which is important for language and reading is altered functionally and structurally for individuals with dyslexia

Environmental Factors include

  • Low home literacy, Stress, and other adverse experience
  • Effective schooling or interventions

How can neuroscience inform us?

  • Research has shown that improved behavioral performance is coupled with changes in both brain functions and brain anatomy.

About the Speaker 

Dr. Martha S. Burns, Adjunct Associate Professor, Northwestern University and Director of Neuroscience Education, Scientific Learning.

Overview

Title: 2018 Dyslexia Research and Remediation

Originally broadcast Date: Tuesday, October 9, 2018

Duration: 1 hour

COGNITIVE FOUNDATIONS OF DYSLEXIA (YU, ZUK, GAAB, 2018)

  • Learning to read is a complex process:
    • relying on development of perceptual and cognitive skills that emerge even before birth.
    • Early speech and language abilities are critical building blocks for developing phonological awareness, the ability to manipulate speech sounds within words.
    • Subsequently, when children start to recognize letters, they map phonemes to graphemes to acquire knowledge of letter sounds, setting the foundation for subsequent decoding and reading acquisition.

EARLY PREDICTORS OF DYSLEXIA
(YU, ZUK, GAAB, 2018)

 

  • In most studies, limited phonological awareness is one of the most reliable markers for dyslexia in school-age children.
    (Melby-Lervag, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322 –352. https://doi.org/10.1037/ a0026744).

 

 

  • Other predictors of subsequent reading skills are letter-sound knowledge and rapid automatized naming, the ability to retrieve names for serially presented items quickly and accurately.
    (Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452. https://doi.org/10.1146/annurev-psych-120710-100431).

 

  • Several large-scale longitudinal studies have demonstrated that these skills predict long-term reading abilities.
    (e.g., Torppa, Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial  M., Lyytinen, P., risk for dyslexia. Journal of Learning Disabilities, 43, 308 –321.

EXPLAINING THE SEX DIFFERENCE IN DYSLEXIA
ARNETT ET AL (2017)
J CHILD PSYCHOL PSYCHIATRY, ONLINE FEB. 9, 2017

    • The sex difference in dyslexia is also real
    • The cognitive differences identified to account for a portion of the sex difference in dyslexia in this research were

 

  • processing speed (PS) and
  • inhibition (INH)

 

  • males showed better verbal reasoning
  • No difference in female vs. male verbal skills (interesting)  

Teaching with the brain in mind

Teach with the Brain in Mind

​​​​​​​
​​​​​​​JJoin us for a webinar with Dr. Eric Jensen and learn specific, practical evidence-based strategies you can use in the classroom right away. Discover how the brain works, how teaching changes the brain, and what it takes for students to acquire complex learning and achieve their best. Jensen will be providing new information from his newest best-sellers, Poor Students, Rich Teaching. You won’t want to miss this session, so register today and be inspired by one of our all-time most impactful presenters. Yes, you can boost student learning and this packed session shows you how to do it every single day!
Presenter: Dr. Eric Jensen
Recorded: Thursday, November 2, 2017
Time:  19:00pm London time zone
Note: this is a recording.
We will also send a certificate of attendance and slides of the presentation to registrants

INDEX

Webinar Highlights

3.43 minutes One Historical View – Top Five Instructional tools

Image
PRESENTER INFORMATION

Eric Jensen is a former teacher and educational leader who grew up in San Diego, California. His MA is in Organizational Development and his Ph.D. is in Human Development.

As a leader, Jensen co-founded and led four multi-million-dollar companies including the first and largest brain-compatible academic enrichment program, now held in 14 countries with over 65,000 graduates.

For over two decades he has synthesized brain research and developed practical applications for educators.

Jensen has authored over 30 books including Teaching with Poverty in Mind, Tools for Engagement, Engaging Students with Poverty in Mind, Turnaround Tools for the Teenage Brain, Poor Students Rich Teaching, and Different Brains, Different Learners.

Jensen is a member of the invitation-only Society for Neuroscience, the President’s Club at Salk Institute of Biological Studies, and the New York Academy of Sciences. Today, Jensen also provides in-depth trainings that can be found at jensenlearning.com.

 

 

Accelerate English Skills with Neuroscience

 

 

Neuron English is the only English program designed by neuroscientists for YOUR curriculum
We adapt our materials to meet your classroom requirements.
Help your students become better learners by developing their cognitive skills.
Start by developing listening skills such as, English phonemes, vocabulary and oral comprehension
Give  your students  intensive practice that adapts to each participant.
Our speech verification technology  listens and corrects students as they speak aloud, like a guided pronunciation coach!

Lesson planners are available for each year  that you can adapt to your own class’s requirements
Each Lesson Plan is based on YOUR standards with differentiators between proficiency levels.
Teachers get free access to workbooks, class materials, videos and  presentations.
Teachers blend their classroom activities with on-line exercises that can be done at home or at school

Neuron English’s reporting and automated assessments make it easy to monitor learning progress.
Teachers get precise feedback on each student’s performance and errors which allows for timely intervention
We provide full professional training as well in-service days and follow-up seminars

Our programs builds attention and memory skills so  students are better able to process the sounds of English and then organize those sounds within words and words within sentences.

Fast ForWord provides intense practice. The program provides over 25,000 trials in academic language exercises, whereas other reading interventions provide just over 5,000. With 5 times the amount of trials, the progress comes fast.

This is a real fMRI data from a study conducted at Harvard and Stanford universities. Let’s look at the brain of a proficient reader and then a struggling reader. See the difference? After just 8 weeks, Fast ForWord helped weak readers develop the brain activity patterns that resemble those of strong readers.

With 55 patents in neuroscience and education and 300+ research studies, no other reading intervention program has been as thoroughly researched and reviewed as Fast ForWord.

You can depend on the quality, innovation and results that has made us the # 1 English language development software on the US government’s What Works Clearinghouse

The  programs builds language and reading systematically – from younger to older students, at high interest and  low ability all the way to International Baccalaureate level…

Proficient language and reading requires strong cognitive skills. This is why other English programs frequently don’t help struggling students. Each of the intervention exercises in our program cross-trains core language skills with equally important cognitive skills.

Give your students the best opportunity to accelerate their English skills and become better learners

Thank you for watching our presentation and Please Contact us for more details and access to the programs.

 

Webinar – New Science of Learning for Struggling Readers

Fasr ForWord, Neuron English

 

Fasr ForWord, Neuron English

Webinar – New Science of Learning for Struggling Readers

Presenter: Martha S. Burns, Ph.D.
Date/Time: Monday September 11, 2017, 9pm London UK
Length: 60 minutes
No Charge/Free

Updated with 2017 research, this is a must-see for those interested in how neuroscience is impacting education. See the latest research on how the brain is organized (or not!) for reading, and what’s happening with your struggling students. We’ll show how the science of learning has guided the development of technologies like Fast ForWord to improve the underlying memory, attention, and processing abilities that these students need to catch up, once and for all.

Marty Burns, Reading Assistant

 

 

How You Can Use Neuroplasticity to Improve the Brain’s Ability to Learn

Fast ForWord, Mike Merzenich, Neuron English

 

 

 

Introduction:

His Holiness the 14th Dalai Lama hosts this lively discussion of the brain’s healing power at the University of Alabama at Birmingham. “Neuroplasticity and Healing” features presentations by leading brain plasticity experts Dr. Edward Taub of UAB and Dr. Michael Merzenich of the University of California, San Francisco, with comments on their research and treatments from His Holiness.
 

Topic highlights:

Understand the Impact of Brain Plasticity
The Reading Brain
Training Non-Readers to Read
The Strong Role of the Mother
The Reversibility of the Brain
How to Train the Brain at Home or at School
Brain Noise

 
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