Thursday, 8 May

In class

  1. Whiteboard the learning outcomes for Unit 3.
  2. Practice juggling and cup stacking.
  3. Turn in your notebook.

Assignments

  1. Review for the Unit 3 exam next Wednesday and make your notecard.

Tuesday, 6 May

In class

  1. Watch This can damage your personality | Phineas Gage story and reflect on how this illustrates the concept of neuroplasticity.
  2. Read Train Your Brain, p. 230 – 231 and summarize activities we can do to keep our brain healthy in our advanced years.
  3. Prepare your notebook for collection next class.
  4. Practice time for juggling and/or cup stacking.
    • Watch some tutorial videos on cup stacking here.

Assignments

  1. Read and take notes on:
    • 12 Ways to Keep Your Brain Young, p. 232 – 233
    • How to Improve Cognitive Function, p. 234 – 238
  2. Update your notebook and have ready to turn in on Thursday.
Phineas Gage, in a photograph after his life-altering brain injury. Taken some time after 1849.
Phineas Gage, in a photograph after his life-altering brain injury. Taken some time after 1849.
Phineas Gage, in a photograph after his life-altering brain injury. Taken some time after 1849.

Friday, 2 May

In class

  1. Discuss Is the Internet Making Us Crazy?
  2. Watch:
  3. Outline a plan to learn how to juggle and/or cupstack.

Assignments

  1. Read and take notes in your notebook on How Juggling Can Increase Neuroplasticity p. 243 – 246.
MRI images of a patient that has undergone a hemispherectomy; the removal of one side of the brain.
MRI images of a patient that has undergone a hemispherectomy; the removal of one side of the brain.
MRI images of a patient that has undergone a hemispherectomy; the removal of one side of the brain.

Wednesday, 30 April

In class

  1. Whiteboard responses to the Inside the Teenage Brain analysis questions.
  2. Take the learning styles inventories:

Assignments

  1. Read and then summarize in your notebook the following two readings:
    • Is the Internet Making Us Crazy? p. 215 – 221
    • Why Young Brains… p. 222 – 223

Monday, 28 April

In class

  1. Watch the documentary Inside the Teenage Brain and then complete the analysis questions in your notebook.
Syndicated cartoon comic panel called off the mark cartoons created by Mark Parisi Atlantic Feature Syndicate dba Mark Parisi, 16 Slayton Road, Melrose, MA 02176-4222+1 (781) 665-4442, markparisi@aol.com
Syndicated cartoon comic panel called off the mark cartoons created by Mark Parisi Atlantic Feature Syndicate dba Mark Parisi, 16 Slayton Road, Melrose, MA 02176-4222+1 (781) 665-4442, markparisi@aol.com
Syndicated cartoon comic panel called off the mark cartoons created by Mark Parisi Atlantic Feature Syndicate dba Mark Parisi, 16 Slayton Road, Melrose, MA 02176-4222+1 (781) 665-4442, markparisi@aol.com

Thursday, 24 April

In class

  1. Create an Early Childhood Intervention Plan based upon the evidence of best practices discussed in the documentary last class.

Tuesday, 22 April

In class

  1. Discuss the AI reading and complete the reading comprehension questions with your assigned working group.
  2. Read through the Documentary Analysis questions for the program, Brain Matters | Early Childhood Development and discuss with your group how you will take notes.
  3. Watch Brain Matters | Early Childhood Development.

Assignments

  1. Begin the readings on the teenage brain development.
    • What Neuroscience Tells Us About the Teenage Brain, p. 192 – 197
    • This is How Your Brain Develops During Your Teenage Years, p. 198 – 200
    • The Teen Brain: 7 Things to Know, p. 201 – 202
The first years of our lives are crucial for proper brain development.
The first years of our lives are crucial for proper brain development.
The first years of our lives are crucial for proper brain development.

Thursday, 17 April

In class

  1. Make test corrections on the Unit 2 exam.
  2. Watch The Mozart of Chess and reflect upon Magnus Carlsen’s spatial intelligence.
  3. Test your spatial intelligence with a variety of activities.

Assignments

  1. Read and take notes on the following:
    • Images in the Mind’s Eye Are Quick Sketches… p. 176 – 178
    • Many People Have a Vivid ‘Mind’s Eye,’… p. 179 – 182
    • AI re-creates what people see by reading their brain scans p. 183 – 185
The Rubrik Cube and various interlocking metals pieces to be separated are examples of puzzles that require spacial intelligence.
The Rubrik Cube and various interlocking metals pieces to be separated are examples of puzzles that require spacial intelligence.
The Rubrik Cube and various interlocking metals pieces to be separated are examples of puzzles that require spacial intelligence.

Tuesday, 15 April

In class

  1. Turn in your Caffeine Consumption project analysis.
  2. Discuss the limitations of I.Q. tests.
  3. Take the E.Q. instruments and reflect upon your scores.
  4. Determine your learning style preferences by taking the Multiple Intelligences instrument.
  5. Begin work on the M.I. project posted in Classroom.

Assignments

  1. Read Multiple Intelligences: An Interview with Howard Gardner
Neuroscience has shown us that certain regions of the brain perform specific tasks. Gardner and his theory attempt to link learning styles to these regions.
Neuroscience has shown us that certain regions of the brain perform specific tasks. Gardner and his theory attempt to link learning styles to these regions.
Neuroscience has shown us that certain regions of the brain perform specific tasks. Gardner and his theory attempt to link learning styles to these regions.

Friday, 11 April

In class

  1. Define some working definitions for the concept of intelligence and discuss a bit of the history of how it has been measured.
  2. Take an IQ equivalance test at www.iqtest.com and reflect on the instrument and the score.
  3. Analyze a Mensa IQ equivalance test.

Assignments

  1. Read and take notes (using any method you prefer in your notebook) on
    • 100 Years of Intelligence Tests… p. 154 – 158.
    • Intelligence and Achievement Tests… p. 157 – 158.
  2. Type a short paper covering the Analysis questions for the caffeine or sugar project, print, and have ready to turn in next class.
I.Q. instruments have been researched for over 100 years and are quite well regarded for measuring a narrow range of abilities.
I.Q. instruments have been researched for over 100 years and are quite well regarded for measuring a narrow range of abilities.
I.Q. instruments have been researched for over 100 years and are quite well regarded for measuring a narrow range of abilities.

Monday, 7 April

In class

  1. Turn in your notebooks.
  2. Take the Unit 2 exam.
  3. Try the Brain Metrics Initiative IQ test and see where you fall on the percentile scale. (Note that you will not be able to get the IQ number score without paying. Just read the feedback given at the top of the screen.)