September 26, 2006
:anyone:
The trend over the past century and longer has been to inservice or present staff development to teachers by the most cost effective means possible. Cost effective should not be construed as the cheapest dollar spent. Yet...we have never looked at schools and teaching as a business where the best and the brightest resources as sought and great change occurs.
If classroom teachers could meet with the finest experts in their field and spent some time with them along with their own collegues that would be great. I would like to recommend a workshop that I feel would benefit most every teacher. This could if implemented properly made a big difference in the understanding of learning for you and your students.
Rob:yes:
The fall program is listed below, and it has some very interesting new research. Hope you can make it in November. Please write or call with any questions. Regards, Anne 617 388-0906
LEARNING & the BRAIN Optimizing the Brain and Body for Learning
A National Conference for Educators and Clinicians
Conference: November 9th, 7:00 p.m. through November 11th, 4:30 p.m.
Westin Boston Waterfront Hotel, Boston, MA
http://www.edupr.com
WITH THE COOPERATION OF
* Mind, Brain, Education Program, Harvard Graduate School of Education
* Comer School Development Program, Child Study Center, Yale School of Medicine
* Dana Alliance for Brain Initiatives, The Dana Foundation
* Stanford University School of Education
* Neuroscience Research Institute, University of California, Santa Barbara
* School of Education, Boston University
* Department of Communications Disorders, Sargent College, Boston University
* NASSP
LEARN FROM A DISTINGUISHED CONFERENCE FACULTY
http://www.edupr.com
GENDER BRAIN DIFFERENCES
Brain Processing & Gender Differences in School Test Performance
Stephen M. Camarata, Ph.D., Deputy Director for Behavioral Research, Vanderbilt Brain Institute; Director of the Late Talkers Clinic; Director, Communication and Learning Research Program, Vanderbilt Kennedy Center for Research on Human Development, Vanderbilt University
BRAIN DEVELOPMENT & LEARNING
Healthy Brain Development: New Insights into Child & Adolescent Minds and Intelligence
Jay N. Giedd, M.D., Child and Adolescent Psychiatrist; Chief, Brain Imaging in the Child Psychiatry Branch, NIMH, National Institutes of Health; whose research focuses on the biological basis of cognitive, emotional, and behavioral disorders and brain development in children and adolescents
Boosting Life-long Learning & Brain Health
Paul D. Nussbaum, Ph.D. Clinical Neuropsychologist; Adjunct Associate Professor in Neurological Surgery, University of Pittsburgh School of Medicine; author of Brain Health & Wellness (2003) & Guide to Brain Health Across the Lifespan (2005)
Developing Sharper Minds: Effects of Lifestyle Choices on Brain and Cognitive Function
Gary W. Small, M.D., Professor of Psychiatry and Biobehavioral Sciences; Director of the Aging and Memory Research Center, Institute for Neuroscience and Human Behavior; Director, Memory Clinic, UCLA; author of The Longevity Bible: 8 Essential Strategies for Keeping Your Mind Sharp and Your Body Young (2006), The Memory Prescription (2004) and The Memory Bible (2003)
Developing Healthy Brains for Learning: Connecting Brain Research with Children's Developmental Pathways for Effective Teaching
Fay E. Brown, Ph.D., Associate Research Scientist; Director, Child and Adolescent Development, James Comer School Development Program, Yale Child Study Center, Yale University School of Medicine; and Mariale M. Hardiman, Ed.D., Assistant Dean of Urban School Partnerships, The Johns Hopkins University; author of Connecting Brain Research with Effective Teaching (2003)
Translating Learning Science into Usable Learner-Centered Design Tools for Educators
Michael W. Connell, Ed.M., Ed.D. Assistant Professor, Educational Neuroscience Department, Dartmouth College; Co-author with Howard Gardner of "On Abilities & Domains" (2003, The Psychology of Abilities, Competencies & Expertise)
Wellness in Schools: Creating Enriched, Healing Environments for Learning and LD
Susan Frey, Ph.D., ND, RN, LMT, Founder/Director, Avalon Health; researcher in learning evironments and design; author of "Healing Environments for Integrative Healthcare" (2006, Humanizing Healthcare, Volume One), and The Road to Avalon II: Cultivating Spirituality in the Classroom (Revised 2000)
BRAIN, BODY and EMOTIIONS
From Stressed-out to Stress-hardy: Nurturing Resilience and Learning
Robert B. Brooks, Ph.D., Assistant Clinical Professor of Psychology, Harvard Medical School; co-author of Power of Resilience (2003) and Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child (2001); author of The Self-Esteem Teacher (1991)
The Biology of Stress: Implications for Emotions and Health
Esther M. Sternberg, M.D., Chief, Neuroendocrine Immunology and Behavior, National Institute of Mental Health, National Institutes of Health; internationally recognized for her discoveries in brain-immune interactions and the effects of the brain's stress response on health and the science of the mind-body interaction; author of The Balance Within: The Science Connecting Health and Emotions (2000)
"Play=Learning": How Play Enhances Cognitive and Emotional Growth
Kathy Hirsh-Pasek, Ph.D., Professor, Department of Psychology; Director, Infant Language Laboratory, Temple University; Associate Editor, Child Development Journal; Co-Founder, Center for the Improvement of Resources for Children's Lives; co-author of Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth (2006), Action Meets Word (2006), Einstein Never Used Flash Cards (2003), and How Babies Talk (2000)
:holiday:
Emotions & the Brain
Jerome Kagan, Ph.D., Daniel and Amy Starch Professor of Psychology Emeritus, Harvard University; author of An Argument for Mind (2006), Surprise, Uncertainty, and Mental Structures (2002) and Three Seductive Ideas (1998); co-author of The Long Shadow of Temperament (2004)
The Overweight Epidemic Among Children and Youth in the United States: Causes and
Opportunities for Prevention
Steven Gortmaker, Ph.D., Professor of the Practice of Health Sociology, Department of Society, Human Development, and Health; Director, Prevention Research Center on Nutrition and Physical Activity, Harvard University School of Public Health; co-author of "Preventing obesity in children and adolescents" (2001, Annual Review of Public Health), and "When children eat what they watch: impact of television viewing on dietary intake in youth" (2006, Arch. Pediatric Adolescent Medicine)
The Neurobiology of Childhood Trauma: New Frontiers in Treatment
Bessel van der Kolk, M.D., Clinical Psychiatrist; Professor of Psychiatry, Boston University School of Medicine; Founder and Medical Director, The Trauma Center, Justice Resource Institute (JRI); Co-Director, National Child Traumatic Stress Network Community Program; author of Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society (1996)
Teaching in Turbulent Times: What the Brain Tells Us about Living and Learning on Planet Trauma
Regalena Melrose, Ph.D., Licensed Clinical Psychologist; former School Psychologist at Long Beach Unified School District; author of Why Students Underachieve: What Educators and Parents Can Do About It (2006)
Outside the Moral Circle: Children's Feeling of Value and Self-Reflection
Thomas J. Cottle, Ph.D., Professor of Education, School of Education, Boston University; sociologist and licensed clinical psychologist; author of more than 30 books, including: When the Music Stopped: Discovering My Mother (2004) and Sense of Self: A Work of Affirmation (2003); Winner of a 2004 Award for Distinguished Prose from Antioch Review (Continued on next post)