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	<title>Lesson Upgrades &#187; brain compatible learning</title>
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	<description>Education for the 21st Century</description>
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		<title>Using iTunes U to Develop Symphony Without an iPad</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/using-itunes-u-to-develop-symphony-without-an-ipad/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/using-itunes-u-to-develop-symphony-without-an-ipad/#comments</comments>
		<pubDate>Thu, 26 Aug 2010 11:09:48 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[brain compatible learning]]></category>

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		<description><![CDATA[Apple&#8217;s iPad has taken the world by storm, and it seems that educators everywhere are fascinated by the device. At Julia Green Elementary school in Nashville, Apple&#8217;s iPad will be utilized in all of their kindergarten classrooms.  Students will be able to use the technology to surf the web, access iTunes U, and create their own content.  Educators at Julia Green say that this type of technology is essential in preparing students for the global economy. In A Whole New Mind, Dan Pink cites the aptitude of symphony as the ability to look at vast amounts of information and to find meaningful patterns.  As I read about iPads in the classroom, the aptitude of symphony came to mind. With the deluge of information that comes across the screen of an iPad, how can we prepare students to process that information and make sense of it all? The obvious answer is to let our students use an iPad.  Principal Eileen Willis of Julia Green calls this the process of developing &#8220;global mindedness&#8221; and &#8220;preparing children to be in this world&#8221;. But what about the rest of us who do not have the resources to provide an iPad for our students to [...]]]></description>
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		<title>Success Gets into Your Head-and Changes It &#8211; Harvard Business Review</title>
		<link>http://lessonupgrades.com/general/success-gets-into-your-head-and-changes-it-harvard-business-review/</link>
		<comments>http://lessonupgrades.com/general/success-gets-into-your-head-and-changes-it-harvard-business-review/#comments</comments>
		<pubDate>Wed, 05 May 2010 10:27:10 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[brain compatible learning]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1078</guid>
		<description><![CDATA[This is an interesting article with evidence that should fundamentally affect the way we teach. Research by MIT neuroscientists shows that our brain actually rewires in response to success.  Now that may not seem groundbreaking, but the corresponding finding might surprise you.  The brain does nothing in response to failure. In other words, if you perform a task and are successful at it, your brain physically changes.  And furthermore, those changes linger for several seconds, making a repeated success much more likely. This article caught my eye because I have always subscribed to the business mantra that &#8220;we learn more from our failures than our successes.&#8221;  But that is not true of your brain.  It actually learns more from success than from failure. The first person that made me question the validity of focusing on your mistakes was Dan Pink in his book Johnny Bunko.  It was Lesson Two: &#8220;Think strengths, not weaknesses&#8221;.  I think that many times I do the opposite.  I focus on my shortcomings.  And as an unfortunate result, I often encourage my students to focus on their own shortcomings.  &#8220;There&#8217;s no need to practice what you&#8217;re good at, practice on what you need to improve.&#8221; As [...]]]></description>
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		<title>Futurity.org – Brain map reveals biology of intelligence</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/futurity-org-%e2%80%93-brain-map-reveals-biology-of-intelligence/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/futurity-org-%e2%80%93-brain-map-reveals-biology-of-intelligence/#comments</comments>
		<pubDate>Sat, 10 Apr 2010 11:03:07 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[brain compatible learning]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=981</guid>
		<description><![CDATA[I found this article on brain research, and thought of A Whole New Mind. The general background of this research was to explore the correlation between IQ tests and brain usage.  Specifically, which brain regions affect our intelligence? The tentative conclusion: Intelligence is determined by a wide range of areas and the brain&#8217;s ability to effectively integrate them. As Dr. Adolphs stated: &#8220;&#8230;general intelligence depends on the brain’s ability to integrate—to pull together—several different kinds of processing, such as working memory.” Integration of brain regions.  Isn&#8217;t that Dan Pink&#8217;s point of developing our right-brain aptitudes? By developing design, story, symphony and others, we are pushing our students to integrate multiple brain-based skills.  Combining those aptitudes with left-brained activities should help them to integrate their full mind. Maybe I am reading too much into the study, but take a minute to read it yourself.  I think it will affect your approach to teaching. via Futurity.org – Brain map reveals biology of intelligence.]]></description>
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		<title>Book Review: Brain Matters: Translating Research into Classroom Practice</title>
		<link>http://lessonupgrades.com/general/book-review-brain-matters-translating-research-into-classroom-practice/</link>
		<comments>http://lessonupgrades.com/general/book-review-brain-matters-translating-research-into-classroom-practice/#comments</comments>
		<pubDate>Thu, 21 May 2009 19:03:00 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[General]]></category>
		<category><![CDATA[brain compatible learning]]></category>

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		<description><![CDATA[Brain Matters: Translating Research into Classroom Practice By: Patricia Wolfe As I continue to read about Brain-compatible learning, this book has helped me to get a firmer grasp of some of the research and how that research can be implemented in my classroom. The book itself is broken into three parts. Part I provides an understandable overview of the brain’s structure and how scientists study the physical elements of the brain. Have you ever been able to discuss the differences between a PET scan and an MRI? What about the Hippocampus versus the Parietal Lobes? This section helps you develop the vocabulary and procedural knowledge that allows you to further explore the implications of brain research on your classroom. Part II delves into the processing methods that the brain uses. This part really opened my eyes to the benefits of restructuring my delivery of information. By dividing the learning process into “sensory memory”, “working memory” and “long-term memory” the importance of a diversified, spiraled learning method is evident. The definition of sensory input as opposed to perception is enlightening, and permeates my students; learning success daily. Finally, the most practical part of the book, Part III, shares a number of [...]]]></description>
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		<title>Book Review: Introduction to Brain-Compatible Learning</title>
		<link>http://lessonupgrades.com/general/book-review-introduction-to-brain-compatible-learning/</link>
		<comments>http://lessonupgrades.com/general/book-review-introduction-to-brain-compatible-learning/#comments</comments>
		<pubDate>Wed, 20 May 2009 15:55:00 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[General]]></category>
		<category><![CDATA[brain compatible learning]]></category>

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		<description><![CDATA[Introduction to Brain-Compatible Learning By: Eric Jensen I read this book as an overview of brain-Compatible teaching. I definitely love the book. It is an easy, quick read. Plus it provides enough detail to get you started, but then jumps right into the implication for your classroom. The book begins with an overview of the movement towards Brain-Compatible teaching with a history of ideas relating to education and the study of the brain. Jensen provides a quick overview of the structure and functioning of the brain, providing recent research that shatters much of our strong-held beliefs about the brain. Case-in-point: You actually grow brain cells throughout your life. Therefore factors such as nutrition, exercise, and environmental stimuli can actually help you grow more brain cells! The vast majority of the book is divided into seven principles that serve as the foundation for Brain-Compatible teaching. It is here that the book truly becomes an effective tool. Here is an example: The Principle of Memory Malleability The author spends about one-and-a-half pages describing the background of the principle and offers research to back his statements. Basically memories change and are imperfect. Then: Implications for Educators The author takes the research and applies [...]]]></description>
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