BRAIN-BASED CLASSROOM PRACTICAL GUIDE

60 SIMPLE TOOLS FOR TEACHERS TO IMPLEMENT NOW!

KIERAN O’MAHONY

BRAIN-BASED SOLUTIONS, SEATTLE, WA

I have been teaching for 14 years, and I have never received a training that completely changed my mindset until now. This conference has meant the world to me. Teaching with the brain in mind will help us meet the needs of each student in our classroom. The information from the work of the Neural Education group can quite literally change the lives of everyone it touches. I have taken away knowledge from this conference that will help me adjust my instruction in the classroom, my work with other educators, how I parent, and how I communicate with my family and community. Best training ever!!

- Lori Donati, Reading Specialist - Sawyer Woods Elementary

I have devoted my career (15 years) to helping students grow as learners. During my tenure, I have witnessed limited success with different waves of educational reform. As soon as I found Neural Education, things clicked - I was able to connect with my students through the lens of neuroscience to have a real impact on learning and social emotional development. With this new perspective, I started my own school - The Seattle School for Boys - we put Neural Education practices and methods into action to create an equitable learning space where boys can develop empathy, compassion and a sense of identity.

- Jerome Hunter - Seattle School for Boys

In my twenty-five years of being in education, Neural Ed is HANDS DOWN the VERY BEST professional development I’ve been part of … ever!!

- Karey Richardson - Assist. Principal, Puyallup SD

By understanding the brain and how we react to our environment, I now have a new and amazing perspective as an educator on how we can connect with all of our students, regardless of their life trauma, so they can be successful, not only in the classroom, but for the rest of their lives.

- Leah Sandlian - High School PE/Health Teacher, Fife SD

I am confident that this neural ed approach will add value to learning outcomes for children in schools across America and ... across Africa.

- Prof. Tabitha - Wang’eri, Kenyatta University, Kenya

ALSO BY

Kieran O' Mahony, Ph D FRGS

The Brain-Based Classroom:

Accessing Every Child's Potential Through Educational Neuroscience (Routledge, 2021)

Brain-centric Design:

The Surprising Neuroscience Behind Learning with Deep Understanding (Thanet House Publishing, 2019) with co-author Rich Carr, BcID

Mediated Pedagogy in a Blended Environment:

Chapter in Ecojustice, Citizen Science & Youth Activism (Springer, 2015)

Connecting Formal and Informal Learning Experiences: That Dam Project (Proquest, 2010)

Waldseemuller World Map 1507 (Educare Press, 2003)

Geography and Education: Through The Souls of Our Feet (Educare Press, 2001)

Dictionary of Geographical Literacy: The Complete Geographical Reference (Educare Press, 1993)

Geographical Literacy:

What Every American Should Know About Geography—and More (Educare Press, 1991)

BRAIN-BASED CLASSROOM PRACTICAL GUIDE

60 SIMPLE TOOLS FOR TEACHERS TO IMPLEMENT NOW!

KIERAN O’MAHONY

BRAIN-BASED SOLUTIONS SEATTLE, WA

Copyright © 2023 Kieran O’Mahony

All rights reserved. No part of this work may be reproduced or used in any manner without written permission of the copyright owner except for the use of children practicing art or reading.

First printing 2023

ISBNs:

spiral: 978-0-944638-70-5

e-book: 978-0-944638-71-2

digital flip book: 978-0-944638-72-9

paperback: 978-0-944638-54-5

audio: 978-0-944638-75-0

spanish print: 978-0-944638-76-7

Teacher Practical Guide for implementing Neuroscience of Learning Series: Tiger Schmiger™ Books for Teachers and Children only

Publisher: Brain-Based Solutions, Seattle, WA. An Educare Press Book https://brainbasedsolutions.org

Book Production by NoShooz publishing Inc. Bainbridge Island, WA.

DEDICATION

To Neural Education Champions, who are breaking the mold… teaching in a remarkably different way

A man who carries a cat by the tail learns something he can learn in no other way

— MARK TWAIN

CONTENTS

Acknowledgments

Preface

Introduction

Section I: Regulate

Our House

1. The Mindset Continuum: Intelligence

2. The Mindset Continuum: Talent

3. The Mindset Continuum: Challenges

4. The Mindset Continuum: Persistence

5. The Mindset Continuum: Effort

6. The Mindset Continuum: Criticism

7. The Mindset Continuum: Success of Others

8. The Complete Mindset Continuum

9. Greater Sense of Personal Freedom

10. Predictable, Consistent & Kind

11. Scaffolds Can Be Amazing

12. The Rhythmic Envelope

13. Get Unstuck From the Contagious 3 P’s

14. Are You OK?

15. All the Children Get All the Joy

16. What’s Below Anger

17. Communication

18. 2 x 10

Section II: Relate

Alive ’til Twenty-Five

19. I Wish My Teacher Knew…

20. Transitions can be Predictable

21. Sense of Belonging Enhances Learning

22. Relate with Jewelry

23. Mirror with Peer

24. Orchidial Chaos

25. Managing Brains

26. Children Should Be Busy

27. Morning Journey with Hippocampus

28. Be Curious!

29. Simplify Rubrics

30. All I Need to Know…

31. Presume Competence

32. Belly Breathe

33. Brilliant Bored Brain

34. Appetite Over Aptitude

Section III: Reason

Kid These Days

35. Disequilibrium

36. Mastering Mastery

37. Multiple Perspectives

38. Reflect Collects Your Thoughts

39. Revised Thinking is Magic

40. Middle of the Herd Report Out

41. Long Lasting Connections

42. A Child’s Brain

43. School-Friendly Genetics

44. RAS-ify Your Children

45. No Strings Attached

46. Ball Drop

47. Consolidate the Big Idea with LTP

48. LTP Strengthens Working Memory

49. From Automaticity to Cognitive Load

50. Purposeful Mastery

51. Expected Confidence

52. Whole Brain

53. A Pedagogic Model

54. Regulation for Reason

55. Circuit Synchrony

56. Focus

57. Play for Memory

58. Greenhouse

59. Deep Learning

60. Involuntary Reaction Drives Behavior

Epilogue

Glossary

Afterword

ACKNOWLEDGMENTS

We stand on the shoulders of those who have gone before us and were kind enough to write things down. I am particularly grateful for opportunities to carry out research projects and interventions in classrooms of all ages and in places as distant as Ireland, Africa, Australia, New Zealand, India, China and the United States. The brain is the same no matter the geography.

The Brain-Based Classroom that this Practical Guide is meant to accompany, was commissioned by Taylor & Francis Group (London and New York, 2021) and had to be an overly academic undertaking to fulfill requirements relating to the Routledge academic series - An Eye on Education Book. As a result, there was not a lot of energy or content dedicated to the implementation of the many pedagogical dictates that were envisioned by a neural education approach to classroom teaching and learning. Strategies, constructs and commitments that were implied in that earlier work, needed to be made visible in hands-on classes with early adopters and practitioners who were convinced that the ideas had merit and demanded rigor. This Practical Guide is an attempt to bring that rigor to implementation. It is designed to be flexible enough so that a teacher in a classroom anywhere can adapt it to the needs of the situation and the audience being served.

I am grateful to the many educators who walked with me in the careful outlining and structuring of these practices, processes and strategies. Practices are routines and verbiage that educators use day-to-day in the performance of their profession. Processes are localized interpretations of systemic and regulatory activation of learning spaces in usually large, unwieldy and complex undertakings for millions of children every day. And strategies are thinking systems and mental models that emerge from charged, revolutionary vocabularies that include the latest findings from laboratories across the world in neuroscience and learning sciences.

Foremost among these educators are the certified champions in Neural Education and leaders that help greenhouse and support each other week over week and month after month. In this amazing greenhouse community, we find that where sensitive orchid brains flourish, our resilient dandelion partners thrive just as well. New discoveries are made visible every time we meet. For that, and for their dedicated perseverance and commitment, I am very thankful. Every time we witness a child find voice and give sustenance to another learner, we are reminded that the teaching profession is the most valuable and rewarding expression of neural potential on the planet.

I’m especially indebted to the weekly Neural Ed team who tirelessly commit to building structures and programs, which, over time, advance the field with emerging methodologies that have come into play over the past decade. Thank you to Missy Widmann, Mary Snyder, Tabitha Ellison, Allison Abrahmse, Terri Farrar, and Sophia Monge. Champions are not only changing the face of education in their classrooms every day, they are carefully gathering data, writing about their experiences and sharing their work with colleagues and other educators wherever they can get an opportunity and exposure.

In particular, I appreciate the genius and attention to detail that an early adapter and a stalwart champion, Tabitha Ellison, offered in the first reading of this manuscript in preparation. The work is improved in its focus, delivery and connection to the classroom because of her expertise. I learn so much from our fabulous educators each time we talk. Thanks and gratitude to Nora Zollweg for a genius strategy regarding regulation with recycled jewelry - small motor and cognitive load that works with ease and grace.

To be a partner to incredible teaching showcases is an experience to be cherished and an honor to witness. As team players in course delivery during Summer Institutes, where thousands of new teachers cut their teeth in this groundbreaking direction in a changed post-pandemic learning space, is truly mind-blowing and riveting. Pacific Lutheran University campus faculty and staff are unfaltering compatriots on this journey, which illuminate a neural lens in learning spaces.

Highest accolades and heartiest appreciation for the amazing individuals, friends, colleagues and educators who are first in line for championing this work to educators worldwide. Thank you to Gunner Argo, Audrey Gallagher, Dani Hylton, Mary Catherine Pilon, Wendy Beldin, Terri Farrar, Kristyn Dahl, Dawn Pringle, Rachel Collier, Laurie Donati, Taylor Cassidy, Paige Wescott, Megan Bublitz, Darcy Dickerman, Terri Ann Schiferl, Jerome Hunter, Valli Rebsamen, and Gaudencio Merafuentes.

On the frontlines, there are countless other individuals who experienced the spark of engagement through a neural lens and are implementing cognitive mental models in their homes and schools as they can. I wish to acknowledge the multiplicative interchange and impact for millions of children because of their decision to embrace and engage. I would like to reach out to every part of the United States and Canada to thank lone voices and small groups of individuals who support each other in the face of systemic structural rigidity that tends to hinder experimentation and change. My best to Molly Evarts, Stephanie Froehle, Melanie Helle, April Honanie, Veronique Mertl, Taylor Cassidy, Stephanie Turcotte, Posie Kalin, Jason Miller, Dana Payne, Rama Devagupta, Mary Cushman, Jamie Ewing, Ai Addyson-Zhang, Kelly Thorson, Wendy Trummert, Necia

Kincaid, Ed Grode, Beth Trautman Atkerson, Tony Lyman, Katie Troia Stiles, Christine Collignon-Ray, Jeannine Medvedich, Nancy Spieker, and Noel Woods.

Teachers, parents, business leaders and concerned citizens, have also contributed to the growth of the processes and practices that are outlined in this book. A huge thank you to friends and companions who tirelessly contributed ideas, time, and business acumen over the past number of years. You will never know how much you sustained the forward progress. Best wishes to Kimberly Phillips, Paul Teske, Ed Bland, Michael Bledsoe, Liza Brown, Ashley Valentine, Chris Young, Anne Tipper, Maria Mackey Gunn, Paul O’Beirne, Rob Short, David French, Denis Adler, Raquel Carabine, Susanna Cunningham, Mona Kunselmann, Paul Fleming, Stephen Morrissey, Mike Pierson, Jay Lyman, and David Martin.

Many school districts have sprung into action, becoming early adopters in a field that as yet has not discovered its true potential. Foremost among them is Steilacoom Historical School District No. 1. It is indeed number one for a number of historical and methodological reasons. I am proud to work beside the superintendent, Kathi Weight and raft up with her amazing faculty and staff. Together, this community of teachers and learners is breaking new ground in areas of social emotional engagement, parent academy, mental health, academic performance and child well-being.

In the State of Washington, I am proud to be associated with future-facing leaders at organizations that are forging strong ties between learning communities, and methods that are based on emerging laboratory information with regard to memory processing and long-term potentiation. Thank you to Chris Reykdal, and educational leaders at the Washington Office of Superintendent of Public Instruction (OSPI) in Olympia, for your commitment to teachers across the State of Washington. I also want to acknowledge the Washington Association of Educators of the Talented and Gifted (WAETAG), a powerful voice for educators who strive to deliver first rate learning experiences for their young audiences. Thanks especially to Jen Flo, Robert Fawcett, and Amy Phillips who are tireless in their commitment to teachers and to the community which they serve.

Pockets of innovation exist where a dedication to an early adopter mentality highlights several champions in the field. Here, teachers are provisioned with co-created opportunities to rejuvenate learning spaces with high quality training that is carefully curated. Heartfelt appreciation to members of the leadership team and faculty at the Northwest Career and Technical Academy (NCTA) in Mt Vernon, WA. In particular, I want to thank Lynette Brower for her foresight and persistence in manifesting an ongoing professional development platform. In Hoquiam, WA, I have had the great privilege to work with Mary White and Laurie Gordon who invested so much energy and love into the design and implementation of their children’s education. Co-creation of learning spaces is a universal solution to access, acceleration and affect. Affect delivers effect. I am so thankful for the cooperation and groundbreaking efforts at reform that are transforming schools across the State. Foremost among them is Challenger Middle and High School in the Bethel School District, Spanaway. I appreciate the leadership of Jeffrey Johnson and Kara Runge and delight in working with the high-school staff. It is exciting to also begin relationship-building and program development, with the new middle school staff.

In the Elma School District, I want to express my appreciation to Chris Nesmith and his amazing team of innovators, as he works ardently to ignite learning through an innovative mastery model that is engaging and meaningful for learners. Dr. Chris is supported by Neural Ed champion Wendy Beldin, who is advancing the program at every opportunity. I foresee great results from this whole school effort.

Thanks to my great friend Michael Peck for his vision, support and stepping in to help in areas in and outside the classroom. I am fortunate to have his insightful inquisition when we meet regarding the progress and continued vision of the movement. This Practical Guide too, was fortunate to receive a scholarship from the Charlotte Selva Estate which was awarded by the philanthropic efforts of another great friend - Jack Donnelly. Thank you to Jack and Charlotte.

I met Sandi Young through the courage and persistence of a 12-year-old boy in Tanzania, Uli, who against all odds is an accomplished and proud scholar, and well on his way to contribute great things to his community in high-school and beyond. The genius of technology and desire for learning is exemplified in his access to the outside world by means of a solar panel and an iPhone. The human brain is resilient and persistent. My gratitude to Sandi and to Uli.

Deep gratitude and many thanks to the book production team, especially to NoShooz Publishing, Inc. led by Caroline Doughty including Cameron and Keith Doughty, Libby Hawken, Kate Downes, Nathan Hall and Ovi.

Finally, this Practical Guide wouldn’t be real without the acknowledgement of friends, colleagues and fellow reformers in educational spaces around the world. I am grateful for the friendship and collaborative work that is ongoing in Ireland with Patrick McAndrews, Katie Molony, Eva McMullan, and Kevin Burchaell. Grá agus míle buíochas díobh. It is gratifying to witness the inspiring work that my friend Rich Carr is accomplishing with workplace learning and talent development across the globe. A shout-out also to my friends in Bangalore, India. Thanks for your commitment to schools, Manjula Veerana, Shivaram K R, and Shyamala Kamath.

As ever, special thanks to JK and to JB. You are with me always.

Every learner learns differently, and is influenced by a complex combination of internal factors (biological, including neurobiological) and context (political, social, cultural, institutional, environmental, technological).

Therefore, receiving a personalized learning experience is an entitlement and a human right for every learner.

– UNESCO REIMAGINING EDUCATION 2030

PREFACE

Dear Reader…

Welcome to your cognitive revolution. I am so glad that you found your way to this Practical Guide. Each of us, whether we are parents or educators (or both), have been laboring in a cognitive world for a long time with tools that were designed for a behaviorist world. With the paradigm shift that accompanies this exploration, your life will