As an example let's look at the sentence "Movement breaks are helpful, but not panacea for all barriers to learning in the classroom."

At first glance, one can infer that panacea means a solution and move on satisfied that they understood. The depth of processing remains shallow.

Were one to continue to see and hear the term, they might feel the need to increase the depth of processing to find the definition. [a remedy for all ills or difficulties: CURE-ALL (Panacea Definition & Meaning, 2024).]

Understanding how the brain works enhances our understanding of all practices that go into being an effective teacher. If we can deepen collective understanding on learning and the brain, we can improve education for all students.

• More connections to other information

• Faster processing of new, related information

Not every piece of information we encounter will or should be processed in depth. Our brains do an exceptional job of determining what we need to focus and what we can forget.

1. How the brain works and develops

   1. 5-Minute Film Festival: Learning and the Brain - How Youth Learn: Ned's GR8 8

   2. Brain Development and Adolescent Growth Spurts

      
      

2. Planning meaningful instruction with the brain in mind

   1. Matching Edtech Products With Neurological Learning Goals

   2. Strategies for Getting and Keeping the Brain’s Attention

   3. 5 Assessment Forms That Promote Content Retention

   4. Training the Brain to Listen: A Practical Strategy for Student Learning and Classroom Management

1. Students feel okay.

2. Learning is relevant to students

3. Learning is active

4. Learning should challenge students appropriately

5. Students are "coached"

6. Learning is actually put to use more than once

7. Students should reflect on it

8. Students should plan the next steps of their learning

 (WKCD, 2013)

Key Takeaways:

• In adolescence, the part of the brain in control of executive functions is going through a lot of growth

  • this includes organization, impulse control, risk assessment, reflection, and more.

• Teachers can support the development of executive functioning skills at this time by:

  • modeling and discussing strategies

  • making instructions clear

  • having student model and demonstrate

  • checking for understanding

  • giving more responsibility to students over time

  • providing timely, constructive feedback

(Willis, 2016)

Key Takeaways:

• Verify the efficacy of Edtech products before committing

• Make sure the product matches your goals

• Products should be

  • relevant to students

  • individualize achievable challenge

  • feature ongoing assessment and timely feedback

(Willis, 2016)

Key Takeaways:

• focus on the benefits of training our brains to focus our attention

• Reiterate that focusing attention is a skill to be learned and improved upon

• Use student attention to pace lessons

(Wilson & Conyers, 2015)

Key Takeaways:

• Assessments can help increase long-term memory retention and motivation

• Assessments can (should) help students track and reflect on learning.

• Learning journies that are recalled positively are better retained

• Sharing learning that we are pleased with boosts these effects

(Willis, 2014)

Key Takeaways:

• Listening means blocking out external and internal thoughts

• Predicting and replaying are critical parts of active listening

• Focusing on listening is a skill to be practiced and developed, like so many others

(Wilson & Conyers, 2014)