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It is built by learning new skills, engaging physically, practicing mental health strategies, getting adequate sleep, socializing meaningfully, continuously learning

"We should place as much (or more) emphasis on helping students develop the capacity to think critically, evaluate and control learning processes, monitor emotional responses, set short- and long-term educational goals, and develop other self-regulation strategies" (Armstrong, p. 109).

Benefits of neuroplasticity: strengthens memory of new skills, helps brain recover from an injury by rerouting functions to healthier regions of the brain, stimulates activity in regions that have lost functions in an effort to regain them, mental health practices like therapy and mindfulness help rewire negative thought patterns, grows one's ability to think flexibly and with new perspectives

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Creating them allows educators to begin their journey to deconstruct the status quo in order to challenge assumptions and take actions to ensure all students equitable opportunities (Chardin and Novak, 2021, pp. 47-65).

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Learning through action is a prerequisite to learning through language and thought. (Brown and Pleydell, 1999)

Lots of contemporary theories are in line with drama learning outcomes researched by Nellie McCaslin in 1968 (Brown and Playdell, 1999)

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The NAEYC Code Believes PLAY is Crucial Contributing Factor in Developing Self-Regulation, Language, Cognition, and Social Competence

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The NAEYC Code Believes PLAY is Crucial Contributing Factor in Developing Self-Regulation, Language, Cognition, and Social Competence

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American early childhood education puts too much emphasis on academic assessment and not enough on play, which directly contradicts the NAEYC code. (Bodle, McCartney, Streeter, pp. 287-298)

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Brain-based learning is an educational approach that is grounded in the understanding of how the brain works and how it processes information. It uses insights from neuroscience to inform teaching strategies, aiming to enhance learning by aligning with the brain’s natural functions and abilities.

Key principles of brain-based learning:

-active engagement

-emotional connection

-multiple pathways

-repetition and practice

-sleep and rest

-individualized learning

A person's grey matter in the brain decreases after age 2 or 3 (pruning), so this solidifies why it's so vital to expose children to a variety of experiences early on in life

(Armstrong, pp. 4-16)

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Big Ideas, Enduring Understandings, Essential Questions

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Big Ideas, Enduring Understandings, Essential Questions

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This helps students to explore "how perception and reception is situated culturally, individually, and collectively" (Dawson and Lee, 2018, p. 205).

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Emotional Intelligence vs Emotional Quotient 

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Emotional Intelligence vs Emotional Quotient 

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-EI was first described by Peter Salovey and John Mayer

-They saw EI as an awareness of others and an awareness of self

-Daniel Goleman read about E.I. in 1990 from Salovey and Mayer

-Goleman developed his own model of EI, presented in his book EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN I.Q.

-Developing self-awareness, emotional control, self-motivation, empathy, and relationship skills in the formative years can provide the foundation for future habits.

(Aubrey and Riley, 2022, pp. 297-317)

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3 Forms of Arts Education in K-12 Schools

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3 Forms of Arts Education in K-12 Schools

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-Arts education in K-12 schooling comes in 3 forms: arts as curriculum, arts-enhanced curriculum, arts-integrated curriculum

-It's important, as a teacher, to understand the differences between these types to assist you in teaching the content in the most efficient way and in a way that supports the students' mental health (Streeter, 2016, handout).

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-It's a way of thinking purposefully about curricular planning and school reform.

-Its focus is on deep, meaningful learning.

-It's a set of helpful design tools and standards, not necessarily a rigid program.

-Its goal is for students to get a full understanding of the material through meaning-making and connections.

-Stages of UbD

stage 1: desired results

stage 2: assessment evidence

stage 3: learning plan

(Wiggins, G. (2006). Understanding by design: UbD in a nutshell. Authentic Education.)

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Bloom believed mastery was achievable for ALL students with time

-Believed students attain mastery through 3 strategies:

1) finding out what students' levels of ability are when they're given assignments

2) using positive interventions early on

3) modifying the teaching and learning resources to the individual student

(Aubrey and Riley, 2022, pp. 08-123)

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"Classrooms reflect the confusion of a world that is contingent, changing, and uncertain" -Stephen Brookfield (Asking Better Questions, handout p. 39).

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"Classrooms reflect the confusion of a world that is contingent, changing, and uncertain" -Stephen Brookfield (Asking Better Questions, handout p. 39).

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2 taxonomies designed to help with teaching

1. Bloom's taxonomy- categorizes educational goals and learning objectives into different levels of cognitive complexity, progressing from lower to higher order thinking (remembering, understanding, applying, analyzing, creating, evaluating)

2. Affective Domain taxonomy- exploring how students' attitudes, values, and emotions influence their learning, categorized into 5 hierarchical levels: receiving, responding, valuing, organizing, characterizing