Student/Parent Handbook | Calendar | Directory | FirstClass | Search
 
Discover HSC | Admissions | On Campus | Supporting HSC | News & Events | Parents' Guild | Alumni | Crescendo Concerts Series
 
     
 


BRAIN LEARNING AND APPLICATIONS INSTITUTE AGENDA AS OF JUNE 22, 2011.

DAY 1 ~ August 23, 2011
Time Session Speaker Topic/ Title Description
8:00 AM Registration and refreshments      
8:40 AM Welcome HSC    
8:50 AM Overview and Introduction Greenleaf    
8:55 AM Keynote #1 Willis Getting and Keeping Students' Attention Experience the power of the “alien” that controls what information gets into your brain, and the brains of learners. Once you experience your own attention editor, you’ll learn what it takes to make the “cut” and how to use strategies to be sure learners’ brains "want to know what you have to teach".
9:40 AM Break coffee / tea / snacks / etc.   BOOK SALES OPEN  
10:00 AM Concurrent Session #11 Willis Impact of Emotion on the Brain's Direction of Academic, Social and Emotional Success Some students come to us already discouraged, with negative baggage about their own potential, school in general, or the subjects we teach. How can we change that negativity to motivation? You will learn how to connect with students' curiosity, help them recognize incremental progress, and use other neuro-logical strategies to reverse negativity and sustain a positive attitude.
  Concurrent Session #12 Sprenger Differentiation: How the Brain Learns Best This presentation provides an essential overview of~how [Marker]the brain processes, stores, and retains information, and how teachers can guide students in accessing this information by utilizing their individual learning styles and strengths. Participants will be given practical strategies and applications for accessing these "sensory pathways," connecting learned content to the real world.
  Concurrent Session #13 Roth Creating Brains that Reign! Brain research continues to enlighten us daily, so how does this impact teaching? Oh, the things we can do with what we know! This workshop will provide you with specific information and strategies to deliver brain-powered™ instruction!
  Concurrent Session #14 Greenleaf Brain Based Teaching: Making Connections for Long-Term Memory & Recall The best of neuroscience and educational studies rolled into one. "How do we frame existing lessons and activities so that all learners become engaged in learning for memory, recall and transfer?" Multiple strategies overlapping brain research and educational best practices are explored for next day or next unit application.
11:30 PM Lunch      
12:30 PM Concurrent Session #21 Willis Maximizing Memory We’ve learned that the brain’s power to change academic, social, and emotional intelligence using strategies that build mental muscle. You’ll dive into the structure and function of the brain, as you discover how memories are formed and how skills are learned. With this knowledge, you’ll leave ready to help your students discover how to build memories that last far beyond the test.
  Concurrent Session #22 Sprenger Becoming a WIZ at Brain-Based Teaching This user-friendly presentation discusses expert findings about brain growth, structure, and functions to help teachers and administrators foster a love of learning in all students. By creating an enriched, brain-compatible environment, educators can effectively counter such existing negative influences as stress, sleep deprivation, poor nutrition, and genetic predisposition to disorders in order to cultivate successful lifelong learning.
  Concurrent Session #23 Roth Planning with Power Data is overwhelming and makes our heads spin… it’s time to make sense of it… learn what it’s telling us… then plan brain-powered™ rigorous and relevant lessons to rocket student performance!
1:50 PM Break coffee / tea / snacks / etc.    BOOK SALES OPEN  
2:10 PM Concurrent Session #31 Willis Participation and Mistakes are Keys to Learning and Intelligence The brain constructs memory and intelligence through active participation where all students participate and receive timely feedback about the accuracy of those predictions. Making a mistake in front of peers is one of the greatest fears of students. This session pertains getting all learners to participate fully and even risk making mistakes, because, “only the person who thinks, learns”.
  Concurrent Session #32 Sprenger Wiring the Brain for Reading Reading is a very rich, complex, and cognitive act. The brain is hardwired for spoken language but not for reading. Yet reading skills serve as the primary foundation of all school-based learning. Current research on how the brain learns to read points to exciting opportunities for helping educators increase student achievement.
  Concurrent Session #33 Roth Brain Powered Strategies to Engage All Learners Looking for innovative strategies to get your students excited about learning and involved in what you are teaching? Are you going home tired instead of your students? If so, this workshop is for you!  Learn how to raise the level of engagement, differentiate your instruction and make learning powerful by having students take ownership of their own learning.
  Concurrent Session #34 Greenleaf Memory, Recall, the Brain & Learning: The Nonlinguistic and Visual Attributes of Memory and Recall The conscious mind works primarily through image and emotion. Nonlinguistic representations impact learning up to 26% in student performance outcomes. What dual-coding strategies engage the mind? Can we merge instructional strategies research with recent neuroscience to generate "Minds-On" learning? Are there some learners that would benefit from bi-modal approaches to processing and interpreting information? We’ll explore several ways to make this happen.
3:30 PM        
3:45 PM Keynote #2 Sprenger Understanding the Digital Brain The fundamental characteristics of the digital generation will be explored along with suggested modifications for educational procedures and strategies. Gain an understanding of how the digital brain thinks and learns in order to prepare our students for the 21st century. Balancing this generation’s need for digital connectedness with the need for face to face contact is the challenge that is addressed.
4:30 PM Day Ends      

DAY 2 ~ August 24, 2011
Time Session Speaker Topic/Title  
8:00 AM Registration and refreshments   BOOK SALES OPEN  
8:30 AM Keynote #4 Williams My Brain in Space  
9:30 AM Break coffee / tea / snacks / etc.    BOOK SALES OPEN  
9:45 AM Concurrent Session #41 Burns Brain Basics and Beyond: Strategies and Applications for Engaged Learning Effective instruction requires ways and means to keep students physically and emotionally involved in the learning process. To do so requires both the knowledge and the skills to effortlessly gain and hold student attention, while ensuring that the learning sticks. This fast-paced and engaging workshop focuses on the “whys” and “wherefores” of such a strategic approach to classroom instruction.
  Concurrent Session #42 Williams Motivation & Peak Performance – Reaching for the Stars Williams understands what is involved in achieving peak personal performance: endurance, persistence, and the ability to overcome obstacles. He believes success is built on a combination of effective judgment, skill, and knowledge. Williams shows you how to manage emotional energy for yourself and your team.
  Concurrent Session #43 Kalbfleisch Constructivist Learning Our brains want stories. This presentation will review evidence from humans and other creatures who help show us why stories are not only vital to the preservation of our cultures, traditions, social networks, and families, but our brains as well. Constructivist learning is based upon the idea that meaningful learning occurs as a function of experience, of an individual’s subjective interaction with his or her environment. This impacts direct learning as well how an individual’s imagination is entrained in the process. Educators experience a sense of intuitive knowing and affirmation when they witness those powerful moments in their students. Following the tenet that the central nervous system is an endogenous heuristic for understanding meaning making (Kalbfleisch, 2008, 2009), the audience will leave with fresh thinking about the role of memory in learning and how the visual environment influences reasoning. This session will take a thoughtful look at how we think about teaching in a new paradigm guided by neuroscience that gives a different perspective on the power and purpose of story.
  Concurrent Session #44 Roth Engage Me, Please! Are you ready to learn the importance of engaging the brain and what it takes to engage it?  Are you struggling with what to do with worksheets besides the actual worksheet? Worksheets are a wonderful resource... now let's cut them up and turn them into engaging lessons that capture the brains attention, thus increasing student performance, motivation and love for learning!
11:05 AM Break coffee / tea / snacKs / etc. BOOK SALES OPEN  
11:25 AM Concurrent Session #51 Burns Three Brains are Better Than One: Integrating Brain, Body and Heart Intelligences Peak Performance, The Zone, and Optima-Learning share similar traits, the most important of which is that the body (“gut-brain”), brain, and heart (literally, the “heart-brain”) work together in an optimized, entrained manner. This workshop provides both a brief description of the research undergirding these performance states and methods that can be usefully applied in any setting: the classroom, athletic field, performance hall, work, and home.
  Concurrent Sesssion #52 Kalbfleisch Reasoning and Thinking: Colour and Contrast in the Environment  
  Concurrent Session #53 Roth Stress, Emotions and the Brain  
  Concurrent Session #54 Greenleaf Creating and Changing Mindsets: Strategies for Long-Term Impact Upon Achievement, Motivation, and Relationship Building Focusing upon student behaviors seldom prevents recurrences. We may subdue, but experience suggests behaviors return. People learn, act out, disrupt, etc. as a result of the internal movies that play in the mind. These movies generate behaviors. Changing behaviors (attitudes/choices), long term, through the "Movies of the Mind" can be done. Creating "Can-Do" attitudes is a process we can influence!
12:45 PM Lunch   BOOK SALES OPEN  
1:45 PM General Session Greenleaf Introduction  
1:50 PM Keynote #3 Burns It's About Balance: Stress-Hardiness and Wellbeing for Educators Stress is a fact of life: No stress, no life. That’s the good news. The not-so-good news is that distress, or carry-over stress, can wreak havoc on body, mind, and spirit if minimized or ignored. The good news is this: small changes, specifically applied, have been shown to produce positive results in stress reduction, health improvement, and enhanced overall wellbeing. From a synthesis of research in fields such as stress management, human resiliency, wellness, martial arts, exercise physiology, psychoneuroimmunology (PNI), the brain sciences, neurofeedback, and positive psychology, come key principles and highly user-friendly techniques that can make a decided difference in bringing about a calmer, more energized, and balanced approach to living and learning.
2:40 PM Closing Announcements Brenda Closing Remarks  
2:45 PM Break coffee / tea / snacks / etc. BOOK SALES CLOSE AT END OF BREAK  
3:00 PM Concurrent Session #61 Burns Keys to Engaged, Enjoyable Learning Using Movement, Rhythm, Music and Play in the Classroom Margaret Mead, the famous cross-cultural anthropologist, once stated that “the only purpose of education is to make learning enjoyable.” It is clear: enjoyment energizes and optimizes the brain for learning, recall, and performance. This workshop provides a brief framework (theory, research, application) for the use of enjoyment as an effective enhancement strategy in the classroom and every other area of life. Join us for a rollicking good time as we move, create, and play together!
  Concurrent Session #62 Kalbfleisch Twice Exceptional Brains This workshop will explore the current state of research on highly able children with dyslexia, ADHD, and autism spectrum disorders. Cognitive neuroscience is beginning to glean insight into how the behaviors of these children which support learning are both similar and different to typically developing children. Why do they seem to be naturally strong when it comes to thinking innovatively? Why do they appear most naturally successful in fields that require visual and creative thinking? What issues are presented by this subgroup that may require some specific accommodations in identification, service delivery models, counseling or curriculum? This talk will differentiate some of those characteristics behaviorally and neurally and challenge participants to redefine their perceptions of these students and assist in their present and future success.
4:30 PM Day Ends Institute Ends Thank you for attending.  

 
  © 2011 Hillfield Strathallan College. 299 Fennell Avenue West, Hamilton, ON L9C 1G3 | Tel: (905) 389-1367 | Privacy Statement
Affiliations, Accreditations & Links: CAIS | CIS | CCMA