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Brain-centric design is a neuroscience-based approach to learning that considers the way the brain processes information and responds to stimuli. In this hour we will review the basic anatomy of the brain in the lens of brain-centric understanding to forever change the way learning happens and understanding is obtained.
During this interactive webinar attendees will discuss what they learned and any areas where they need additional guidance during a 20-minute breakout session, before reporting back to the entire group for a 20-minute debriefing and Q and A.
|Approved for 1 general (Basic Sciences) Distance Learning CE hour(s) by the CA Board of Chiropractic Examiners: CA-A-23-06-05054.|
Rich Carr is a thought partner and leader who is a creative and results-driven professional with robust experience orchestrating organizational growth and success through exceptional learning and development programs, communications design, project team management and engaging presentation skills live, online, and blended. Expertly adept at identifying and understanding critical growth areas, creating comprehensive curricula and messaging, and delivering streamlined facilitations (online, hybrid, in-person) that increase productivity and optimize performance. A proven leader, leveraging cognitive neuroscience to develop deep understanding of complex topics while achieving key outcomes and exceeding company and client expectations with every engagement.
As learning leaders, I view teachers as powerful change agents for lifelong learning, whose role is to reach for every child’s potential regardless of society’s label, adverse childhood experiences, or underrepresentation. Mental models about how our brains function and how we learn informs and empowers that capacity for change agency. I study the intersection of teaching and neuroscience in a practical collaboration that introduces relevant neuro-knowledge, which profoundly impacts adolescent learning and potential. Areas of expertise include learning sciences, how people learn and neuroscience substrates to many of the daily challenges that impact learning (e.g., stress, attention, working memory, cognition, plasticity). The primary locus of intervention is with administrators and principals where change that is meaningful and practical has high impact for teachers, students, and parents—delicately balanced three-legged stool of learning. Using in situ institutes and professional learning community (PLC) meetings, I co-create with teachers a Mind, Brain, Education (MBE) learning environment that cross-fertilizes domain knowledge with neuro-scientific research applied to learning, developmental psychology for adolescent learning, and practical applications of learning sciences in the field. Translation of meaningful neuro-informed research delivers pedagogic models that offer nuanced insights to classroom management, content exposition, engagement, and unintended consequences like labeling and stratification by establishing novel and innovative approaches to educational environments—formal and informal. This work has meaningful application for people in all learning settings and situations they find themselves in the world, and is inclusive of historically underrepresented racial/ethnic groups, women, individuals with disabilities, veterans, LGBTQ community members and others—if you have a brain you are in our club. This work is accomplished through incorporating theories of action and methods that align neuroscience with how the brain works and how children learn (HPL), within existing systems and constraints and within a framework of adaptive expertise (AE).
Elizabeth Hoefer has been a Blair Chiropractor for 14 years. As an advanced certified instructor for the Blair Upper Cervical Chiropractic Society, Dr. Hoefer has trained hundreds of students and doctors in the blair technique for over a decade. Her passion for upper cervical has led her to earn a Diplomate in CranioCervical Junction Procedures.