After reading the resource titled “How Does Learning Happen” http://bit.ly/1BzJFBc on the Ontario Ministry of Education site, one is struck by the universal application of the points it makes. Quality approaches developed for early learning don’t stop being relevant as kids advance through the system. While the focus and specific examples of this article are on the environments young... [Read more...]
The impact of the social and emotional environment on the brain’s function and on the learning journey continues to grow by leaps and bounds. It wasn’t so long ago that ability was seen by some as fixed and pre-determined. Another school of thought held that a child’s trajectory was all about willpower or the capacity to comply and to absorb by filling the mind with rote learning.... [Read more...]
There is a clear and strong signal about important learning ahead when the preview of an education resource includes the phrase: You will notice a common thread throughout the briefs: a view of the child as competent, capable of complex thinking, curious, and rich in potential.
Reading, reflecting on and discussing these research briefs from the Government of Ontario can help build capacity, common... [Read more...]
Scientists, parents, teachers and the rest of us know something about the nature’s powerful capacity to calm, sooth, focus and restore our systems. It can have an almost magical impact, either up-regulating or down-regulating the individual to a better and more productive and positive state. But nature isn’t always as accessible as we would like it to be and occasionally a high quality proxy... [Read more...]
The more we read, share and give ourselves permission to be curious (rather than “old school certain”) the better understanding we have of the self-regulation framework. Dr. Stuart Shanker’s article for the Ministry of Education in Ontario does an excellent job as a primer or a refresher for those who are on the self-reg exploration journey. It particularly highlights the difference between... [Read more...]
As we respond to growing attention to the science of self-regulation, we are working with schools and districts as they travel along the continuum from initial awareness to engagement to responsibility. No two jurisdictions are in the same place, but everyone is bringing energy and commitment to build an overall self-regulation plan. This is deep work, ensuring that what we know about self-regulation... [Read more...]
CSRI is proud to be working with Abbotsford School District in support of their Feb. 20, 2015 Professional Development Day, titled Shared Learning 2015: Engaging Hearts and Minds. The conference will feature many practitioners and workshops sharing how a self-regulation framework is making a difference for individual children, cohorts and whole schools. For information about the conference or to... [Read more...]
Over the past few years, I have had the opportunity to work with and learn from Dr. Stuart Shanker. His groundbreaking research, clinical work and writing on self-regulation have combined to increase awareness of and accessibility to this field for educators, parents and countless others who are curious about the human dynamic and how to take what we know and have it influence what we do.
Stuart’s... [Read more...]
We recently heard from a member of the medical profession about her work on the self-regulation framework with Nursing students and the education system. Her comments highlight what we should never forget: they are all our kids – in the community, in schools and in the health system. Many of the most powerful self-reg initiatives are gaining traction through inter-agency involvement and alignment... [Read more...]
The CSRI team is ready and willing to support your school or district exploration of the self-regulation framework. No two places are in the same place in their journey: some schools and systems are interested in activating awareness and want/need a “Self-Reg 101” overview. Others are further along in engaging with the neuroscience and its application with individual learners, classes and... [Read more...]