The document appears to be a set of slides from a lecture on brain science and education. It includes sections on vision, memory, attention, exercise, sleep, stress, exploration, and positive relationships. There are diagrams, examples, questions, and comparisons of discipline versus punishment. The slides utilize images, formatting, and repetition of key ideas to reinforce the concepts being presented.

1. Brain Slides

3. Brain Rules

4. Brain Rules
+ Lecture Slides
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5. Brain Rules
+ Lecture Slides
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6. Brain Rules
+ Lecture Slides
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Brain Slides

7. Today’s Model:

8. Teachers lecture...

9. students listen...

10. ...& take notes.

11. BUT...

15. Why

16. This
does
not
agree..

17. with this.

20. Vision

21. Vision Memory

22. Vision Memory Attention

23. Vision

24. Vision

25. 1
-
2
Vision

26. Vision

27. Vision

28. 10%
Vision

29. 10%
Vision

30. 10% 35%
Vision

31. 10% 35%
Vision

32. 10% 35% 65%
Vision

33. Memory

34. Memory

35. Memory

36. Repeat!
Memory

37. Repeat!Repeat!
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Memory

38. Attention

43. Attention Span
0 10 20 30 40 50
Minutes

44. Attention Span
0 10 20 30 40 50
Minutes

45. IBM FBI IRSKGBYMCA

46. IBM FBI IRSKGBYMCA

48. Vision

49. Vision Memory

50. Vision Memory Attention

51. Rule 1: Exercise

52. Rule 7: Sleep

53. Rule 8: Stress

54. Rule 12: Exploration

56. Marian Diamond

57. Take Notes

58. Design

59. less text

60. more images

61. Examples

62. How can positive relationships
influence student learning?
 Enhance effectiveness of role modeling.
 Studentsare more willing to spend time with
teachers who demonstrate kindness.
 Students feel safe with teachers who they
respect.
 “People
don’t care how much you know until they
know how much you care.”

63. How can positive
relationships
influence student
learning?

64. What does the storyline
in the book Secret of
the Peaceable Warrior
suggest about the
power of positive
relationships?

65. What does the
storyline suggest
about the power of
positive
relationships?

66. Question
How did Christ respond to
people when they need to
be corrected?

68. DISCIPLINE vs. PUNISHMENT
DISCIPLINE PUNISHMENT
Train for correction and Stop behavior by inflicting
 PURPOSE Maturity, leading to self discipline penalty or pain.
Future correct deeds Past incorrect behavior, short
 FOCUS in TIME term.
Love & concern for individual’s Hostility & Frustration,
 ATTITUDE of Success & happiness, Adult remains physical tension & stress
ADULT Calm and relaxed. Adult feels avenged
Positive self image, self-worth, Fear, guilt, stupidity, anger
Value, & self confidence inferiority, hostility
 EMOTIONS In
CHILD Takes form of teaching Infliction of unpleasant or
painful penalties
 DEFINITION

69. Purpose
 Train for
correction and
maturity, leading
vs.
 Stop behavior by
inflicting penalty
or pain
to self discipline

70. Focus in Time
 Future correct
deeds
vs.
 Past incorrect
behavior, short
term

71. The Sampler

72. Student Questions

73. Forced Debate

74. Reaction Sheet