CenterPoint: The Newsletter of The University of Maine Center for Community Inclusion and Disability Studies

Picture a typical day in your local public school: the teacher is standing at the front of the room talking; many of the students are sitting quietly; a couple are looking out the window; one is doodling; and one is squeezing a Koosh Ball®. Who is learning the most?

Many of us grew up believing that learning happens best when the teacher speaks and the student sits quietly and listens. This idea is being challenged by brain-based learning literature and as a result, new options for effective inclusive practice are emerging. Questioning, thinking aloud, and yes—even doodling, looking away and talking about one’s learning, can all enhance academic success.
Brain research suggests that effective classroom strategies incorporate movement, social interaction, “down time,” sensory regulation, and celebration. In a time when it is tempting to focus solely on increased testing, budget constraints, and rigid accountability measures, brain-based learning creates positive strategies that benefit teachers and students alike.

Brain research is revitalizing The Center for Community Inclusion and Disability Studies’ (CCIDS) approach to creating inclusive classrooms for all students in Maine. There are two compelling reasons CCIDS has embraced brain research: (1) when general educators use brain-based teaching strategies, a classroom environment is created that is naturally welcoming to students with disabilities; and (2) brain-based behavior strategies are compatible with non-coercive practices known as “positive supports.”

Brain-based learning translates findings of neuroscience research regarding emotions, cognition, and memory into daily classroom practices. A teacher using brain-based strategies provides multi-sensory options, such as graphic organizers, mind maps, music, audio books, and discussion groups. When all members of the class are engaged in a variety of tasks, when physical movement is facilitated, and sensory accommodations are made for everyone, the classroom becomes an inherently inclusive environment. The inclusive education team at CCIDS is building the capacity of educators to enrich their instruction by incorporating a multitude of brain-based strategies into daily classroom practice. Consequently, opportunities for students with disabilities to access curricular content and full academic and social participation are increased.

The influence of brain research on the effective interpretation of behavior is encouraging for those who value a positive, non-aversive approach to classroom discipline. These strategies recognize that threats and punishment disguised as “consequences” negatively impact learning, cognitive development, and emotional literacy. Behavior strategies do not happen in isolation from a teacher’s relationship with students. Recognizing that neural pathways develop and strengthen over time in response to experience helps educators understand that relationships matter. Patience, kindness, and consistency in all interactions, change the student’s brain, as well as his or her behavior. Additionally, the way a student talks to him or herself, directly impacts the flow of neurotransmitters in the body, impacting mood, emotions, and the ability to make healthy choices at any particular moment.

For example, “Time-Out” is a strategy designed to allow a student time for reflection and “cooling off” after a problematic episode. Time-Out requires that the student possess the emotional and cognitive skills necessary to calm him or herself, sequence events in memory, compare the problem behavior with better options, and productively plan for the next time. Researchers now recognize that the internal dialogue running through a student’s head impacts the chemical mix of neurotransmitters being secreted through the body. The quality of this internal dialogue can limit access to the frontal lobe, impeding rational thought and reasoning. Consequently, reflective and productive thoughts about the student’s own behavior may not occur. We must help a student change the inner dialogue, which will change the “chemical mix” which will in turn, change the behavior. Interestingly, whether one “believes” in Time-Out is less important than recognizing that Time-Out by itself, may not be teaching students the emotional and social skills they need to be successful in their schools and communities.

Research in neuroscience encompasses a vast range of topics from the chemicals being transmitted in our cells, to the wiring of emotions; and from the storage of memory, to identifying which parts of the brain are involved in decoding new words (Carlson, 2004; Jensen, 2004; Lyon & Rumsey, 1996). Each new finding inspires translation to classroom practice (Bailey, 2002; Jensen, 2004; Wolfe 2001). As CCIDS provides training and technical assistance to individuals in school and community settings, emerging research continues to inform our approach.

Resources
Bailey, B. (2001). Conscious Discipline, 7 Basic Skills for Brain Smart Classroom Management. Oviedo FL: Loving Guidance Press.

Carlson, N. (2004). Physiology of Behavior, (8th ed.) Boston, MA: Allyn & Bacon Publishers.

Greene, R. (2001). The Explosive Child (2nd ed.). New York: Harper Collins Publishers.

Jensen, E. (2004). Brain-based Learning (2nd ed.). San Diego, CA: The Brain Store.

Lyon, G.R., & Rumsey, J.M. (Eds.). (1996). Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children. Baltimore, MD: Paul H. Brookes Publishing.

Manning, B., & Payne, B. (1996). Self Talk for Students and Teachers, Metacognitive Strategies for Personal and Classroom Use. Boston, MA: Allyn & Bacon Publishers.

Wolfe, P. (2001). Brain Matters Translating Research into Classroom Practice. Alexandria VA: ASCD.

In This Issue

Lastest Brain Research Informs Best Practices


In This Issue Fall/Winter 2005 Volume 1 • Issue 2 Professors Receive Allan Meyers Award Director’s Corner UM Students Receive National Award Center Updates Acronym Prevention Center of Excellence $2.9M Reading Program Grant Director Named AUCD President New Leadership for CAC Search Tool Facilitates Access to MEC Training Grant to Increase Access to Volunteer Opportunities Intervention Methods Subject of Conference Screening Instrument Under Development Co-Instructional Model Developed by CCIDS Center Staff Star in New Video Guest Column: CAC Member Tours South Africa Brain Research Informs Best Practice Partnership for EC Health Formed Presentations & Publications CenterPoint Home	Center Home \| UMaine Home \| CenterPoint Home Lastest Brain Research Informs Best Practices Picture a typical day in your local public school: the teacher is standing at the front of the room talking; many of the students are sitting quietly; a couple are looking out the window; one is doodling; and one is squeezing a Koosh Ball®. Who is learning the most? Many of us grew up believing that learning happens best when the teacher speaks and the student sits quietly and listens. This idea is being challenged by brain-based learning literature and as a result, new options for effective inclusive practice are emerging. Questioning, thinking aloud, and yes—even doodling, looking away and talking about one’s learning, can all enhance academic success. Brain research suggests that effective classroom strategies incorporate movement, social interaction, “down time,” sensory regulation, and celebration. In a time when it is tempting to focus solely on increased testing, budget constraints, and rigid accountability measures, brain-based learning creates positive strategies that benefit teachers and students alike. Brain research is revitalizing The Center for Community Inclusion and Disability Studies’ (CCIDS) approach to creating inclusive classrooms for all students in Maine. There are two compelling reasons CCIDS has embraced brain research: (1) when general educators use brain-based teaching strategies, a classroom environment is created that is naturally welcoming to students with disabilities; and (2) brain-based behavior strategies are compatible with non-coercive practices known as “positive supports.” Brain-based learning translates findings of neuroscience research regarding emotions, cognition, and memory into daily classroom practices. A teacher using brain-based strategies provides multi-sensory options, such as graphic organizers, mind maps, music, audio books, and discussion groups. When all members of the class are engaged in a variety of tasks, when physical movement is facilitated, and sensory accommodations are made for everyone, the classroom becomes an inherently inclusive environment. The inclusive education team at CCIDS is building the capacity of educators to enrich their instruction by incorporating a multitude of brain-based strategies into daily classroom practice. Consequently, opportunities for students with disabilities to access curricular content and full academic and social participation are increased. The influence of brain research on the effective interpretation of behavior is encouraging for those who value a positive, non-aversive approach to classroom discipline. These strategies recognize that threats and punishment disguised as “consequences” negatively impact learning, cognitive development, and emotional literacy. Behavior strategies do not happen in isolation from a teacher’s relationship with students. Recognizing that neural pathways develop and strengthen over time in response to experience helps educators understand that relationships matter. Patience, kindness, and consistency in all interactions, change the student’s brain, as well as his or her behavior. Additionally, the way a student talks to him or herself, directly impacts the flow of neurotransmitters in the body, impacting mood, emotions, and the ability to make healthy choices at any particular moment. For example, “Time-Out” is a strategy designed to allow a student time for reflection and “cooling off” after a problematic episode. Time-Out requires that the student possess the emotional and cognitive skills necessary to calm him or herself, sequence events in memory, compare the problem behavior with better options, and productively plan for the next time. Researchers now recognize that the internal dialogue running through a student’s head impacts the chemical mix of neurotransmitters being secreted through the body. The quality of this internal dialogue can limit access to the frontal lobe, impeding rational thought and reasoning. Consequently, reflective and productive thoughts about the student’s own behavior may not occur. We must help a student change the inner dialogue, which will change the “chemical mix” which will in turn, change the behavior. Interestingly, whether one “believes” in Time-Out is less important than recognizing that Time-Out by itself, may not be teaching students the emotional and social skills they need to be successful in their schools and communities. Research in neuroscience encompasses a vast range of topics from the chemicals being transmitted in our cells, to the wiring of emotions; and from the storage of memory, to identifying which parts of the brain are involved in decoding new words (Carlson, 2004; Jensen, 2004; Lyon & Rumsey, 1996). Each new finding inspires translation to classroom practice (Bailey, 2002; Jensen, 2004; Wolfe 2001). As CCIDS provides training and technical assistance to individuals in school and community settings, emerging research continues to inform our approach. — Maria Timberlake Resources Bailey, B. (2001). Conscious Discipline, 7 Basic Skills for Brain Smart Classroom Management. Oviedo FL: Loving Guidance Press. Carlson, N. (2004). Physiology of Behavior, (8th ed.) Boston, MA: Allyn & Bacon Publishers. Greene, R. (2001). The Explosive Child (2nd ed.). New York: Harper Collins Publishers. Jensen, E. (2004). Brain-based Learning (2nd ed.). San Diego, CA: The Brain Store. Lyon, G.R., & Rumsey, J.M. (Eds.). (1996). Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children. Baltimore, MD: Paul H. Brookes Publishing. Manning, B., & Payne, B. (1996). Self Talk for Students and Teachers, Metacognitive Strategies for Personal and Classroom Use. Boston, MA: Allyn & Bacon Publishers. Wolfe, P. (2001). Brain Matters Translating Research into Classroom Practice. Alexandria VA: ASCD.

CENTERPOINT: The Newsletter of The University of Maine Center for Community Inclusion and Disability Studies, Maine’s University Center for Excellence in Developmental Disabilities Education, Research, and Service