Motivate Your Students with Social-Emotional Learning


Neuroscience of Education:

The Positive Student Impact of Social-Emotional Learning (SEL) and Neuronscience-Based Approaches 

Educators have a powerful effect on the social-emotional learning development of children. New research points to SEL approaches that maximize educators’ positive impact on students affected by Adverse Childhood Experiences (ACEs). Build a positive impact on Students
This presentation will review the new research on the effects of ACEs and environmental stress on brain maturation and learning, then turn attention to the research on Positive Childhood Experiences (PCEs) associated with positive educational outcomes.
The webinar will conclude with suggestions for the use of individualized instruction combined with technology to build academic skills as well as the confidence to achieve in all students.

Get a copy (pdf) of the slides 

Click Here

INDEX

Time  Topic

04:55 Turning ACEs to PACEs
12.30 Tracts mature at different rates (Stimulation drives Maturity)
13:07 Six Factors that may lead to Troubled Teens
14:05 Brain Structure and Poverty
14:55 A Major effect of Brain Maturation is STRESS
17:05 Know the Three kinds of Stress
30:40 Social Emotional Learning (SEL) – Education Perspective
33.10 Poor Working memory doesn’t just affect RETENTION
33:14 How Fast ForWord builds Phonological Working Memory
35:45 Neuroscience – Moving from WHY TO WHAT and HOW
37:30 How to turn around troubled Teens

NOTE – Slides
The slides in this webinar are available as a handout. We will send them to you when you complete the form on the video above about Social Emotional Learning .

Educators have a powerful effect on the social-emotional development of children. New research points to SEL approaches that maximize educators’ positive impact on students affected by Adverse Childhood Experiences (ACEs).

Social Emotional Learning Key Factor

Educators play a vital role in changing and building the Brain.

  • The human brain is an experience – dependent organ
  • It is the main goal of Teachers to build and change students brain
  • Educators create positive childhood experience
  • Children can achieve even those who begin at a disadvantaged level. With the use of individualized instruction combined with technology to build academic skills as well as the confidence to achieve in all students.

    Social Emotional Learning

Webinar – Read Their Minds: An Update on Dyslexia Research and Brain Based Remediation

dyslexia webinar neuron learning

October is Dyslexia Awareness Month!

INDEX

Time  Topic

00:50 The Reading Brain
08:06 The role of executive function in reading
11:20 Updated  view on the Simple View of Reading (SVR)
12:40 Reading impairments versus dyslexia – what is the difference?
14:20 Dyslexia – a historical perspective
18:10 Dyslexia – the education definition
00:00 Dyslexia a multi deficit approach
30:38 Perceptual and cognitive level differences
33:12 Phonological & orthographic deficit theories 
00:00 Cognitive level differences
00:00 Individual differences – Each child is an individual
00:00 The components of a successful reading intervention

NOTE – Slides
The slides in this webinar are available as a handout. We will send them to you when you complete the form on the video above to view the webinar.

Preliminary Notes Only

And then sequencing is important especially in reading. You have to know what came first in a story, what came second in a story, what came third, if you are going to write something, you have to write it in some kind of an order. But also, sequencing is just important for learning all sorts of content tasks, whether its mathematics which requires sequencing or science or history. And so these are some capacities that we’ve learned you can train. And when you train those capacities especially if you train them as embedded in content tasks, you can drive the brain through these very repetitive experiences to be much better at learning.

And so that is where the Fast ForWord programs come in. The first thing I want to emphasize is that Fast ForWord programs train attention skills and by training that they enable students to be able to attend to especially auditory signal because that is what a student has to be able to attend to. They have to attend to a teacher talking especially in the early grades. And the attention training is embedded in other kinds of tasks, like reading tasks.

Free Webinar – Leadership and Classroom Secrets to Help Struggling Students Achieve

dyslexia webinar neuron learning

Introduction:

The achievement gap between rich students and poor students continues to be a major problem in our schools. Join us for a free webinar with education expert Dr. Eric Jensen.

You’ll learn:-
  • How learning environments and different teaching strategies impact brain development
  • What school leaders and educators can do to help students of poverty catch up to their peers once and for all.

So we know that young readers who are struggling and adult impaired readers show:

  • Normal brain structure in many ways
  • But 3 of the regions important for reading may not mature as
    quickly in struggling readers
  • And thus, the highways that connect the three key brain areas for
    reading do not become well myelinated.

The good news is that brain maps and the highways that connect them are “experience dependent” – neuroscience-based interventions can drive that development. 

Five ways that changes the lives of a struggling Student:

① Relationships
② Understand the REAL Problem
③ Shift Mindsets/Expectations
④ Build Cognitive Capacity Relentlessly
⑤ Teach Habits for Implementation

About the Speaker 

Dr. Jensen is a leader in brain-based learning and author of several best-selling books, including Poor Students, Rich Teaching.

Overview

Title: Leadership and Classroom Secrets to Help Struggling Students Achieve

Originally broadcast Date: Tuesday, September, 10th, 2019

Duration: 55 minutes

Webinar: Breaking Bad: Tackling Behaviour Problems at the Core

Introduction:

We often see behaviours at school that are detrimental to both the students exhibiting the behaviour and those around them. Many times, inattention, hyperactivity, impulsivity and even aggression may be more than a student demonstrating that he or she is bored, acting out or seeking attention.
These behavioural issues interfere with student learning because they are disruptive or consume a lot of class time, but have we truly considered what foundational issues are behind those actions?
What if we could address the actual core problems causing those behaviours rather than just continually dealing with the symptoms?

You Should Learn:

INDEX:

KEY POINTS

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: 

Originally broadcast Date: Tuesday, April 30, 2019

Duration: 1 hour

Reading Assistant – Getting Started

 

Innovative Online Guided Reading Tool

Reading Assistant is an innovative online guided reading tool that provides intensive reading practice. Learners use the tool to read developmentally appropriate texts both silently and aloud. What makes Reading Assistant such an innovative reading practice tool is its use of patented technology that listens as each word is read aloud and delivers immediate support whenever a learner struggles with or mispronounces a word — reinforcing newly learned reading skills, vocabulary, and fluency.

What Reading Assistant Does

Provides Guided Reading Support to More Students

Reading Assistant uses patented speech recognition technology to deliver real-time corrective guided reading feedback, enabling learners to self-correct as they are reading aloud.

Improves Both Silent Reading and Oral Reading Skills

Unlike other digital reading practice resources that only allow learners to record themselves reading aloud, Reading Assistant actually listens and helps learners whenever they struggle or mispronounce a word — it’s like having a personal guided reading tutor available 24/7!

Reading Assistant Saves Teachers Time

Automatic calculation of words correct per minute (WCPM), and actionable comprehension and vocabulary reports make it easy for teachers to track learners’ reading levels, and specific areas of strength and weakness.

Pre-teaches Academic Vocabulary

Built-in Word Wall activities pre-teach academic vocabulary, activate prior knowledge, and provide pronunciations for new words before learners begin each e-book passage.

Reading Assistant Reaches the Reluctant Reader

Reading Assistant provides reading selections for a variety of interests and reading levels, plus frequent comprehension checks, to keep learners motivated and focused on reading for meaning as well as building reading fluency.

 

Click here to get free demo access

Reading Assistant Word Wall

 

Reading Assistant – Word Wall

 

 

Over 300 Reading Pieces in Your Library

 

 

Easy-to-Use Reports and Indicators

 

Reading Assistant provides implementation and performance reporting at the district, group, and student level to support and improve data-driven decision making. Graphical depictions show usage, performance, reading level trends, and student proficiency levels.

2018 Dyslexia – A Multi-Deficit Approach

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Click here to view the full Webinar

A Multi-Deficit approach to Dyslexia is now considered the most accurate way to understand causation.

So, the view now of Dyslexia

isn’t that it’s caused by one thing, it’s not caused by reversing letters, Visually. It isn’t caused by just one thing, but it actually has several different factors that can contribute to it.

  • One is Genetics, we will talk about that. But we know that children who come from families where there is a brother or a sister or a mother or a father or even an aunt or uncle that had reading problems are much more genetically inclined toward having reading problems themselves and some genes have been identified.
  • Secondly, we know there are Brain Level Differences. We know that children with dyslexia process information differently in the brain. When we look at brain function on functional imaging process information differently than children who don’t have reading issues. We will talk about that.
  • There are these Perceptual Cognitive Level issues and those are speech sounds perception also includes visual perception also includes memory skills, working memory, auditory phonological memory skills and skills like processing speed and we will talk about that, those cognitive level differences.
  • Then there are Environmental Factors. If children come from home where there are not a lot of language exposure, they have a more limited language experience when they enter school, that can contribute as well.

Introduction to our Dyslexia Webinar:

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.

“A Revolutionary Computer Programme…”

 By  (Edit) Edit with Visual Composer

dyslexia-fast forword-neuron learning

One family, three children. The education psychologist was astonished by the positive results. As their father says“They’ve more of an interest in reading. Their comprehension is probably where they have most

Dyslexia, Home Programs, Fast ForWord, Reading Assistantexcelled.They no longer need learning support in school.” This article in The Independent shows what is possible.


Get Your Free Report on Dyslexia

In this report you will learn:

  • The Four Information Processing Skills Students Need to Learn Efficiently.
  • Why Good Language is Essential for Reading Well.
  • Why Phonics Matter AND What Other Essential Skills are Needed
  • Four Proven Neuroscience Principles to develop a “Reading Brain”
  • The latest research from universities such as Harvard and Stanford Universities on Poor Reading and Dyslexia.

Hard work commitment and a revolutionary computer programme helped the four Dunne children cope with dyslexia, writes Emma Nolan

It’s hard to believe that Albert Einstein and Leonardo DaVinci could have anything in common with Tom Cruise. Or even with Richard Branson, but they do. It’s the same thing they all have in common with the Dunne family from Kildare — they all have some form of dyslexia.

It’s estimated that dyslexia affects between six and eight per cent of the population, making it quite common. It is defined as a specific learning difficulty which makes it hard for some people to learn, write and spell correctly, despite their intelligence, motivation and education. John and Mary Dunne’s four children, Denis, 12, Kieran, 11, Brian, 9, and Maria, 7,were each assessed with a specific learning difficulty, making school and home life very difficult for all the family.

But a revolutionary computer programme has turned all their lives around. Because of their dyslexia, it was recommended that each Dunne child get 20 minutes’ reading support in school with a learning-support teacher, so they would not fall behind. “The kids read things differently; sometimes the words on the paper are jumbled up. Their brain doesn’t pick up the smaller words, like “the’ “a” and “and’ whereas they can pick up bigger words. Their reading would have been quite slow too and their comprehension wasn’t good at all. They could read a paragraph but then, because they read it at such a slow pace, you could ask them a question about it and they wouldn’t be able to answer it,” says Mary.   Knowing that the 20 minutes’ support a day wasn’t going to give her children all the assistance they required, Mary looked to the Internet for inspiration, and found a ground- breaking American programme for children with learning disabilities called Fast ForWord.

The programme — which involves a combination of at-home work with special software, plus assessment— helps improve short- and long-term memory, which is essential for word recognition. It improves students’ concentration and attention, allowing them to focus on a task. It also strengthens processing skills and improves sequencing.

See Case Study here

The Birth of Neuroplasticity Interventions: A Twenty Year Perspective

Abstract

Fast ForWord® was the first, computer/Internet delivered, neuroplasticity-based training program ever developed to enhance neural performance. It grew out of over 25 years of basic and clinical research in two distinct scientific disciplines.


One utilized behavioral, electrophysiological and neuroimaging methods to study individual differences in language development and the etiology of developmental language-based learning disabilities (including Specific Language Impairment, Autism and Dyslexia).

The other utilized neurophysiological and behavioral methods in animals to study neuroplasticity, that is, changes at the cellular level driven by behavioral training techniques.

This chapter reviews (1) how these two lines of research were integrated to form the scientific basis of Fast ForWord® and (2) the steps taken to translate and instantiate our collaborative laboratory research into clinical and classroom interventionsthat could be scaled up for broad distribution around the world, while remaining efficient, effective and enduring. In 1996, Scientific Learning Corporation (SLC) was co-founded by four research scientists (Paula Tallal, Michael Merzenich, William Jenkins and Steve Miller).

To date, nearly three million children in 55 countries have received Fast ForWord® interventions. On any given school day approximately 100,000 children log in to train on one of twelve Fast ForWord®Language, Literacy or Reading programs. More recently, Fast ForWord® language and reading programs are being used increasingly as an effective method for improving English as a second language (ESL), including success for ESL children whose first language is non-alphabetic.

Introduction

When we began our collaboration in 1993, the now rapidly growing fields of “cognitive neurotherapeutics” and “neuroeducation” did not exist, nor did the concept of using neuroplasticity-based training to improve “brain fitness”. The methods we developed, and subsequently were the basis of over 50 patents, were the first to use video gaming technologies with the explicit goal of improving human performance.

Research on Language Development and Disorders

The most basic unit of any language is the phoneme, the smallest unit of sound that can change the meaning of a word. For alphabetic languages, in order to learn how to read and become a proficient reader the child must become aware that words can be segmented into smaller units of sound (phonemes) and it is these sounds that the letters represent. This is referred to as phonological awareness. Phonemes are the basic building blocks for spoken language, as well as for alphabetic written languages.

Research on Neuroplasticity-Based Training

Neurophysiologists have mapped the features of the sensory world at the single cell level. This research has shown that within each sensory modality the features that represent the physical world come to be mapped at the cellular level in a highly organized fashion.

The Birth of Fast ForWord®: Translating Theory into Practice

Considering the amount of speech directed to the infant, it is easy to understand how important speech is in shaping the auditory cortex during critical periods of human development.

Designing Neuroplasticity-Based Training Games

For our first study we designed and developed a series of verbal training exercises ranging from speech discrimination to grammatical comprehension, disguised as “games”. Some of these games were implemented on computers, while trained professionals using tape-recorded stimuli presented others.

The First Laboratory Studies: Rutgers Summer Camps 1994–1995

Our initial laboratory studies were conducted with children who each met the criteria for language learning impairment (LLI). Two groups matched on age, IQ and language skills were quasi-randomly assigned to receive the same language intervention program.

Scaling Up: The “Neurotherapeutic Revolution”

  • Fast ForWord® Language v1
  • First Multi-site Clinical Field Trial (1996–1997)
It is one thing to obtain results in well-controlled studies in a research laboratory under the direct supervision of skilled research scientists. It is quite another to demonstrate that efficacy can be achieve in “real-world” clinics and classrooms where children most commonly receive intervention. Soon after founding Scientific Learning Corporation (SLC) our first goal was to convert the games used in our laboratory studies into a fully computerized training program (Fast ForWord® Language v1), and then to conduct large-scale field trials in clinical and educational settings to assess its “real-world” efficacy.

Independent Agency Evaluations of Fast ForWord®

Studies on the effectiveness of educational and/or clinical interventions are inherently difficult, in part because of the many skill sets and multidisciplinary collaborations required to conduct these studies in “real- world” clinics and school settings. Before introducing a new method, curriculum or product, schools have to answer a practical question: does the new approach leads to better outcomes for their students than whatever intervention strategies they currently have in place? In translating research from the laboratory to classrooms, we have found that most school administrators and curriculum directors are only willing to make important decisions for their school after they have conducted their own, internal, independent study.

Cognitive Neurotherapeutics: The Challenges of Translation

The biggest challenge we have faced along our journey to translate our laboratory research into real world settings has been negotiating the torturous path between the world of our scientific colleagues, as compared to the very different world of K-12 educators and clinicians who make the decisions about whether our products will be offered to the children who could benefit from them. Nowhere have these different worlds collided more directly than when it comes to assessing and reporting the efficacy of Fast ForWord® products.

To Learn more about The Birth of Neuroplasticity Interventions. Download the PDF Article (there is a publishers charge)  Click here