of the impact of SBMPs on student outcomes. This commentary begins with a brief summary of the synopsis by Roeser et al. provides an extensive and cogent analysis of what is currently known about the effectiveness of SBMPs coupled with a careful and thoughtful analysis of the necessary elements for advancing the science of mindfulness and compassion in schools. Please think about what you would like to say to the reader now that they have read the whole thing.A confluence of research has emerged in recent years elucidating the benefits of school-based mindfulness programs (SBMPs). That’s because being able to stand up for others and ourselves is important! :įinally, write a conclusion for your book. Remember that being mindful and being assertive can go together. Then, write an I-message you could use to try to solve the problem with the other person. After that, list three ways you can help make those big feelings smaller. ![]() Remember the power of changing pessimistic thoughts to optimistic ones! Pages 12-13:ĭescribe a problem you sometimes have with someone else that may give you big feelings. I can help you with the pessimistic example if you need it. Share an example of pessimistic thinking and optimistic thinking that might go with that problem. Remember that you can use belly breathing to help yourself be mindful anywhere, anytime. Pages 8-9:Īfter a time of mindful breathing, draw a line to show how you felt before, during, and after the experience. Remember that you can be mindful more often with practice. Then, write and draw about a time you were mindful. Next, write about a time you were not mindful. Think about what mindfuness is and write it down in your own words. Remember that our memories are an important part of who we are. Also, draw a picture that goes with your words. Write about a memory in your hippocampus. Remember that each part is important and can be helpful at different times. ![]() Next, explain the job of each of the brain parts listed in your own words. Do this by cutting out the worksheet on page 152 in the MindUp curriculum. Include a picture of the brain and label the amygdala, hippocampus, and prefrontal cortex. (Importantly, I have students do this last.) Pages 2-3: Remember that the introduction in nonfiction text can be a powerful way to hook the reader into feeling curious and excited to continue reading. Here are the directions I give to students as they complete each page in their brain books. Consider adding a bright colored piece of card stock paper on the bottom of each stack before stapling it makes a great cover that students enjoy decorating with the title of their nonfiction book, their own artwork, and, of course, their name as author.īrain Book Template Download Students Directions You will have to rearrange the order once they are printed. Then, print the pages as is and front to back so that you can stack them to make a book that will be stapled in the middle. I’m happy to share the template for the structured brain books with you so that you can use them with your students too. Others utilize a more structured option, which is described and shared below. ![]() Some students choose a completely blank book and start from scratch. To deepen students’ learning, I ask second graders to make brain books as part of the unit. Dan Siegel’s hand model of the brainearly on in this unit, which fits nicely with the MindUp lessons. (By the way, I receive nothing for telling you this.) Want to use these neuroscience-based SEL lessons at other grades? Totally doable because there are books for upper grade levels too. It’s also inexpensive and comes with a full-size color poster of the human brain. Lessonsįor this unit, I use lessons from the Hawn Foundation’s MindUp curriculum (PreK-2), which is full of awesomeness. Teaching this unit is a blast, and I hope you’ll consider offering it too! Keep reading for suggestions to help you get started. ![]() They also learn to explain the jobs of the amygdala, hippocampus, and prefrontal cortex while beginning to relate the functions to their own lives. In their unit with me, students master understanding of how the downstairs brain and upstairs brain help us. Using brain books, I start teaching about the nervous system in second grade for all students, but other educators start even younger.
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