COGNITIVE SKILLS

BRAIN SCIENCE OF LEARNING

Brain research demonstrates that 

learning is best achieved

 when students perceive lessons as

relevant to their lives,

interests, and 

experiences.


It's a given that educators must follow specific curriculum guidelines for the academic achievement of their students. 


The Art of Teaching: 

Designing required curriculum that activates student  engagement, thereby 

anchoring learning that matters.

NEUROTRANSMITTERS + HORMONES

What does biochemistry have to do with cognitive skills?  PLENTY.


Constructive engagement and positive collaborations stimulate nerve impulses that release neurotransmitters which, research has shown, support or inhibit executive function and focus. 


Well-designed learning experiences that facilitate students' sense of partnering in their own education, naturally and effortlessly increases their engagement, motivation and 

adoption of life-enhancing knowledge.


Neurotransmitters and hormones are the signaling chemicals that control mood, emotions, attention and focus.

AMYGDALA-FRIENDLY LEARNING

The amygdala's involvement in learning and memory has found increased attention in neuroscientific research  relation to cognitive skills development.


As the trigger point of strong emotions, the amygdala can make-or-break 

learning opportunities.


Classroom culture determines whether risks are taken and meaning is made... or not. 


Cultivation of learning environments conducive to mutual respect and connection is the highest priority of the most perceptive and 

successful educators.


CRITICAL THINKING

Children as young as 4 years of age can

(and need to)

engage in the process of critical thinking,

which involves:

  • Conceptualizing
  • Analyzing
  • Synthesizing
  • Evaluating information 
  • Reflection
  • Reasoning
  • Communicaing

... as they explore their world in a mutually respectful learning environment. 


When SOARR-ing questions are used as classroom-ready facilitation aids to evoking those natural born abilities, wide-ranging short and long-term benefits are the result.

METACOGNITION + GROWTH MINDSET

Metacognition and growth mindset, both, engage innate abilities to 

use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, evaluate results, and 

modify one’s approach, as needed. 


The KIDS' OWN WISDOM® approach does not directly teach metacognition by dissecting its elements... nor does it directly identify the stages of growth mindset, instead ... 


...  it provides consistent opportunities to exercise metacognitive and growth mindset "muscles," so that students naturally and automatically rely on those innate capacities more and more often. 


Increased personal accountability is a naturally occurring benefit of exercising and developing students' metacognition and growth mindset, 

which makes everyone's life better, 

in and out of the classroom. 

MINDFULNESS

Although the KIDS' OWN WISDOM approach does not, specifically, teach mindfulness

there are many parallels in approach and benefits:

  • Providing opportunities to increase students' awareness of their own (and others') inner and outer experiences
  • Recognizing that thoughts are not set in stone - that other options are available, based on free will and best judgment
  • Engaging in peer group discussions for collaboratively re-evaluating situations and responses, which often, spontaneously, results in impulse control
  • Consciously choosing actions and responses

Regular practice, 

with either or both approaches,

 provides measurable 

short and long term benefits.