5th Graders Learning about the Brain

I just finished a very pleasant afternoon- talking with a great group of 5th grade students about the brain! These students attend DeSales Catholic School in Ossian, Iowa- in the far northeast corner of the state.  Their teacher, Heidi Buddenberg, is a participant in the Brain-Based Learning class that I teach for the Archdiocese of Dubuque.  Since Mrs. Buddenberg is learning about the brain this year to increase her skills as a teacher, she decided to share some of her learning with her 5th grade students.

We used SKYPE as our vehicle for communicating, and while we were a bit nervous as we practiced earlier this week, everything worked very well.  The first part of my presentation to the students focused on just how we know what we know about the brain.  I shared with them stories from the past (Tan, and Phineas Gage) that allowed doctors and scientists to learn about the brain long before technology was available to them.  These two men (and many others) played a huge role in the early years of neuroscience, and are prominent in the literature.  We then moved on to the present day, and the amazing brain-imaging technologies that allow doctors and scientists to look inside brains while they are still alive- inside the heads of living, breathing, functioning humans!  We discussed imaging technologies such as PET Scanning, MRI, fMRI and DTI (diffusion tensor imaging- which allows examination of individual neurons and their connections to other neurons.)  Amazing! 

We then turned our attention to the topic of developing- and sustaining- the healthiest brain possible.  I provided information for the DeSales 5th graders about five 'brain health' topics:

1.  Physical Exercise  ( Good for the heart = good for the brain!  And, BDNF= Miracle Grow for the Brain)
2.  Sleep  (The importance of Consolidation of learning during sleep-  and the effect of sleep on learning.)
3.  Brain Food  (Foods high in antioxidants-  that combat the negative effects of aging- on the body & brain)
4.  Drugs, alcohol, nicotine  (The danger these substances have on the "still-developing" adolescent brain)
5.  Learning  (Learning actually increases the brain's POTENTIAL for learning!) 

We covered a lot of topics!  After each bit of information, the students were given 30 seconds of "think-time", and then 2 minutes to work on their "Ready, Set, Draw" sheets.  For each topic, they had to capture what they had learned in the form of a visual (no words allowed) that they would take home and discuss with their parents tonight. 

It was great fun for ME, and I'm hoping that the DeSales 5th graders enjoyed our time together.  Thanks, Mrs. Buddenberg, for setting this up!  And to you 5th graders---- feel free to contact me again with questions that might arise about the brain.  I may not know the answer, but I'll try to find out for you.

While I love my adult students (the teachers and administrators with whom I work) I was reminded today about how WONDERFUL it is to work with KIDS!  

This is a big week for me!  I leave on Thursday, January 12 for Napa, CA and another installment of learning with Pat Wolfe and The Brainy Bunch!  This year, the focus is on the Adolescent Brain, and we will be hearing from two experts-  one an educators and author, and the other, a neuroscientist specializing in adolescent brain development.  I can't wait!  My intent is to post to this blog several times while I'm gone, to keep you abreast of what I'm learning! 

Thanks for "listening".  I'd love to hear from you! 

Hi Everyone,

So... one of my New Year's Resolutions is to become a better blogger.  Here it is- December 27, and I'm getting started on it.  This is a good sign.

I hope that you all had a wonderful Christmas.  I did.  We hosted my extended family- the Cresaps, who came from Waterloo, Des Moines, Omaha, and Grand Rapids, Michigan.  Only one niece, Emily, wasn't able to make it.  Even my mom-  Doris Cresap- who is a very young 89 year old, made the trek to Cedar Falls.  We had a great time, and it was fun for Tom and I to entertain in our new home.

So-  my topic today- as this is what I've been pondering- is how technology is changing our brains.  I've been thinking about the two labels often used when talking about people and technology:  digital natives, and digital immigrants.  I am certainly an immigrant- I've known this for a long time.  I didn't grow up in a world that was driven by technology-  I've had to learn everything that I know-  and have had to learn how to use all of the digital devices that I use every day of my life.  And let me assure you, the learning process has not always been easy- or pretty.  

Here's how old I am:

• I learned to type on the latest technology of the 1970s- the electric typewriter.  I can remember being amazed that mistakes could me made- and corrected- by the machine!  No more having to "roll back" the manual typewriter to the specific spot on the paper, use White-Out to dab at the mistake, and then try to get the typewriter lined up to retype.  
• IF there was a computer in my high school (and I'm not SURE that there was) there was only one- and it was in the office area.
• I had to use phones that were tethered to the wall- in order to talk with someone!
• When traveling, I was simply "out of touch" for the duration of the trip.
• When shopping, I actually had to leave my home and drive to various stores!
• When reading a book, I actually had to have a physical copy in my hands- and I had to turn the pages myself!
• When I needed to "look something up", I turned to the set of Britannica Encyclopedias on my shelf- OR... I drove myself to the library to access the latest, greatest resources--- books, newspapers, and magazines!

The best gift I received for Christmas this year, was a "book" that my mom has been working on for several years.   The Story of My Life,  lovingly written by Doris Elaine Wilson Cresap, describes my mom's growing up years.  Born in 1922 and raised on a farm during the Great Depression,  my mom's early years are described in stories that are simply hard to fathom in THIS day and age.  She talks of shearing sheep, spraying the orchard trees with insecticides, doing the laundry with an old wringer machine, baking bread once a week for the family, creating toys to play with from items such as an old wheel and a beef bone.  (yes, a beef bone)  She tells stories of how all of the farmers would team up to bring in the harvest each year- moving the threshing machines from farm to farm and working together, while the women moved from farm to farm preparing meals for their husbands and sons.   Needless to say, it is a fabulous piece of writing-  for both the historical picture that she paints, and the valuable family stories that she tells.  As I was reading it, I continually was reminded of just how DIFFICULT life was back then.  It took every member of the family- every minute of everyday- just to engage in the work of growing the food, tending to the livestock, preparing the food, sewing the clothing.  They spent all of their time doing the tasks that would enable them to simply LIVE their lives!  No technology to help out- no extras- no time spent figuring out how to use their time! 

It's amazing to think about the changes my mom has seen in her 89 years.  She bought her first laptop computer just 2 years ago, and regularly uses e-mail to communicate with her kids and grand kids.  She also "surfs" the internet when she's interested in knowing more about a topic, and has been known to check out some of her grand kids' Facebook pages. While she would be the first to tell you that she struggles with technology, it is very obvious that she has embraced it--- and her brain has "rewired" itself to meet the needs of her changing world.  (This brain rewiring is probably one of the reasons why, at the age of 89, she is as sharp as a tack- with a memory that makes the rest of us marvel!)  She is truly a life-long learner!

So... back to MY story-  and the way that MY brain is being rewired by technology.  My first exposure to computers was in the 1980s when I scavenged a collection of Apple IIes for my 3rd graders to use in practicing their keyboarding skills.  My first personal computer was an Apple II GS, and then a MAC.  My classroom at Glick Elementary was selected as a pilot classroom for the Marshalltown district in the early 90's, and it was equipped with 6 PCs, a large screen TV for projecting and INTERNET ACCESS! (Thanks Judy L. and Becky M.)  Now those were exciting times-  times that required continual learning, exploring, experimenting,---  much frustration--- but much excitement! 

Now, in 2011, I find that I am STILL learning.  I would never have been able to imagine- back when I was learning how to use those old Apples-- that I would be:

• Routinely using Google Docs, Google Forms, Google Sites
• Using Wikispaces to create websites for my classes
• Creating and maintaining my OWN website  (www.motivationforlearning.com)
• Using a Blog  (trying to become a blogger)
• Hosting live Webinars
• Using tools such as Diigo, igoogle, Facebook, Moodle etc.

I've come a long way, solely because my desire to learn- and my perseverance- allowed my brain to rewire itself for these new challenges.  I remember struggling with my first "mouse" thinking to myself that I would NEVER learn to control it---- and I know that my brain just had to "rewire" itself- to the point where maneuvering the mouse is now (by far) the EASIEST part of using the computer!  I can honestly say, it's been a long time since I've had to consciously think about using my mouse!

With the ever growing list of Web 2.0 tools that are now available, my brain continues to grow and change- and be challenged.  Just this morning, using software that I was beginning to feel competent with--- I've been thrown a loop.  I can't make it do what I want it to do.  So....  I've reached out for help-- to one of my "digital native" friends.  I'm hoping that she can help me get "unstuck".  Until then-  I'm going to give my brain a rest and go shopping-  the old fashioned way-  I'm going to drive myself to the mall, and try to find a few after-Christmas bargains.

Another Great Opportunity to Learn- this time with Dr. Lynn Erickson!

Pat Wolfe and me

With Pat Wolfe, at the January 2011 Brainy Bunch Renewal.

Learning about the Brain- in Napa, CA

Hello Everyone.  I'm on my final day in Napa, California- learning more about the brain!  I'm so lucky to be a part of this group, Pat Wolfe's Brainy Bunch!  For the past 4 days, I've had the opportunity to learn from 45 other "brain junkies"- extremely accomplished educators from across the country who share my passion for learning about- and teaching about- the brain. It is always great to be around Pat Wolfe, and she brings in wonderful speakers to work with us.  On Saturday, we learned from Dr. Stephen Hinshaw, a leading researcher in the area of ADHD.  And yesterday, we learned from Dr. David Amaral, an expert on Autism Spectrum disorders. Both were excellent speakers!

I'm anxious to return home and share some of the information I've learned with Iowa educators.  On this fourth and final day in Napa, we'll be discussing what we learned, and will also hear from some of our fellow BB members about projects they are working on, and research they are doing!

Since I don't fly home until early Tuesday morning, I'll have this afternoon and evening to relax in San Francisco.  My traveling companion, Margie O. and I are still trying to decide just how to spend our time.  Most likely-  a walk across the Golden Gate Bridge, a trip to the Muir Woods, and possibly a trip to a great mall in San Bruno. We won't have much time, but we always have fun!

More later!  Happy MLK Day everyone!

Learning about the brain- through a tragedy

Now that we’re half way through January, I’ll wish you all a Happy New Year!  I hope that you had a relaxing break from the action and got to spend lots of quality time with family and friends.  

While at home over Christmas break, I was telling my son (John) and my daughter (Anne) about my attempt to enter the Web 2.0 world as a blogger.  I told them how excited I was to try my hand at blogging, as a way of maintaining a connection with class participants between sessions, and to pass along information that I’m hearing about and reading about the brain.   Anne, in a very helpful and courteous manner, asked if she could provide me with some “constructive criticism.”  I of course told her “yes”, and she went on to tell me,   “Mom, I think you use too many exclamation points in your blog posts.”  I responded to this very genuine concern by telling her that she’s probably right- but that when I’m writing, I tend to use the punctuation marks that will best communicate in the “voice” I would use if I was actually speaking.  Anne responded by saying, “I know, Mom.  It’s just that you seem overly excited about this brain stuff.” 

 

Well, after nursing my pride regarding the critique of my punctuation skills, I’ve decided that Anne is probably right.  Guilty, as charged.  I AM excited about anything brain-related.  So… please excuse my excessive use of exclamation marks.  It’s a habit that I’m afraid I won’t be able to break!!!!!!!   (Sorry, Anne!!!!)

I always take a great deal of interest in any story that appears in the media regarding the brain.  The latest “story” however, while interesting, has not been a fun one to follow.  The violence that happened in Arizona over the weekend was senseless and tragic, and once the initial shock has passed, will be the topic of much debate over gun control, political rhetoric, freedom of speech and many other topics.  Words can’t express the feelings that a tragic event like this evokes- certainly anger, disbelief, fear, and sadness.  We can only keep those directly affected in our thoughts and prayers, and search for lessons to be learned from this horrific event. 

 

I have taken keen interest in the news conferences that have been conducted by medical professionals regarding Congresswoman Giffords’ injuries and treatment.  I appreciate having the knowledge that I have about the brain, as it has made these reports more meaningful to me.  The doctors say that the bullet passed through the left hemisphere of her brain, from back to front.  They stated that while this trajectory has the potential to be life-threatening,  it could have been much worse had the bullet gone from one hemisphere to the other, and through the central structures of Ms. Giffords’ brain.  Injury to the brain stem, or some of the other structures located deep in the center of the brain would have caused total debilitation and more likely, immediate death. 

The left hemisphere (in most people) contains the primary centers for the brain’s processing of language.  This includes areas known as Broca’s area and Wernicke’s area, which are critical for both producing speech, as well as understanding speech.  The medical updates I’ve heard have not made clear how high the bullet’s trajectory was within the left hemisphere.  My understanding (which may or may not be accurate) is that a higher trajectory would be less likely to affect those critical speech areas of the brain.

Also as you probably know, the left hemisphere of the brain controls functioning of the right side of the body- and vice versa.  While Ms. Giffords’ doctors have been cautiously optimistic about her recovery, it remains to be seen how much damage has been done to the speech centers of her brain, or to the motor cortex that controls movements on the right side of her body.

When neurosurgeon Dr. Lemole talks about his cautious optimism, he relates the seemingly simple but positive signs he has seen when he examines his patient.  When asked to “give a thumbs-up” for example, the fact that Ms. Giffords is able to complete the task indicates that her ability to hear and understand language remains intact.  What may seem like a very simple task, is really a test of many very sophisticated brain processes, all of which provide clues to the medical team regarding which parts of her brain seem to be functioning well, and which have been affected adversely by her injury. 

 

I have been incredibly impressed by the two doctors that have been interviewed regularly since the tragedy on Saturday.  Dr. Lemole and Dr. Rhee, (the trauma physician) are extremely articulate in the way they provide information to the public.  They are able to explain the most complex of topics- the human brain- in a way that lay-people can understand.  Every time they speak, I find myself marveling over first, their knowledge and expertise about the brain and how it works, and second, their ability to communicate with those who don’t share that level of expertise and understanding.

  

I will be following Ms. Giffords’ progress over the next several weeks and months through several “lenses”.  First, I’ll watch, listen and pray- that she continues to improve, and that she can triumph over this senseless act by making a full (or nearly full) recovery.  Second, I’ll continue to watch and listen to the updates that are given, and will deepen my own understanding of the brain’s remarkable ability to ‘rewire’ itself in the face of traumatic injury.  Those of us who have a special interest in the human brain will be able to learn a lot from this very tragic event. 

 

My thoughts and prayers are with you, Gabby!

Super-Memory... A fascinating story on 60 Minutes!

Happy Holidays!  I hope that you find time to relax with family and friends, and truly enjoy the season!  That’s MY plan!

There have been several articles about the brain in the news lately!  Once you begin paying attention, it’s amazing how often you read things in the newspaper or magazines, or see programs on TV that are brain-related!  (This in itself is actually a “brain thing”- sometimes referred to as “the red car phenomenon”).

Here is an excerpt from one of many articles that talks about this:

“When I graduated from college I bought a red Pontiac Grand Am. And from then on I noticed two things while driving around: (1) how many red cars were on the road, and (2) how many Grand Am’s there were of all colors. We notice things that we have some personal connection to, whether that connection is based on our experience, our desires, our knowledge, or something else. Here’s why: because everything we have learned and experienced creates the context or lens through which we relate to the world. It shapes what we pay attention to amidst the daily onslaught of signals and information. It even shapes what we are capable of seeing or observing.”     (from Random Acts of Leadership, by Susan Mazza, February 2009)

So… if you have taken one of my classes, or attended my session at NMSA, or if you have read or seen something that has created an interest in the brain and how it works, you may be experiencing the “red car phenomenon”.  In your case and in mine- news of the brain seems to be everywhere!  You could say that we have a “heightened awareness” that makes us notice things that we previously ignored!  I love this hard-wired feature of the human brain!

Last Sunday’s 60 Minutes had an excellent story that some of you may have seen.  It was about people who have “super-memories”.  Instead of discarding the majority of what enters their brain through their senses, these people remember (whether they want to or not) almost everything!  It was an amazing story!  These people have abilities often seen in Autistic Savants- yet they are normal in every other way!  They can remember the details of everyday they have lived.  Given a specific date, each of them could recall what they had done that day, what had happened in the news on that day, etc.  It’s an amazing skill that leaves most of us bewildered! 

The scientists who were interviewed on 60 Minutes, Dr. Larry Cahill and Dr. James McGaugh, spoke of the studies they are conducting on these unique individuals.   Through brain-imaging done on these "super-rememberers",  distinct differences have been noted between their brains and the brains of “average” humans.  These differences have been documented in several areas- deep inside the temporal lobe (where the hippocampus is located), and in another area called the caudate nucleus.  They can’t yet explain these physical differences, or even understand whether the differences are a “result of” the unusual capabilities… or perhaps are “responsible for” the capabilities.  It is a case of the chicken or the egg dilemma, and will require continued study. 

I was particularly interested in this 60 Minutes story, because several years ago, Dr. Larry Cahill was the featured speaker at one of my “Brainy Bunch” renewal sessions.  Each January, Pat Wolfe- my friend and mentor, hosts a renewal session for all who have gone through her training.  She brings in the experts- top neuroscientists, and/or science writers- to talk with us for an entire day.  Larry Cahill was our featured speaker several years ago, so in a small group of about 40 educators, I was able to learn from this expert!  This is, to say the least, a huge privilege and thrill for me! 

To watch the 60 Minutes segment in its entirety, follow this link:

http://www.cbsnews.com/stories/2010/12/16/60minutes/main7156877.shtml?tag=contentMain;cbsCarousel

There are a few extra segments on this website as well, that weren’t in the program, but that are really interesting!  I highly recommend watching these videos!  They are fascinating! 

 

I’ll end for now and will again wish you a very Merry Christmas and a Happy New Year!  I’ll find time to post again between the holidays, and will fill you in on my upcoming trip to Napa, California.  I’ll again be learning from Pat Wolfe and other neuroscience experts--- about the latest news of the brain!