http://edge.ascd.org/service/getFeed.kickAction?mediaType=VIDEO&quantity=25&as=127586 New videos from Judith_Willis on ASCD EDge Wed, 29 May 2013 02:11:44 GMT Wed, 29 May 2013 02:11:44 GMT website@ascd.org (ascdAdmin) website@ascd.org (ascdAdmin) KickApps Feed Builder 2013-05-29T02:11:44Z 26 http://edge.ascd.org/service/searchEverything.kickAction?as=127586&sortType=recent&tags=null 0 http://edge.ascd.org/_What-Are-Some-Myths-about-the-Brain/video/1835010/127586.html Video Clip Dr. Judy Willis How Can Parents Best Support Learning? From St. Michaels University School March 2013 http://www.youtube.com/watch?v=2GdufhdthFo&list=PLYtTgP6jqlP-LfvNxnxZQKfy5ydJ1-jY4 Video Clip Dr. Judy Willis How Can Parents Best Support Learning? From St. Michaels University School March 2013 http://www.youtube.com/watch?v=2GdufhdthFo&list=PLYtTgP6jqlP-LfvNxnxZQKfy5ydJ1-jY4 Wed, 29 May 2013 02:11:44 GMT http://edge.ascd.org/_What-Are-Some-Myths-about-the-Brain/video/1835010/127586.html Judith_Willis 2013-05-29T02:11:44Z ASCD EDge Video Clip Dr. Judy Willis How Can Parents Best Support Learning? From St. Michaels University School March 2013 http://www.youtube.com/watch?v=2GdufhdthFo&list=PLYtTgP6jqlP-LfvNxnxZQKfy5ydJ1-jY4 nonadult false What Are Some Myths about the Brain? video 19 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1835010 19069219 ASCD EDge Member 2000 90 http://edge.ascd.org/_Video-Clip-Dr-Judy-Willis-What-Do-Teachers-Need-to-Know-About-the-Brain/video/1835004/127586.html From St. Michaels University School March 2013 From St. Michaels University School March 2013 Wed, 29 May 2013 01:32:14 GMT http://edge.ascd.org/_Video-Clip-Dr-Judy-Willis-What-Do-Teachers-Need-to-Know-About-the-Brain/video/1835004/127586.html Judith_Willis 2013-05-29T01:32:14Z ASCD EDge From St. Michaels University School March 2013 nonadult false Video Clip Dr. Judy Willis What Do Teachers Need to Know About the Brain? video 39 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1835004 19069219 ASCD EDge Member 2000 146 http://edge.ascd.org/_RAD-HS-Literature-Poetry-Kip-Glazermov/video/1724521/127586.html Sat, 12 May 2012 17:16:26 GMT http://edge.ascd.org/_RAD-HS-Literature-Poetry-Kip-Glazermov/video/1724521/127586.html Judith_Willis 2012-05-12T17:16:26Z ASCD EDge nonadult false RAD HS Literature Poetry Kip Glazer.mov video 21 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1724521 19069219 ASCD EDge Member 2000 576 http://edge.ascd.org/_ABC-LATELINE-AUSTRALIA-interview-with-Dr-Judy-Willis-about-developing-brains/video/1723697/127586.html Thu, 10 May 2012 22:44:55 GMT http://edge.ascd.org/_ABC-LATELINE-AUSTRALIA-interview-with-Dr-Judy-Willis-about-developing-brains/video/1723697/127586.html Judith_Willis 2012-05-10T22:44:55Z ASCD EDge nonadult false ABC LATELINE AUSTRALIA: interview with Dr Judy Willis about developing brains video 257 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 1 0 1723697 19069219 ASCD EDge Member 2000 739 http://edge.ascd.org/_TEDx-Video-Dr-Judy-Willis-Feb-1-2012-PART-2/video/1702311/127586.html TEDx Video Dr. Judy Willis Feb 1, 2012 http://bit.ly/wlxLIC Topic “From Neuroscience Lab to the Classroom” TEDxEnola  TEDx Video Dr. Judy Willis Feb 1, 2012 http://bit.ly/wlxLIC Topic “From Neuroscience Lab to the Classroom” TEDxEnola  Tue, 13 Mar 2012 04:26:39 GMT http://edge.ascd.org/_TEDx-Video-Dr-Judy-Willis-Feb-1-2012-PART-2/video/1702311/127586.html Judith_Willis 2012-03-13T04:26:39Z ASCD EDge TEDx Video Dr. Judy Willis Feb 1, 2012 http://bit.ly/wlxLIC Topic “From Neuroscience Lab to the Classroom” TEDxEnola  nonadult false TEDx Video Dr. Judy Willis Feb 1, 2012 PART 2 video 68 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1702311 19069219 ASCD EDge Member 2000 710 http://edge.ascd.org/_Part-1-of-2-TEDxEnola-Dr-Judy-Willis-Feb-2012mov/video/1702307/127586.html Tue, 13 Mar 2012 00:13:12 GMT http://edge.ascd.org/_Part-1-of-2-TEDxEnola-Dr-Judy-Willis-Feb-2012mov/video/1702307/127586.html Judith_Willis 2012-03-13T00:13:12Z ASCD EDge nonadult false Part 1 of 2 TEDxEnola Dr. Judy Willis Feb 2012.mov video 34 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1702307 19069219 ASCD EDge Member 2000 20 http://edge.ascd.org/_Part-5-Building-the-Brains-Executive-Functions-for-21-Cent-Success-httpbitlyy0cWdZ/video/1676609/127586.html Five Part Video Series from Lower Canada College: One on One With Dr Judy Willis One on One with Dr. Judy Willis, MD, Med: Helping Students Develop Their Highest Cognitive Potentials Five Part Video Series from Lower Canada College: One on One With Dr Judy Willis One on One with Dr. Judy Willis, MD, Med: Helping Students Develop Their Highest Cognitive Potentials Sat, 14 Jan 2012 21:07:13 GMT http://edge.ascd.org/_Part-5-Building-the-Brains-Executive-Functions-for-21-Cent-Success-httpbitlyy0cWdZ/video/1676609/127586.html Judith_Willis 2012-01-14T21:07:13Z ASCD EDge Five Part Video Series from Lower Canada College: One on One With Dr Judy Willis One on One with Dr. Judy Willis, MD, Med: Helping Students Develop Their Highest Cognitive Potentials executive, functions nonadult false Part 5: Building the Brain's Executive Functions for 21 Cent Success http://bit.ly/y0cWdZ video executive,functions 239 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1676609 19069219 ASCD EDge Member 2000 http://edge.ascd.org/_Judy-Willis-The-Brain39s-Executive-Function/video/1676398/127586.html Sat, 14 Jan 2012 11:42:11 GMT http://edge.ascd.org/_Judy-Willis-The-Brain39s-Executive-Function/video/1676398/127586.html Judith_Willis 2012-01-14T11:42:11Z ASCD EDge brain, executive, function, judy willis, learning nonadult false Judy Willis: The Brain's Executive Function video brain,executive,function,judy willis,learning 73 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1676398 19069219 ASCD EDge Member 2000 219 http://edge.ascd.org/_Part-V-One-on-One-With-Judy-Willis/video/1676401/127586.html Sat, 14 Jan 2012 02:04:46 GMT http://edge.ascd.org/_Part-V-One-on-One-With-Judy-Willis/video/1676401/127586.html Judith_Willis 2012-01-14T02:04:46Z ASCD EDge brain, cortex, judy willis, learning, pre-frontal, rad nonadult false Part V: One on One With Judy Willis video brain,cortex,judy willis,learning,pre-frontal,rad 85 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1676401 19069219 ASCD EDge Member 2000 209 http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis-Video-WHY-to-Teach-about-the-Brain-Willis-LCC-Part-2/video/1672577/127586.html Four part series from Lower Canadian College "One with Dr Judy Willis" about teaching students about how their brains learn. Four part series from Lower Canadian College "One with Dr Judy Willis" about teaching students about how their brains learn. Wed, 28 Dec 2011 10:04:44 GMT http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis-Video-WHY-to-Teach-about-the-Brain-Willis-LCC-Part-2/video/1672577/127586.html Judith_Willis 2011-12-28T10:04:44Z ASCD EDge Four part series from Lower Canadian College "One with Dr Judy Willis" about teaching students about how their brains learn. nonadult false One on One with Dr Judy Willis Video WHY to Teach about the Brain Willis LCC Part 2 video 178 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1672577 19069219 ASCD EDge Member 2000 http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis-Video-WHY-to-Teach-about-the-Brain-Willis-LCC-Part-3/video/1672573/127586.html Wed, 28 Dec 2011 04:37:58 GMT http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis-Video-WHY-to-Teach-about-the-Brain-Willis-LCC-Part-3/video/1672573/127586.html Judith_Willis 2011-12-28T04:37:58Z ASCD EDge nonadult false One on One with Dr Judy Willis Video WHY to Teach about the Brain Willis LCC Part 3 video 157 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1672573 19069219 ASCD EDge Member 2000 144 http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis-Video-How-to-Teach-about-the-Brain-Willis-LCC-Part-4/video/1672572/127586.html Wed, 28 Dec 2011 04:22:29 GMT http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis-Video-How-to-Teach-about-the-Brain-Willis-LCC-Part-4/video/1672572/127586.html Judith_Willis 2011-12-28T04:22:29Z ASCD EDge nonadult false One on One with Dr Judy Willis Video How to Teach about the Brain Willis LCC Part 4 video 227 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false 0 0 1672572 19069219 ASCD EDge Member 2000 152 http://edge.ascd.org/_McTighe-Lessons-from-Learning-to-Surf/video/1668327/127586.html Sat, 10 Dec 2011 16:13:24 GMT http://edge.ascd.org/_McTighe-Lessons-from-Learning-to-Surf/video/1668327/127586.html Judith_Willis 2011-12-10T16:13:24Z ASCD EDge nonadult false McTighe Lessons from Learning to Surf video 192 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 3 1 1668327 19069219 ASCD EDge Member 2000 234 http://edge.ascd.org/_Teaching-the-Changing-Middle-School-Brain/video/1668216/127586.html Sat, 10 Dec 2011 13:16:29 GMT http://edge.ascd.org/_Teaching-the-Changing-Middle-School-Brain/video/1668216/127586.html Judith_Willis 2011-12-10T13:16:29Z ASCD EDge nonadult false Teaching the Changing Middle School Brain video 73 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1668216 19069219 ASCD EDge Member 2000 84 http://edge.ascd.org/_Teach-Students-about-their-BRAiNS/video/1668187/127586.html Dr Judy Willis video: Brain Development Opportunities for Middle School Teaching http://bit.ly/rKaUGU series Part 2 Lower Canada CollegeDr Judy Willis video Why Teach Students About Their Brains http://bit.ly/uIPen8 "One on One with Willis" series Part 3 Lower Canada College Dr Judy Willis video: Brain Development Opportunities for Middle School Teaching http://bit.ly/rKaUGU series Part 2 Lower Canada CollegeDr Judy Willis video Why Teach Students About Their Brains http://bit.ly/uIPen8 "One on One with Willis" series Part 3 Lower Canada College Fri, 09 Dec 2011 23:38:13 GMT http://edge.ascd.org/_Teach-Students-about-their-BRAiNS/video/1668187/127586.html Judith_Willis 2011-12-09T23:38:13Z ASCD EDge Dr Judy Willis video: Brain Development Opportunities for Middle School Teaching http://bit.ly/rKaUGU series Part 2 Lower Canada CollegeDr Judy Willis video Why Teach Students About Their Brains http://bit.ly/uIPen8 "One on One with Willis" series Part 3 Lower Canada College about, brain, middle, schoolers, teaching, the, to nonadult false Teach Students about their BRAiNS video about,brain,middle,schoolers,teaching,the,to 50 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1668187 19069219 ASCD EDge Member 2000 144 http://edge.ascd.org/_Judy-Willis-referenced-TEDX-dopamine-effect/video/1662858/127586.html Tue, 29 Nov 2011 18:52:58 GMT http://edge.ascd.org/_Judy-Willis-referenced-TEDX-dopamine-effect/video/1662858/127586.html Judith_Willis 2011-11-29T18:52:58Z ASCD EDge nonadult false Judy Willis referenced TEDX dopamine effect video 38 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1662858 19069219 ASCD EDge Member 2000 31 http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis/video/1662281/127586.html Interview at Lower Canadian College about transition from neurologist to teacher Interview at Lower Canadian College about transition from neurologist to teacher Sun, 27 Nov 2011 12:40:33 GMT http://edge.ascd.org/_One-on-One-with-Dr-Judy-Willis/video/1662281/127586.html Judith_Willis 2011-11-27T12:40:33Z ASCD EDge Interview at Lower Canadian College about transition from neurologist to teacher nonadult false One on One with Dr. Judy Willis video 118 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 4 0 1662281 19069219 ASCD EDge Member 2000 188 http://edge.ascd.org/_Edutopia-Judy-Willis-Video-A-Neurologist-Makes-the-Case-for-the-Video-Game-Model-as-a-Learning-Tool-By-Judy-Willis-MD-41411/video/1564419/127586.html From Blog on Edutopia by Judy Willis, M.Dl Below is text that accompanies the video clip at  http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis                                   A Neurologist Makes the Case for the Video Game Model as a Learning ToolBy Judy Willis MD4/14/11 The popularity of video games is not the enemy of education, but rather a model for best teaching strategies. Games insert players at their achievable challenge level and reward player effort and practice with acknowledgement of incremental goal progress, not just final product. The fuel for this process is the pleasure experience related to the release of dopamine.Dopamine MotivationThe human brain, much like that of most mammals, has hardwired physiological responses that had survival value at some point in evolutionary progression. The dopamine-reward system is fueled by the brain's recognition of making a successful prediction, choice, or behavioral response.Dopamine is a neurotransmitter that, when released in higher than usual amounts, goes beyond the synapse and flows to other regions of the brain producing a powerful pleasure response. This is a deep satisfaction, such as quenching a long thirst. After making a prediction, choice, or action, and receiving feedback that it was correct, the reward from the release of dopamine prompts the brain seek future opportunities to repeat the action. For animal survival, this promotes life or species-sustaining choices and behaviors, such as following a new scent that leads to a mate or a meal and remembering that scent the next time it is present.No Pain, No GainThe survival benefit of the dopamine-reward system is building skills and adaptive responses. The system is only activated and available to promote, sustain, or repeat some mental or physical effort when the outcome is not assured. If there is no risk, there is no reward. If there is no challenge, such as adding single digit numbers by a student who has achieved mastery in adding double-digit numbers, there is activation of the dopamine-reward network.In humans, the dopamine reward response that promotes pleasure and motivation also requires that they are aware that they solved a problem, figured out a puzzle, correctly answered a challenging question, or achieved the sequence of movements needed to play a song on the piano or swing a baseball bat to hit a home run. This is why students need to use what they learn in authentic ways that allow them to recognize their progress as clearly as they see it when playing video games.Awareness of Incremental Goal ProgressIn a sequential, multilevel video game, feedback of progress is often ongoing, such as accumulating points, visual tokens, or celebratory sound effects, but the real jolt of dopamine reward is in response to the player achieving the challenge, solution, sequence, etc. needed to progress to the next and more challenging level of the game. When the brain receives that feedback that this progress has been made, it reinforces the networks used to succeed. Through a feedback system, that neuronal circuit becomes stronger and more durable. In other words, memory of the mental or physical response used to achieve the dopamine reward is reinforced.It may seem counter intuitive to think that children would consider harder work a reward for doing well on a homework problem, test, or physical skill to which they devoted considerable physical or mental energy. Yet, that is just what the video playing brain seeks after experiencing the pleasure of reaching a higher level in the game. A computer game doesn't hand out cash, toys, or even hugs. The motivation to persevere is the brain seeking another surge of dopamine -- the fuel of intrinsic reinforcement.Individualized Achievable ChallengeIndividualized achievable challenge level is one where a task, action, or choice is not so easy as to be essentially automatic or 100% successful. When that is the case the brain is not alert for feedback and there is no activation of the dopamine reward response system. The task must also not be perceived as so difficult that there is no chance of success. It is only when the brain perceives a reasonable possibility of success for achieving a desirable goal that it invests the energy and activates the dopamine reward circuit.fMRI and cognitive studies reveal that the brain "evaluates" the probability of effort resulting in success before expending the cognitive effort in solving mental problems. If the challenge seems too high, or students have a fixed mindset related past failures that they will not succeed in a subject or topic, the brain is not likely to expend the effort needed to achieve the challenge.Brain effort is costly because this three-pound organ needs 20% of the body's supply of oxygen and glucose to keep its cells alive. The brain operates to conserve its resources unless the energy cost is low or the expectation of reward is high. In the classroom, that is the ideal level of instructional challenge for student motivation.When learners have opportunities to participate in learning challenges at their individualized achievable challenge level, their brains invest more effort to the task and are more responsive to feedback. Students working toward clear, desirable goals within their range of perceived achievable challenge, reach levels of engagement much like the focus and perseverance we see when they play their video games.Feedback or scaffolding may be needed to support students' perception that the challenge is achievable, but the levels of mastery are rarely the same for every student in the class. This is when we need to provide opportunities for differentiating and individualizing. These interventions range from clearly scaled rubrics, to small flexible groups for "as needed" support, or collaborative groups through which students can "enter" from their strengths. Descriptions of these strategies, beyond the scope of this article, are found in differentiated instruction literature.Game Entry Point is a Perfect Fit Through Pre-assessment and FeedbackThe best on-line learning programs for building students' missing foundational knowledge use student responses to structure learning at individualized achievable challenge levels. These programs also provide timely corrective and progress-acknowledging feedback that allows the students to correct mistakes, build understanding progressively, and recognize their incremental progress.The classroom model can follow suit. Video games with levels of play allow the player to progress quickly through early levels if the gamer already has the skill needed. Gamers reportedly make errors 80% of the time, but the most compelling games give hints, cues, and other feedback so players' brains have enough expectation of dopamine reward to persevere. The games require practice for the specific skills the player needs to master, without the off-putting requirement to repeat tasks already mastered. This type of game keeps the brain engaged because the dopamine surge is perceived to be within reach if effort and practice are sustained.Good games give players opportunities for experiencing intrinsic reward at frequent intervals, when they apply the effort and practice the specific skills they need to get to the next level. The games do not require mastery of all tasks and the completion of the whole game before giving the brain the feedback for dopamine boosts of satisfaction. The dopamine release comes each time the game provides feedback that the player's actions or responses are correct. The player gains points or tokens for small incremental progress and ultimately the powerful feedback of the success of progressing to the next level. This is when players seek "harder work". To keep the pleasure of intrinsic satisfaction going, the brain needs a higher level of challenge, because staying at a level once mastery is achieved doesn't release the dopamine.Bringing Incremental Progress Recognition to the Classroom... and BeyondIn the classroom, the video model can be achieved with timely, corrective feedback so students recognize incorrect foundational knowledge and then have opportunities to strengthen the correct new memory circuits through practice and application. However, individualized instruction, assignments, and feedback, that allow students to consistently work at their individualized achievable challenge levels, are time-consuming processes not possible for teachers to consistently provide all students.What we can do is be aware of the reason the brain is so responsive to video game play and keep achievable challenge and incremental progress feedback in mind when planning units of instruction. One way to help each student sustain motivation and effort is to shift progress recognition to students themselves. This can be done by having students use a variety of methods of recording their own progress toward individualized goals. Through brief conferences, goals can be mutually agreed upon, such as number of pages read a week (with comprehension accountability), progression to the next level of the multiplication tables, or achievement of a higher level on a rubric for writing an essay. Free bar graphs downloaded from the Internet can be filled in by students as they record and see evidence of their incremental goal progress. In contrast to the system of recognition delayed until a final product is completed, graphing reveals the incremental progress evidence throughout the learning process. I've found that for students who have lost confidence to the point of not wanting to risk more failure, it is helpful to start the effort-to-progress record keeping and graphing with something they enjoy, such as shooting foul shots or computer keyboarding speed and accuracy.Immediate Gratification or Long-term Goal Pursuit?Compared to an adult brain, a young brain needs more frequent dopamine boosts to sustain effort, persevere through challenges and setbacks, and build the trait of resilience. The brain's prefrontal cortex, with its executive functions (judgment, analysis, delay of immediate gratification, prioritizing, planning, etc.) will be the subject of a future blog. In relation to the video game model, it is important to plan instruction keeping in mind that the executive function circuits are late to mature – well into the twenties. The visible evidence seen on their graphs or rubric progress evidence helps students develop the concept that effort toward a goal brings progress. This, in turn, builds their capacity to resist their young brain's strong drive for immediate gratification. As students use visible models to recognize their incremental goal progress, they build the executive function of goal-directed behavior.Classroom instruction that provides opportunities for incremental progress feedback at students' achievable challenge levels pays off with increased focus, resilience, and willingness to revise and persevere toward achievement of goals. The development of students' awareness of their potentials to achieve success, through effort and response to feedback, extends far beyond the classroom walls. Your application of the video game model to instruction encourages the habits of mind through which your students can achieve their highest academic, social, and emotional potentials. From Blog on Edutopia by Judy Willis, M.Dl Below is text that accompanies the video clip at  http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis                                   A Neurologist Makes the Case for the Video Game Model as a Learning ToolBy Judy Willis MD4/14/11 The popularity of video games is not the enemy of education, but rather a model for best teaching strategies. Games insert players at their achievable challenge level and reward player effort and practice with acknowledgement of incremental goal progress, not just final product. The fuel for this process is the pleasure experience related to the release of dopamine.Dopamine MotivationThe human brain, much like that of most mammals, has hardwired physiological responses that had survival value at some point in evolutionary progression. The dopamine-reward system is fueled by the brain's recognition of making a successful prediction, choice, or behavioral response.Dopamine is a neurotransmitter that, when released in higher than usual amounts, goes beyond the synapse and flows to other regions of the brain producing a powerful pleasure response. This is a deep satisfaction, such as quenching a long thirst. After making a prediction, choice, or action, and receiving feedback that it was correct, the reward from the release of dopamine prompts the brain seek future opportunities to repeat the action. For animal survival, this promotes life or species-sustaining choices and behaviors, such as following a new scent that leads to a mate or a meal and remembering that scent the next time it is present.No Pain, No GainThe survival benefit of the dopamine-reward system is building skills and adaptive responses. The system is only activated and available to promote, sustain, or repeat some mental or physical effort when the outcome is not assured. If there is no risk, there is no reward. If there is no challenge, such as adding single digit numbers by a student who has achieved mastery in adding double-digit numbers, there is activation of the dopamine-reward network.In humans, the dopamine reward response that promotes pleasure and motivation also requires that they are aware that they solved a problem, figured out a puzzle, correctly answered a challenging question, or achieved the sequence of movements needed to play a song on the piano or swing a baseball bat to hit a home run. This is why students need to use what they learn in authentic ways that allow them to recognize their progress as clearly as they see it when playing video games.Awareness of Incremental Goal ProgressIn a sequential, multilevel video game, feedback of progress is often ongoing, such as accumulating points, visual tokens, or celebratory sound effects, but the real jolt of dopamine reward is in response to the player achieving the challenge, solution, sequence, etc. needed to progress to the next and more challenging level of the game. When the brain receives that feedback that this progress has been made, it reinforces the networks used to succeed. Through a feedback system, that neuronal circuit becomes stronger and more durable. In other words, memory of the mental or physical response used to achieve the dopamine reward is reinforced.It may seem counter intuitive to think that children would consider harder work a reward for doing well on a homework problem, test, or physical skill to which they devoted considerable physical or mental energy. Yet, that is just what the video playing brain seeks after experiencing the pleasure of reaching a higher level in the game. A computer game doesn't hand out cash, toys, or even hugs. The motivation to persevere is the brain seeking another surge of dopamine -- the fuel of intrinsic reinforcement.Individualized Achievable ChallengeIndividualized achievable challenge level is one where a task, action, or choice is not so easy as to be essentially automatic or 100% successful. When that is the case the brain is not alert for feedback and there is no activation of the dopamine reward response system. The task must also not be perceived as so difficult that there is no chance of success. It is only when the brain perceives a reasonable possibility of success for achieving a desirable goal that it invests the energy and activates the dopamine reward circuit.fMRI and cognitive studies reveal that the brain "evaluates" the probability of effort resulting in success before expending the cognitive effort in solving mental problems. If the challenge seems too high, or students have a fixed mindset related past failures that they will not succeed in a subject or topic, the brain is not likely to expend the effort needed to achieve the challenge.Brain effort is costly because this three-pound organ needs 20% of the body's supply of oxygen and glucose to keep its cells alive. The brain operates to conserve its resources unless the energy cost is low or the expectation of reward is high. In the classroom, that is the ideal level of instructional challenge for student motivation.When learners have opportunities to participate in learning challenges at their individualized achievable challenge level, their brains invest more effort to the task and are more responsive to feedback. Students working toward clear, desirable goals within their range of perceived achievable challenge, reach levels of engagement much like the focus and perseverance we see when they play their video games.Feedback or scaffolding may be needed to support students' perception that the challenge is achievable, but the levels of mastery are rarely the same for every student in the class. This is when we need to provide opportunities for differentiating and individualizing. These interventions range from clearly scaled rubrics, to small flexible groups for "as needed" support, or collaborative groups through which students can "enter" from their strengths. Descriptions of these strategies, beyond the scope of this article, are found in differentiated instruction literature.Game Entry Point is a Perfect Fit Through Pre-assessment and FeedbackThe best on-line learning programs for building students' missing foundational knowledge use student responses to structure learning at individualized achievable challenge levels. These programs also provide timely corrective and progress-acknowledging feedback that allows the students to correct mistakes, build understanding progressively, and recognize their incremental progress.The classroom model can follow suit. Video games with levels of play allow the player to progress quickly through early levels if the gamer already has the skill needed. Gamers reportedly make errors 80% of the time, but the most compelling games give hints, cues, and other feedback so players' brains have enough expectation of dopamine reward to persevere. The games require practice for the specific skills the player needs to master, without the off-putting requirement to repeat tasks already mastered. This type of game keeps the brain engaged because the dopamine surge is perceived to be within reach if effort and practice are sustained.Good games give players opportunities for experiencing intrinsic reward at frequent intervals, when they apply the effort and practice the specific skills they need to get to the next level. The games do not require mastery of all tasks and the completion of the whole game before giving the brain the feedback for dopamine boosts of satisfaction. The dopamine release comes each time the game provides feedback that the player's actions or responses are correct. The player gains points or tokens for small incremental progress and ultimately the powerful feedback of the success of progressing to the next level. This is when players seek "harder work". To keep the pleasure of intrinsic satisfaction going, the brain needs a higher level of challenge, because staying at a level once mastery is achieved doesn't release the dopamine.Bringing Incremental Progress Recognition to the Classroom... and BeyondIn the classroom, the video model can be achieved with timely, corrective feedback so students recognize incorrect foundational knowledge and then have opportunities to strengthen the correct new memory circuits through practice and application. However, individualized instruction, assignments, and feedback, that allow students to consistently work at their individualized achievable challenge levels, are time-consuming processes not possible for teachers to consistently provide all students.What we can do is be aware of the reason the brain is so responsive to video game play and keep achievable challenge and incremental progress feedback in mind when planning units of instruction. One way to help each student sustain motivation and effort is to shift progress recognition to students themselves. This can be done by having students use a variety of methods of recording their own progress toward individualized goals. Through brief conferences, goals can be mutually agreed upon, such as number of pages read a week (with comprehension accountability), progression to the next level of the multiplication tables, or achievement of a higher level on a rubric for writing an essay. Free bar graphs downloaded from the Internet can be filled in by students as they record and see evidence of their incremental goal progress. In contrast to the system of recognition delayed until a final product is completed, graphing reveals the incremental progress evidence throughout the learning process. I've found that for students who have lost confidence to the point of not wanting to risk more failure, it is helpful to start the effort-to-progress record keeping and graphing with something they enjoy, such as shooting foul shots or computer keyboarding speed and accuracy.Immediate Gratification or Long-term Goal Pursuit?Compared to an adult brain, a young brain needs more frequent dopamine boosts to sustain effort, persevere through challenges and setbacks, and build the trait of resilience. The brain's prefrontal cortex, with its executive functions (judgment, analysis, delay of immediate gratification, prioritizing, planning, etc.) will be the subject of a future blog. In relation to the video game model, it is important to plan instruction keeping in mind that the executive function circuits are late to mature – well into the twenties. The visible evidence seen on their graphs or rubric progress evidence helps students develop the concept that effort toward a goal brings progress. This, in turn, builds their capacity to resist their young brain's strong drive for immediate gratification. As students use visible models to recognize their incremental goal progress, they build the executive function of goal-directed behavior.Classroom instruction that provides opportunities for incremental progress feedback at students' achievable challenge levels pays off with increased focus, resilience, and willingness to revise and persevere toward achievement of goals. The development of students' awareness of their potentials to achieve success, through effort and response to feedback, extends far beyond the classroom walls. Your application of the video game model to instruction encourages the habits of mind through which your students can achieve their highest academic, social, and emotional potentials. Sun, 17 Apr 2011 06:10:32 GMT http://edge.ascd.org/_Edutopia-Judy-Willis-Video-A-Neurologist-Makes-the-Case-for-the-Video-Game-Model-as-a-Learning-Tool-By-Judy-Willis-MD-41411/video/1564419/127586.html Judith_Willis 2011-04-17T06:10:32Z ASCD EDge From Blog on Edutopia by Judy Willis, M.Dl Below is text that accompanies the video clip at  http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis                                   A Neurologist Makes the Case for the Video Game Model as a Learning ToolBy Judy Willis MD4/14/11 The popularity of video games is not the enemy of education, but rather a model for best teaching strategies. Games insert players at their achievable challenge level and reward player effort and practice with acknowledgement of incremental goal progress, not just final product. The fuel for this process is the pleasure experience related to the release of dopamine.Dopamine MotivationThe human brain, much like that of most mammals, has hardwired physiological responses that had survival value at some point in evolutionary progression. The dopamine-reward system is fueled by the brain's recognition of making a successful prediction, choice, or behavioral response.Dopamine is a neurotransmitter that, when released in higher than usual amounts, goes beyond the synapse and flows to other regions of the brain producing a powerful pleasure response. This is a deep satisfaction, such as quenching a long thirst. After making a prediction, choice, or action, and receiving feedback that it was correct, the reward from the release of dopamine prompts the brain seek future opportunities to repeat the action. For animal survival, this promotes life or species-sustaining choices and behaviors, such as following a new scent that leads to a mate or a meal and remembering that scent the next time it is present.No Pain, No GainThe survival benefit of the dopamine-reward system is building skills and adaptive responses. The system is only activated and available to promote, sustain, or repeat some mental or physical effort when the outcome is not assured. If there is no risk, there is no reward. If there is no challenge, such as adding single digit numbers by a student who has achieved mastery in adding double-digit numbers, there is activation of the dopamine-reward network.In humans, the dopamine reward response that promotes pleasure and motivation also requires that they are aware that they solved a problem, figured out a puzzle, correctly answered a challenging question, or achieved the sequence of movements needed to play a song on the piano or swing a baseball bat to hit a home run. This is why students need to use what they learn in authentic ways that allow them to recognize their progress as clearly as they see it when playing video games.Awareness of Incremental Goal ProgressIn a sequential, multilevel video game, feedback of progress is often ongoing, such as accumulating points, visual tokens, or celebratory sound effects, but the real jolt of dopamine reward is in response to the player achieving the challenge, solution, sequence, etc. needed to progress to the next and more challenging level of the game. When the brain receives that feedback that this progress has been made, it reinforces the networks used to succeed. Through a feedback system, that neuronal circuit becomes stronger and more durable. In other words, memory of the mental or physical response used to achieve the dopamine reward is reinforced.It may seem counter intuitive to think that children would consider harder work a reward for doing well on a homework problem, test, or physical skill to which they devoted considerable physical or mental energy. Yet, that is just what the video playing brain seeks after experiencing the pleasure of reaching a higher level in the game. A computer game doesn't hand out cash, toys, or even hugs. The motivation to persevere is the brain seeking another surge of dopamine -- the fuel of intrinsic reinforcement.Individualized Achievable ChallengeIndividualized achievable challenge level is one where a task, action, or choice is not so easy as to be essentially automatic or 100% successful. When that is the case the brain is not alert for feedback and there is no activation of the dopamine reward response system. The task must also not be perceived as so difficult that there is no chance of success. It is only when the brain perceives a reasonable possibility of success for achieving a desirable goal that it invests the energy and activates the dopamine reward circuit.fMRI and cognitive studies reveal that the brain "evaluates" the probability of effort resulting in success before expending the cognitive effort in solving mental problems. If the challenge seems too high, or students have a fixed mindset related past failures that they will not succeed in a subject or topic, the brain is not likely to expend the effort needed to achieve the challenge.Brain effort is costly because this three-pound organ needs 20% of the body's supply of oxygen and glucose to keep its cells alive. The brain operates to conserve its resources unless the energy cost is low or the expectation of reward is high. In the classroom, that is the ideal level of instructional challenge for student motivation.When learners have opportunities to participate in learning challenges at their individualized achievable challenge level, their brains invest more effort to the task and are more responsive to feedback. Students working toward clear, desirable goals within their range of perceived achievable challenge, reach levels of engagement much like the focus and perseverance we see when they play their video games.Feedback or scaffolding may be needed to support students' perception that the challenge is achievable, but the levels of mastery are rarely the same for every student in the class. This is when we need to provide opportunities for differentiating and individualizing. These interventions range from clearly scaled rubrics, to small flexible groups for "as needed" support, or collaborative groups through which students can "enter" from their strengths. Descriptions of these strategies, beyond the scope of this article, are found in differentiated instruction literature.Game Entry Point is a Perfect Fit Through Pre-assessment and FeedbackThe best on-line learning programs for building students' missing foundational knowledge use student responses to structure learning at individualized achievable challenge levels. These programs also provide timely corrective and progress-acknowledging feedback that allows the students to correct mistakes, build understanding progressively, and recognize their incremental progress.The classroom model can follow suit. Video games with levels of play allow the player to progress quickly through early levels if the gamer already has the skill needed. Gamers reportedly make errors 80% of the time, but the most compelling games give hints, cues, and other feedback so players' brains have enough expectation of dopamine reward to persevere. The games require practice for the specific skills the player needs to master, without the off-putting requirement to repeat tasks already mastered. This type of game keeps the brain engaged because the dopamine surge is perceived to be within reach if effort and practice are sustained.Good games give players opportunities for experiencing intrinsic reward at frequent intervals, when they apply the effort and practice the specific skills they need to get to the next level. The games do not require mastery of all tasks and the completion of the whole game before giving the brain the feedback for dopamine boosts of satisfaction. The dopamine release comes each time the game provides feedback that the player's actions or responses are correct. The player gains points or tokens for small incremental progress and ultimately the powerful feedback of the success of progressing to the next level. This is when players seek "harder work". To keep the pleasure of intrinsic satisfaction going, the brain needs a higher level of challenge, because staying at a level once mastery is achieved doesn't release the dopamine.Bringing Incremental Progress Recognition to the Classroom... and BeyondIn the classroom, the video model can be achieved with timely, corrective feedback so students recognize incorrect foundational knowledge and then have opportunities to strengthen the correct new memory circuits through practice and application. However, individualized instruction, assignments, and feedback, that allow students to consistently work at their individualized achievable challenge levels, are time-consuming processes not possible for teachers to consistently provide all students.What we can do is be aware of the reason the brain is so responsive to video game play and keep achievable challenge and incremental progress feedback in mind when planning units of instruction. One way to help each student sustain motivation and effort is to shift progress recognition to students themselves. This can be done by having students use a variety of methods of recording their own progress toward individualized goals. Through brief conferences, goals can be mutually agreed upon, such as number of pages read a week (with comprehension accountability), progression to the next level of the multiplication tables, or achievement of a higher level on a rubric for writing an essay. Free bar graphs downloaded from the Internet can be filled in by students as they record and see evidence of their incremental goal progress. In contrast to the system of recognition delayed until a final product is completed, graphing reveals the incremental progress evidence throughout the learning process. I've found that for students who have lost confidence to the point of not wanting to risk more failure, it is helpful to start the effort-to-progress record keeping and graphing with something they enjoy, such as shooting foul shots or computer keyboarding speed and accuracy.Immediate Gratification or Long-term Goal Pursuit?Compared to an adult brain, a young brain needs more frequent dopamine boosts to sustain effort, persevere through challenges and setbacks, and build the trait of resilience. The brain's prefrontal cortex, with its executive functions (judgment, analysis, delay of immediate gratification, prioritizing, planning, etc.) will be the subject of a future blog. In relation to the video game model, it is important to plan instruction keeping in mind that the executive function circuits are late to mature – well into the twenties. The visible evidence seen on their graphs or rubric progress evidence helps students develop the concept that effort toward a goal brings progress. This, in turn, builds their capacity to resist their young brain's strong drive for immediate gratification. As students use visible models to recognize their incremental goal progress, they build the executive function of goal-directed behavior.Classroom instruction that provides opportunities for incremental progress feedback at students' achievable challenge levels pays off with increased focus, resilience, and willingness to revise and persevere toward achievement of goals. The development of students' awareness of their potentials to achieve success, through effort and response to feedback, extends far beyond the classroom walls. Your application of the video game model to instruction encourages the habits of mind through which your students can achieve their highest academic, social, and emotional potentials. for, game, model, teaching, video, works nonadult false Edutopia Judy Willis Video A Neurologist Makes the Case for the Video Game Model as a Learning Tool By Judy Willis MD 4/14/11 video for,game,model,teaching,video,works 290 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 2 1564419 19069219 ASCD EDge Member 2000 202.92 http://edge.ascd.org/_televised-panel-discussion-from-Mind-38-its-Potential-conference-in-Sydney/video/1478067/127586.html Optimizing Our Potential: View the televised panel discussion from Mind & its Potential conference in Sydney30 Nov 2010, What are the links between wellbeing and learning? How important are teacher-student relationships to optimizing student learning? What are the obstacles to implementing brain-friendly learning strategies in schools?A panel of experts, ranging from teaching authorities to neurology specialists, discuss tools to improve education and the situation of our current institutions.At the Mind & its Potential conference in Sydney, a group of scientists, psychologists and philosophers came together to provide greater insight into the human mind and how to optimize its ability.The speakers explore teaching and learning and explain the path toward improving the educational process and the troubles that face the teachers of tomorrow. They include the UK's Phillip Heath, neurologist Judy Willis, psychologist and academic Toni Noble and ex-NASA educator Arthur L Costa. ABC Radio National's Richard Aedy is moderator.Dr Judy Willis worked as a Neurologist for fifteen years before moving into teaching. She now travels the globe to give lectures and host workshops about how the brain brain and about teaching strategies derived from neuroscience. Optimizing Our Potential: View the televised panel discussion from Mind & its Potential conference in Sydney30 Nov 2010, What are the links between wellbeing and learning? How important are teacher-student relationships to optimizing student learning? What are the obstacles to implementing brain-friendly learning strategies in schools?A panel of experts, ranging from teaching authorities to neurology specialists, discuss tools to improve education and the situation of our current institutions.At the Mind & its Potential conference in Sydney, a group of scientists, psychologists and philosophers came together to provide greater insight into the human mind and how to optimize its ability.The speakers explore teaching and learning and explain the path toward improving the educational process and the troubles that face the teachers of tomorrow. They include the UK's Phillip Heath, neurologist Judy Willis, psychologist and academic Toni Noble and ex-NASA educator Arthur L Costa. ABC Radio National's Richard Aedy is moderator.Dr Judy Willis worked as a Neurologist for fifteen years before moving into teaching. She now travels the globe to give lectures and host workshops about how the brain brain and about teaching strategies derived from neuroscience. Fri, 24 Dec 2010 03:22:04 GMT http://edge.ascd.org/_televised-panel-discussion-from-Mind-38-its-Potential-conference-in-Sydney/video/1478067/127586.html Judith_Willis 2010-12-24T03:22:04Z ASCD EDge Optimizing Our Potential: View the televised panel discussion from Mind & its Potential conference in Sydney30 Nov 2010, What are the links between wellbeing and learning? How important are teacher-student relationships to optimizing student learning? What are the obstacles to implementing brain-friendly learning strategies in schools?A panel of experts, ranging from teaching authorities to neurology specialists, discuss tools to improve education and the situation of our current institutions.At the Mind & its Potential conference in Sydney, a group of scientists, psychologists and philosophers came together to provide greater insight into the human mind and how to optimize its ability.The speakers explore teaching and learning and explain the path toward improving the educational process and the troubles that face the teachers of tomorrow. They include the UK's Phillip Heath, neurologist Judy Willis, psychologist and academic Toni Noble and ex-NASA educator Arthur L Costa. ABC Radio National's Richard Aedy is moderator.Dr Judy Willis worked as a Neurologist for fifteen years before moving into teaching. She now travels the globe to give lectures and host workshops about how the brain brain and about teaching strategies derived from neuroscience. nonadult false televised panel discussion from Mind & its Potential conference in Sydney video 99 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1478067 19069219 ASCD EDge Member 2000 195.76 http://edge.ascd.org/_RAD-Lesson-Plan-from-Judy39s-UCSB-Summer-Institute-Participants/video/1245881/127586.html Sun, 15 Aug 2010 20:40:24 GMT http://edge.ascd.org/_RAD-Lesson-Plan-from-Judy39s-UCSB-Summer-Institute-Participants/video/1245881/127586.html Judith_Willis 2010-08-15T20:40:24Z ASCD EDge nonadult false RAD Lesson Plan from Judy's UCSB Summer Institute Participants video 102 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1245881 19069219 ASCD EDge Member 2000 62 http://edge.ascd.org/_Build-community/video/1226394/127586.html Posted by Judy Willis but created by Institute Participant: To build community a member (I'll post her name and school when I have that permission) of the Learning and the Brain Summer Institute at UCSB that I just finished leading had us do a simple count off with bizarre voices. She explained that it breaks the ice with "no mistake fear" so faculty and students can raise dopamine with laughter, movement, positive peer interactions, and optimism and be motivated to sustain participation. Posted by Judy Willis but created by Institute Participant: To build community a member (I'll post her name and school when I have that permission) of the Learning and the Brain Summer Institute at UCSB that I just finished leading had us do a simple count off with bizarre voices. She explained that it breaks the ice with "no mistake fear" so faculty and students can raise dopamine with laughter, movement, positive peer interactions, and optimism and be motivated to sustain participation. Sun, 08 Aug 2010 17:34:52 GMT http://edge.ascd.org/_Build-community/video/1226394/127586.html Judith_Willis 2010-08-08T17:34:52Z ASCD EDge Posted by Judy Willis but created by Institute Participant: To build community a member (I'll post her name and school when I have that permission) of the Learning and the Brain Summer Institute at UCSB that I just finished leading had us do a simple count off with bizarre voices. She explained that it breaks the ice with "no mistake fear" so faculty and students can raise dopamine with laughter, movement, positive peer interactions, and optimism and be motivated to sustain participation. nonadult false Build community video 82 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 0 1226394 19069219 ASCD EDge Member 2000 49 http://edge.ascd.org/_Build-community/video/1226326/127586.html Posted by Judy Willis but created by Institute Participant: To build community a member (I'll post her name and school when I have that permission) of the Learning and the Brain Summer Institute at UCSB that I just finished leading had us do a simple count off with bizarre voices. She explained that it breaks the ice with "no mistake fear" so faculty and students can raise dopamine with laughter, movement, positive peer interactions, and optimism and be motivated to sustain participation. Posted by Judy Willis but created by Institute Participant: To build community a member (I'll post her name and school when I have that permission) of the Learning and the Brain Summer Institute at UCSB that I just finished leading had us do a simple count off with bizarre voices. She explained that it breaks the ice with "no mistake fear" so faculty and students can raise dopamine with laughter, movement, positive peer interactions, and optimism and be motivated to sustain participation. Sun, 08 Aug 2010 17:17:51 GMT http://edge.ascd.org/_Build-community/video/1226326/127586.html Judith_Willis 2010-08-08T17:17:51Z ASCD EDge Posted by Judy Willis but created by Institute Participant: To build community a member (I'll post her name and school when I have that permission) of the Learning and the Brain Summer Institute at UCSB that I just finished leading had us do a simple count off with bizarre voices. She explained that it breaks the ice with "no mistake fear" so faculty and students can raise dopamine with laughter, movement, positive peer interactions, and optimism and be motivated to sustain participation. nonadult false Build community video 44 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 1 1226326 19069219 ASCD EDge Member 2000 20 http://edge.ascd.org/_Judy-Willis-RAD-Animoto-Video-Neuroplastity/video/1034267/127586.html Just as traffic congestion improves with additional lanes, neural transmission improves in speed, efficiency, and durability when the networks develop more connections (dendrites, synapses) and additional layers of insulating myelin. That is why Practice makes Permanent. I made this video on the animoto.com free website to "advertise" and promote curiosity among my students for the lessons I taught them about their own brains. When they understood about the value of review and restimulating their own networks, homework and test review wasn't any more "fun" but the understood that "neurons that fire together, wire together" and they were building their long-term memory circuits when they participated in class and did that homework. Most convincing was my proposal that if they built a strong network and restimulated it with use, they would never have to "relearn" what a least common denominator was ever again.[image] Just as traffic congestion improves with additional lanes, neural transmission improves in speed, efficiency, and durability when the networks develop more connections (dendrites, synapses) and additional layers of insulating myelin. That is why Practice makes Permanent. I made this video on the animoto.com free website to "advertise" and promote curiosity among my students for the lessons I taught them about their own brains. When they understood about the value of review and restimulating their own networks, homework and test review wasn't any more "fun" but the understood that "neurons that fire together, wire together" and they were building their long-term memory circuits when they participated in class and did that homework. Most convincing was my proposal that if they built a strong network and restimulated it with use, they would never have to "relearn" what a least common denominator was ever again.[image] Mon, 10 May 2010 04:10:00 GMT http://edge.ascd.org/_Judy-Willis-RAD-Animoto-Video-Neuroplastity/video/1034267/127586.html Judith_Willis 2010-05-10T04:10:00Z ASCD EDge Just as traffic congestion improves with additional lanes, neural transmission improves in speed, efficiency, and durability when the networks develop more connections (dendrites, synapses) and additional layers of insulating myelin. That is why Practice makes Permanent. I made this video on the animoto.com free website to "advertise" and promote curiosity among my students for the lessons I taught them about their own brains. When they understood about the value of review and restimulating their own networks, homework and test review wasn't any more "fun" but the understood that "neurons that fire together, wire together" and they were building their long-term memory circuits when they participated in class and did that homework. Most convincing was my proposal that if they built a strong network and restimulated it with use, they would never have to "relearn" what a least common denominator was ever again.[image] better, brains, building, neuroplasticity, with nonadult false Judy Willis RAD Animoto Video Neuroplastity video better,brains,building,neuroplasticity,with 434 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 1 1034267 19069219 ASCD EDge Member 2000 http://edge.ascd.org/_Mistakes-Make-You-Smarter/video/1028503/127586.html You can make your own free short videos like this one at animoto.com. It is so simple because the program does all the transitions and has the video clips, stills, and music you just click and add (or use your own).  I made this one  to begin presetatons about "Mistakes Make You Smarter." It is about how making mistakes, followed by timely corrective feedback and practice, alters the neural circuits to "rewire" the network with correct information. Then, with practice, neuroplasticity strengthens the corrected network and the brain becomes "smarter". You can make your own free short videos like this one at animoto.com. It is so simple because the program does all the transitions and has the video clips, stills, and music you just click and add (or use your own).  I made this one  to begin presetatons about "Mistakes Make You Smarter." It is about how making mistakes, followed by timely corrective feedback and practice, alters the neural circuits to "rewire" the network with correct information. Then, with practice, neuroplasticity strengthens the corrected network and the brain becomes "smarter". Thu, 06 May 2010 19:59:44 GMT http://edge.ascd.org/_Mistakes-Make-You-Smarter/video/1028503/127586.html Judith_Willis 2010-05-06T19:59:44Z ASCD EDge You can make your own free short videos like this one at animoto.com. It is so simple because the program does all the transitions and has the video clips, stills, and music you just click and add (or use your own).  I made this one  to begin presetatons about "Mistakes Make You Smarter." It is about how making mistakes, followed by timely corrective feedback and practice, alters the neural circuits to "rewire" the network with correct information. Then, with practice, neuroplasticity strengthens the corrected network and the brain becomes "smarter". 1, brain, minute, mtv, style nonadult false Mistakes Make You Smarter video 1,brain,minute,mtv,style 382 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 4 1028503 19069219 ASCD EDge Member 2000 http://edge.ascd.org/_Judy-Willis-RAD-Animoto-Video/video/920802/127586.html Educators can sign up at animoto.com to make free videos. I suggest using these to "advertise" upcoming lessons to capture that attention of the RAS. The website is VERY easy and does all the formatting as well as giving you a choice of images, videos, music, or you can use your own. This one only took me a few minutes to make. Enjoy Educators can sign up at animoto.com to make free videos. I suggest using these to "advertise" upcoming lessons to capture that attention of the RAS. The website is VERY easy and does all the formatting as well as giving you a choice of images, videos, music, or you can use your own. This one only took me a few minutes to make. Enjoy Mon, 15 Feb 2010 23:58:53 GMT http://edge.ascd.org/_Judy-Willis-RAD-Animoto-Video/video/920802/127586.html Judith_Willis 2010-02-15T23:58:53Z ASCD EDge Educators can sign up at animoto.com to make free videos. I suggest using these to "advertise" upcoming lessons to capture that attention of the RAS. The website is VERY easy and does all the formatting as well as giving you a choice of images, videos, music, or you can use your own. This one only took me a few minutes to make. Enjoy nonadult false Judy Willis RAD Animoto Video video 127 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19069219&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_8341734_127586_19069219_ap_160X120.jpg false United States CA Santa Barbara 0 1 920802 19069219 ASCD EDge Member 2000