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®