Artifact 1: Brian Based PD
ELEMENT B: Teachers link professional growth to their professional goals.
The first piece of evidence that supports standard IV, is teaching about the brain and conducting brain based learning strategies whether it be inside the classroom or outside the classroom. I have gone to multiple professional developments focused around the brain and the components of the brain. I teach my students about the brain and why we need to be mindful and take brain breaks throughout the day. It is very important to start the day with some kind of movement. At Cedaredge Elementary School we switch each day by doing outside movement, hallway movement and classroom movement. My professional goals are to become more mindful in everyday living and learning and teaching my students that as well. I am fascinated by this beautiful organ called the brain, and how it relates to learning intellectually, socially and emotionally. I think it is important to advocate for professional development that will improve student outcomes, and for me, it is learning more about brain function and how to meet the needs of my students and their brains.
This evidence supports Standard IV, element B. As the teacher, I engage students and apply the knowledge and skills learned through my professional development into my profession. We start the day by doing morning movement. After the physical activity to we turn the lights off to stretch led by a student leader that changes each day. I adapt my teaching skills from the professional development to meet the needs of my students. Implementing different instructional strategies based on current brain research, such as singing and moving helps students focus throughout the day.. As a class, we have come up with multiple songs to help our brains retain the information. These songs are displayed below. Creating activities based on the alignment with Colorado State Standards, and that fit the needs of students will have a positive impact on learning. Using movement and singing songs to help students remember lessons taught by implementing these engaging instructional, brain based strategies help in student retention.
My capstone project is based around the brain and how we can take what we know and incorporate movement and singing to help long-term retention. I take every chance I can get to attend professional developments that focus around brain based learning and relate that to my professional goals. Attending these seminars has highly increased my knowledge first, on how the brain operates, second on the strategies to teach students about their brains and finally sharing the information with my colleagues. Playing has a huge effect on the brain and it’s functions, so I go with them a run and play during recess. As for myself, brain breaks are essential in all human beings. I have a brain print outs in my room that educate and remind students that we need to learn new things everyday and grow the dendrites into “huge trees!” The synapses are the messages sent between the dendrites, so our job as educators is to change their brains every single day and build those synapses and dendrites. I will never stop improving my knowledge and research on the brain. In fact, I think more teachers should go to professional developments to learn about their brains and the brains of their students. Understanding why students need to feel good before learning can even take place will help many teachers with the struggle when a student is not paying attention or getting into mischief. Building those relationships is a huge component involving the brain that can make or break a student/teacher learning environment. A continued reflection on professional growth and having personal goals will only make you a better educator for our students of tomorrow.
ELEMENT B: Teachers link professional growth to their professional goals.
The first piece of evidence that supports standard IV, is teaching about the brain and conducting brain based learning strategies whether it be inside the classroom or outside the classroom. I have gone to multiple professional developments focused around the brain and the components of the brain. I teach my students about the brain and why we need to be mindful and take brain breaks throughout the day. It is very important to start the day with some kind of movement. At Cedaredge Elementary School we switch each day by doing outside movement, hallway movement and classroom movement. My professional goals are to become more mindful in everyday living and learning and teaching my students that as well. I am fascinated by this beautiful organ called the brain, and how it relates to learning intellectually, socially and emotionally. I think it is important to advocate for professional development that will improve student outcomes, and for me, it is learning more about brain function and how to meet the needs of my students and their brains.
This evidence supports Standard IV, element B. As the teacher, I engage students and apply the knowledge and skills learned through my professional development into my profession. We start the day by doing morning movement. After the physical activity to we turn the lights off to stretch led by a student leader that changes each day. I adapt my teaching skills from the professional development to meet the needs of my students. Implementing different instructional strategies based on current brain research, such as singing and moving helps students focus throughout the day.. As a class, we have come up with multiple songs to help our brains retain the information. These songs are displayed below. Creating activities based on the alignment with Colorado State Standards, and that fit the needs of students will have a positive impact on learning. Using movement and singing songs to help students remember lessons taught by implementing these engaging instructional, brain based strategies help in student retention.
My capstone project is based around the brain and how we can take what we know and incorporate movement and singing to help long-term retention. I take every chance I can get to attend professional developments that focus around brain based learning and relate that to my professional goals. Attending these seminars has highly increased my knowledge first, on how the brain operates, second on the strategies to teach students about their brains and finally sharing the information with my colleagues. Playing has a huge effect on the brain and it’s functions, so I go with them a run and play during recess. As for myself, brain breaks are essential in all human beings. I have a brain print outs in my room that educate and remind students that we need to learn new things everyday and grow the dendrites into “huge trees!” The synapses are the messages sent between the dendrites, so our job as educators is to change their brains every single day and build those synapses and dendrites. I will never stop improving my knowledge and research on the brain. In fact, I think more teachers should go to professional developments to learn about their brains and the brains of their students. Understanding why students need to feel good before learning can even take place will help many teachers with the struggle when a student is not paying attention or getting into mischief. Building those relationships is a huge component involving the brain that can make or break a student/teacher learning environment. A continued reflection on professional growth and having personal goals will only make you a better educator for our students of tomorrow.
*Some images above are courtesy of Shawna-Angelo. Occupational Therapist at Delta County School District 50J