What is the focus of the Science of Learning and Development Initiative?

To synthesize knowledge from various fields to understand how learning occurs.

What does malleability refer to in the context of learning?

The brain's ability to change in response to relationships and experiences.

How do relationships impact children's development?

Strong relationships can reverse adverse experiences and foster resilience.

What kind of classroom environment is suggested for effective learning?

A classroom informed by principles of development that promotes engagement and interconnections.

What skills does the video claim can be taught?

Social, emotional, and cognitive skills, which are as critical as academic skills.

The Science of Learning and Development

00:05:21

https://www.youtube.com/watch?v=o1VoUImKYDE

Zusammenfassung

TLDRThe video introduces the Science of Learning and Development Initiative, aiming to synthesize knowledge across various fields such as psychology and brain science to understand how learning occurs. Key principles discussed include the brain's malleability and the importance of social and emotional development in conjunction with cognitive skills. It highlights the role of educators in shaping the experiences of students, emphasizing that supportive relationships can significantly enhance a child's learning and resilience, positively impacting their development despite any adversities they may experience.

Mitbringsel

🧠 Understanding brain malleability is crucial for learning.
🤝 Relationships drive brain development and learning.
🌱 Adverse experiences can be mitigated by strong teacher-student connections.
🔗 Combining social and emotional learning with cognitive skills enhances education.
🎓 Educators have the power to shape developing brains positively.
💡 Critical thinking and problem-solving skills are essential in education.
🎉 Engagement in learning leads to better development outcomes.
🛠️ Skills like self-regulation can be taught and improved.
🤗 Safe spaces encourage open dialogue and learning.
🌈 Collaboration and compassion are key in classroom environments.

Zeitleiste

00:00:00 - 00:05:21
Dr. Cantor and Dr. Darling-Hammond discuss the Science of Learning and Development Initiative, emphasizing the need to understand the science behind learning. Key concepts include malleability of the brain, which is influenced by relationships and experiences, and how adversity can lead to uneven development of essential skills. However, with intentional support, children can become engaged learners from various starting points. Integrating social, emotional, and cognitive development creates stronger interconnections in the brain, accelerating learning. The importance of strong relationships in schools is highlighted, as they can reverse negative experiences and foster resilience. Effective classrooms are characterized by student engagement, critical thinking, and the teaching of social and emotional skills alongside academics. The overall goal is to build an educational system that leverages knowledge of brain development to promote compassionate collaboration among learners.

Mind Map

Video-Fragen und Antworten

What is the focus of the Science of Learning and Development Initiative?
To synthesize knowledge from various fields to understand how learning occurs.
What does malleability refer to in the context of learning?
The brain's ability to change in response to relationships and experiences.
How do relationships impact children's development?
Strong relationships can reverse adverse experiences and foster resilience.
What kind of classroom environment is suggested for effective learning?
A classroom informed by principles of development that promotes engagement and interconnections.
What skills does the video claim can be taught?
Social, emotional, and cognitive skills, which are as critical as academic skills.

Weitere Video-Zusammenfassungen anzeigen

Erhalten Sie sofortigen Zugang zu kostenlosen YouTube-Videozusammenfassungen, die von AI unterstützt werden!

Untertitel

Automatisches Blättern:

00:00:00
>>Dr Cantor: The Science of Learning
00:00:01
and Development Initiative came together to answer a question.
00:00:05
What science should we pay attention to in order
00:00:09
to understand how learning happens?
00:00:12
>>Teacher: Have a good day.
00:00:13
>>Dr Darling-Hammond: The Science of Learning
00:00:14
and Development is really an attempt to synthesize a huge body
00:00:19
of knowledge that's accumulated over many,
00:00:21
many years from the learning sciences, from psychology and anthropology
00:00:26
and brain science and put all that together and understand how people,
00:00:32
in fact, develop and how they learn.
00:00:42
>>Dr Cantor: There are a few core principles
00:00:44
that define all of human development.
00:00:47
The first is malleability, the unique property of the brain to change
00:00:54
in response to relationships and experiences.
00:00:58
Neural tissue is the most susceptible to change of any tissue in the human body.
00:01:03
When children are born, their brains are not fully developed.
00:01:07
The development of the brain actually continues into young adulthood.
00:01:13
It is relationships and experiences that drive the development of the brain.
00:01:18
If children have the experience
00:01:21
of adversity they will have uneven development of foundational skills,
00:01:26
like self-regulation, relationship skills that are prerequisites
00:01:32
for more complex skills like perseverance and self-direction.
00:01:37
These are the children who are at risk to fall further and further behind.
00:01:41
But what's most interesting is that a child can become a productive
00:01:46
and engaged learner from any developmental starting point as long
00:01:51
as we intentionally build those skills.
00:01:53
>>Teacher: Turn to your table group and discuss this.
00:01:56
Come up with a statement.
00:01:57
>>Dr Cantor: When we're able to combine social, emotional, affective
00:02:03
and cognitive development together, we are creating many,
00:02:07
many more interconnections in the developing brain that enable children
00:02:12
to accelerate learning and development.
00:02:18
>>Teacher: We got this, guys. We got this!
00:02:21
>>Dr Cantor: As educators, we have an extraordinary opportunity
00:02:25
to shape the developing brains of children and to create that kind
00:02:29
of stimulus that drives the integration of the brain.
00:02:34
>>Teacher: Life isn't all about going at it alone.
00:02:36
We're up there to support you
00:02:38
when you don't necessarily have the skills or tools that you need.
00:02:42
>>Dr Darling-Hammond: The Science of Learning and Development tells us
00:02:44
that school needs to organize for strong relationships.
00:02:49
>>Student: You look pretty, Miss Turner.
00:02:51
>>Ms. Turner: Thank you, baby.
00:02:52
>>Dr Darling-Hammond: When a strong relationship exists with a teacher,
00:02:56
with a mentor, with an advisor, with a school administrator,
00:03:01
it actually can reverse the effects of adverse experiences.
00:03:07
Children are amazingly resilient, if they get that opportunity
00:03:12
for attachment, for comfort and for problem solving with a caring adult.
00:03:23
>>If we walk into a classroom that's really informed by these principles,
00:03:29
we'll see kids actively engaged in their learning.
00:03:33
>>Teacher: What is this graph telling us?
00:03:34
>>They will be using critical thinking and problem solving.
00:03:38
They will be putting ideas into action.
00:03:41
>>Teacher: This one is much longer than the other one you were using.
00:03:43
>>They will have lots of tools and manipulatives that they can work
00:03:48
with to help them understand the ideas.
00:03:51
As they undertake these tasks, they're building both the social
00:03:55
and emotional foundation and they're also building cognitive abilities.
00:04:01
>>Teacher: Any volunteers who are open to a priority list?
00:04:05
>>Student: Okay, we have Alex due tomorrow.
00:04:09
>>These are all skills that can be taught.
00:04:12
These are as important as learning your ABCs and your arithmetic facts.
00:04:19
>>Student: It's 80 so it has to be under.
00:04:20
>>Teacher: Nice.
00:04:21
>>Teacher: So it's important to understand
00:04:23
that even though somebody says something you might disagree with,
00:04:26
everybody's contributing to this shared dialogue in this safe space.
00:04:36
>>Dr Cantor: Today, we have a very big task in front of us,
00:04:39
but it is a very positive and optimistic task.
00:04:42
>>Teacher: Good morning, friends!
00:04:44
>>Students: Good morning.
00:04:45
>>Dr Cantor: Because we now have a knowledge
00:04:47
of how children become learners and the opportunity
00:04:51
to create an education system that's informed
00:04:54
by a knowledge of the developing brain.
00:04:56
>>Teacher: So that's collaboration and compassion.
00:04:59
>>Students: Yay!