How does understanding the concept of neuroplasticity impart hope to an eighth grader?
What is the most effective interval flow pattern of stress and rest within a teacher’s lesson plan?
How does modeling and teaching empathy enhance the development of resilience?
What does brain research tell us about the best way to incorporate the 21st century skills of critical thinking, collaboration, communication, and creativity into our classrooms?
How can what we know about the brain influence the development of a culture of critique, revision, and productivity for our students?
What does the research say about the relationship between affluence and the degree of closeness children feel with their parents?
Professional development is a critical element in the growth of our faculty. The research leads us to believe that the most effective professional development is site based, involves the whole faculty, is interactive, and ongoing. Teachers want training that equips them to be more effective in their content areas and in their instructional design.
This morning the LCS faculty was engaged in our third “late start” professional development session. These activities are designed to provide training that fits the criteria outlined above and reflects another effort to become Always Better.
Learning and the Brain
Secondary Principal, Mr. Keith Overholt and various LCS faculty members have participated in the annual Learning and Brain Conference in Boston for the past four years. The conference strives to bridge the gap between the work of brain scientists at Harvard and other leading research universities with school based practitioners in order to inform educational practice.
Faculty presenters this morning included:
- Gaye Lene Hasha, “How Schools and Families Can Raise Respectful, Moral and Happy Children”
- Greg Cawood, “How to Balance 21st Century Learning with Your Teaching Style”
- Beth Yeater, “Stress, Resilience, and the Teenage Brain”
- Keith Overholt, “Brain Research and the Classroom”
- Susan Kranitz and Kim Tucker, “What’s Trending from Learning and the Brain: Takeaways and Toss Outs.”
Through the lens of the biblical worldview
The faculty continually assesses the research and the educational philosophies of our day through the lens of a biblical worldview. What does scripture teach us about the nature of the learner, the teacher, the creation? How does the fact that we are made in God’s image inform how we view the elements of effective instruction? How can we benefit from findings that may come to us by common grace via researchers that may not share our biblical perspective?
“When you cease to learn, you forfeit your right to teach”
This old adage was ingrained in me during my early days in the classroom. Teachers must be learners first. Effectively managing the flood of data available in the information age can be a daunting task. The “late start” trainings are one of the ways we are endeavoring to equip the LCS faculty with the knowledge and skills necessary to provide a high quality, relevant, and biblically informed education for our students. We appreciate the high level of engagement shown by our teachers during our “late start” professional activities and are confident that our students will be better equipped as a result.
We wish each of you a very Merry Christmas and a blessed New Year!