Welcome Back, CEC, & IMBES

Welcome Back, CEC, & IMBES

Educational Research High School Middle School The Study Academy Report

Greetings! Welcome back! I hope your summer was everything you’d ever hoped it would be and more.

First off, please let me introduce myself: My name is Ariana. I enjoy long walks on the beach, sunsets, and filing OSRs. In other words, I am the new School Administrator, and I am pleased to handle all of your administrative needs. I have also assumed the role of Blog Master, so here we go:

Once again, welcome back! We’re glad to see so many new and returning faces, and we’re excited about everything that this year has in store. Already, we’ve had our high school trip to the Canadian Ecology Centre, Parent Welcome Meeting, taken student card photos, had our first assembly and fire drill of the year (which everyone aced), and will soon begin our extracurricular clubs and activities. We’re powering through and loving every second of it. On to thing two!

Various balls on the groundDuring the first week back, we had our start-of-year high school trip to the Canadian Ecology Centre (CEC). For those of you who don’t know, the CEC is a non-profit environmental science education and research facility. They share the landscape with Samuel de Champlain Park, as well as the goal of “conserving and protecting our natural environment.” Their aim is to “[facilitate] informed choices [for all of their visitors] – presenting a better understanding of the conservation and development issues related to the environment and [associated] sectors. The CEC is also home to the Canadian Institute of Forestry”, and from September 6th to 9th, they housed our high school students. During that week, Grades 9 – 12 got to engage in some awesome activities, including: Team building and other group exercises, swimming, canoeing, drumming, astronomy, night vision and campfire construction, wilderness survival, stream and aquatic study, Creatures of the Night and Living Discovery Lab, orienteering and introduction to GPS, and intro to GIS. It was a packed week, but the group had a great time and learned some important information about our environment, and themselves, in the process. Trips like this are a great way to supplement classroom learning, facilitate teamwork, and present an opportunity for students to participate in outdoor education, but they also provide a practical understanding of nature and the environment, situating it in a context that then becomes more relatable and, thus, more actionable. We are dedicated, through these experiences, to the growth of our students both in the classroom and beyond; at present and into the indefinite future.

Lastly, we are very pleased to announce that our very own Jason Krell, Patrick Dolecki, and Anderson Todd have been accepted to present their research at the International Mind, Brain, & Education Society’s (IMBES) 2016 conference here in Toronto! IMBES’ mission is to “facilitate cross-cultural collaboration in biology, education, and the cognitive and developmental sciences.” They aim to “improve the state of knowledge in, and dialogue between, education, biology, and the developmental and cognitive sciences; create and develop resources for scientists, practitioners, public policy makers, and the public; and create and identify useful information, research directions, and promising educational practices. [They] invite researchers and practitioners at all levels of education to explore the questions and proposed solutions that emerge at the intersection of mind, brain, and education.” This year’s conference featured keynotes from Dr. Clancy Blair, on The Development of Self-Regulation in Early Childhood; Dr. Tania Lombrozo, on The Good, The Bad, and the Beautiful (evidence for broad/simple explanation preference in children and adults); Dr. Marla Sokolowski, on Gene-Environment Interplay in Individual Differences in Behaviour; Dr. Janet Werker, on Perceptual Foundations of Language Acquisition; and Dr. Pasi Sahlberg, on About the Facts and the Myths about Education in Finland: Mind, brain, and smart education policies.

Neurofeedback schematic diagramKrell, Dolecki, & Todd (2016)’s poster, Executive Functions Through Attention, covered their research on the effects of neurofeedback training (NT) on attention and executive functioning (e.g., self-regulation, cognitive flexibility, reasoning, problem-solving, planning) in Gr. 5 – 8 students. NT teaches individuals to self-regulate by providing direct feedback on temporal and spatial patterns in brain activity. Using EEG measurement, it rewards individuals for attending effectively, encouraging them to attend further. In their presentation, they noted the changing landscape of education, with increasingly personalized learning, expanded accessibility, and new desired learning outcomes centred on adaptive competencies. Despite this, as well as the promising evidence of its effectiveness for individuals with and without ADHD, educational research on NT is presently scarce. This motivated them to examine the relationship between the use of this specific technology and student attention/executive functioning. After acquiring the appropriate assent and consent, data was gathered from semi-weekly, 30-minute training sessions, and performance was assessed by parents and teachers. Results support that both teachers and parents observed decreases in the relative occurrence of inattentive behaviours over the course of the NT sessions. This supports the hypothesis that NT can be effectively used in a classroom setting to supplement student learning and existing growth, and improve attention, planning, and organizational skills. In short, we’ve not seen the end of NT at The Study Academy, and we’re excited to see what else we can do with it moving forward.

That’s all for now! Stay tuned for more exciting news and events.

Exploring the Deep Blue Sea: Ripley’s Aquarium!

Exploring the Deep Blue Sea: Ripley’s Aquarium!

Middle School

Hello Readers,

photo 6

Our students building their very own plankton!

I hope you all have an exciting long weekend planned. Quite a few of our students mentioned some rather fun plans they were arranging, however, that is only after speaking so enthusiastically about their adventure at Ripley’s Aquarium.  I’m sure you recall how earlier this month a group of High School students traveled there for our Workshop week. If not, please check out the post at your leisure.

Just like our High School students, Middle School students and faculty truly enjoyed this educational and entertaining field trip. So, what were some of the activities that our animated students spoke so highly of?  The Great Plankton Challenge was certainly a highlight for many and featured academic ties to the Science curriculum. You might be thinking that something as small as plankton couldn’t possibly be so interesting. Well, dear reader, I am glad to tell you that you are wrong. Students were delighted and inspired; they learned how essential the role of the small organism truly is to our larger ocean biodiversity! They were even given a chance to design their own perfect plankton!

 

photo 7

Life within coral!

Middle School students were also able to explore the multiple galleries available at this large Toronto aquarium.  In the Canadian waters exhibit, the students saw more local creatures such as as lobster and largemouth bass. In the Rainbow Reef, students learned about more tropical fish originating from the Indo-Pacific region.  There was even an exhibit called “Planet Jellies”! I bet you can guess what creatures were there! Tons of beautiful jelly fish and information on their fascinating life cycle! The fun, however, did not stop at that — students were also able to interact with the aquatic life! They were able to touch some aquatic life at the Horseshoe Crab Touch Pool, and pet stingrays in the touch tanks, as well as watch divers feed stingrays from their very own hands.

Overall, it was a very exciting and informative day for our Middle School students. Now they are all off to enjoy a relaxing long weekend, which I hope you do as well, dear Reader.

Till next week!

A Year in Review at The Study Academy

A Year in Review at The Study Academy

Educational Research High School Middle School

Hello Readers,

with classes ending, its been making me think of all that’s happened through the year. I’ve tried to share them all with you each and every week. We have also discussed many of the recent and pressing issues in Education and research. I must say, it  has definitely been quite exciting each and every week.

When I first was approached to write for The Study Academy’s blog, I was shocked. The first concern that came to my mind was how could I make these posts relevant to you, the Reader. I knew it had to be about The Study Academy, but I felt there just had to be something more. It came to me one morning- Theoretical Thursdays!  In addition to Tuesday’s The Study Academy Reports, Theoretical Thursdays has come to comprise the basis for this blog.Neurfeedback training for ADHD

The posts these past few months have been diverse, but I hope they have been informative. On every Tuesday’s The Study Academy Report I tried to detail to you all the exciting happenings going on at school, both in the Highschool and Middle School sections. In some of my posts, I’ve written about the Neurofeedback training at The Study Academy lab, or the Study Academy’s small class sizes.  I also detailed to you about the exciting volunteering abroad opportunity that some of the students took in Nicaragua and the array of activities during Inspire Week. In the last remaining weeks, as things slowed down I spoke about the music classes available, the anti bullying policies at the school, the structured educational system, the theatrical performances by students, and the exciting new work happening at The Study Academy lab.

Teaching methods based on graduate research in action!Likewise , every Theoretical Thursday you, the Reader, were provided with the exciting research happening around the world and its relevance to Education and your child. You learned about the lasting effects of smaller class sizes, the self control technique of Mindfulness, the importance of divergent thinking in children, and the exciting new method of detecting autism.  In addition, I discussed the importance of music and goal setting for children, while using the most up to date and relevant research. Those who read my previous posts also learned the dangers of stereotype threat for young girls who like Math and the ways to prevent their impact, as well as how to use the structure of memory to one’s advantage so children will not forget their lessons over the break.

To say the least, we have had some very good time this year at The Study Academy, however summer is finally here, so we are going to have to say goodbye to our regular Tuesday posts, The Study Academy Report. The final The Study Academy Report will be next week . It will be detailing the last days of Brain Camp. However, it will be replaced with a new opinion section. All my readers will now get an opportunity to interact and really give your opinions about Education and Research. So, definitely don’t stop dropping by on Tuesday; instead come as you are and bring your opinions with you!

Almost Summer Time!

Almost Summer Time!

High School Middle School

Hello Readers,

Summer break is nearly here, but I’m sure you already knew that since you (or your children/students) have been counting down the days on the calendar! As the days get warmer and the end of the year draws near, it will be a challenge to keep children interested in learning. However, the last few weeks of school are an intense time. As I walked around The Study Academy, I saw both the Middle School and Highschool children finishing up on their projects and papers that are to be handed in. Some of them were furiously studying for those final tests and exams too!

Middle school at Centre Island I’m here to tell you that all their effots will be rewarded. Both the Highschool and Middle school classes will be celebrating the end of classes on the final day of class. Last week the Middle school was rewarded for all their hard work with a visit to Centre Island. The students got the opportunity to laugh and have fun while sharing their exciting plans for the Summer. The Highschool students will be following suit by visiting Wonderland this week on Thursday after the completion of the final exams.

Some of the students will in fact be taking additional school to further their studies. To those few, I figuratively tip my hat off to your dedication and thirst for knowledge. Others are going on adventures around the globe to learn about new cultures, histories and people. Finally, some are staying home with their families or going to local camps where they will deepen their bonds of friendship.

Whatever these students ultimately decide to do, I wish to all the students at The Study Academy a summer full of joy, friendship and at-least a little bit of learning in between.

 

The Study Academy Helps Children Put their Goals in Check

The Study Academy Helps Children Put their Goals in Check

The Study Academy Report

Hello Readers!

In today’s The Study Academy Report, we are going to look beyond the events of the classroom and into the educational research being conducted at The Study Academy. Previously, I wrote about the wonderful neurofeedback work that is currently being done in the lab that will benefit individual students with attentional difficulties. Well, this coming week the lab will be venturing forth on yet another scientific endeavor! They will be integrating their newly developed Goal Setting Suite in the Executive Function class for the Middle School students. It is their intent to use the Suite to help each child understand their personal goals and benefit from them in the longer term.

But you must be wondering, ‘When did this all start?” Actually, the idea for the Suite originated from Jason Krell, The Study Academy ’s Principal. He wondered how a child chose their goals out of the variety of dreams they had. For instance, one child may say they want to be a fire fighter one day and then a clown the next. Or to use a smaller goal, one child may want to spend an entire weekend playing the latest xbox game, but the next moment he could be wondering whether to read the next book in his favorite series. These may not seem like tough choices to you, but to a child they might certainly hold some weight. Thus, it was then the new mission of the lab members, Jason Krell, Anderson Todd and Patrick K. Dolecki, to discover which goals are really worthwhile aspirations for children.

Patrick K Dolecki, a current teacher of The Study Academy and The Study Hall, is the primary organizer for the Student Goal Setting Suite. He first began getting involved in the lab by setting up the neurofeedback machine on select students, and finds this new opportunity quite exciting. In an interview, he detailed the structure of the Goal Setting Suite and its benefits: “The suite itself is set up based on the 5 facets of virtue. It is composed of 21 questions that a student would answer about one of their goals, and the results would reveal, in a pass or fail answer, whether the goal was virtuous and worthwhile.” The lab members hope that  the kids will then strive towards more worthwhile goals, especially those with academic content.

However, Patricks confesses that the team recognizes the challenge in constructing The Student Goal Setting Suite. In particular as an educator and a researcher, there is concerned with the degree to which children will understand the types of questions being asked. Some of the emotional questions may beyond their point of emotional and cognitive development. Ultimately, if the children are unable to fully understand what is being asked of them the results may not be as true a reflection as could be possible.

For that reason, I was also told that for those who are interested, the Student Goal Setting Suite is being temporarily released, to test it out on willing participants. The next step after testing and perfecting the Suite, will be to construct a  subscription based model for other school boards so other students can also benefit. While there is still the need for a bit more paperwork, it will nevertheless be a great instrument for the school and for the lab. As The Study Academy  lab moves toward forming their succinct mission statement, they will continue to strive to provide to both the scientific and educational community alike.

Keeping Their Brain Active with Brain Camp

Keeping Their Brain Active with Brain Camp

Middle School

Hello Readers,

I hope you all are enjoying the nice weather this past week, and had fun in the sun during the long weekend too! I guess this also means that the school session is quickly coming to an end, however, this doesn’t mean that your child has to sit around the twiddle their thumbs this summer- at-least not at The Study Academy!

Fun scientific experiments

Every year, for the past three summers, The Study Academy has set up an early summer  day camp for middle school students. The camp runs for two weeks, right after the completion of the regular school year and is an ideal opportunity to invigorate the mind, challenge oneself and have fun outdoors! It is called Brain Camp!

The idea for this  camp actually arose from a conversation between Bryan Levy- Young, the head of Pastoral care, and Jason Krell, the Principal.  They were having a discussion regarding the detriment of having such a prolonged summer has on student cognitive development. The idea behind Brain Camp was to do two things. Firstly, it was to break the assumption that learning occurs only when a child is immersed reading textbooks or listening to lectures. Secondly, it was also to provide a summer tune-up for the brain. Essentially Brain Camp originated as a way for students to keep mentally active during a few weeks of the summer and show them, all the while, that learning can be fun!

This year, Meaghan Patrick  will be running the camp and has quite a few exciting things in store for the children. The day is split into two parts. In the morning students will be engaging academic subjects. In the past, morning have usually been spent at The Study Academy location mastering recipes with math, or conducting scientific experiments in the classroom.

Afterwards, in the afternoon, the children get to have some fresh air, go outside to play sports and develop their team work and leadership skills. Children will work in teams for scavenger hunts, participate in delightful improv games, run around playing Ultimate frisbee and go off on exciting field trips! Some ideas for field trips are already up in the air, such as the Science Centre, Humber Arboretum, Kensington and History walks throughout Toronto.

http://www.tahaphoto.com/

http://www.tahaphoto.com/

One very exciting opportunity this summer that I simply must share with you is that Taha Muharuma of Taha Photo fame (tahaphoto.com) is going to do some lessons on photography and photo editing with the students! Isn’t that exciting?  So, children are going to learn about composition, framing and other key components of photography and will follow up with a local outing to try out their new found techniques.  The second lesson will have them take their shots and work through post-processing — applying colour corrections, filters, and other visual effects.  At the end of camp, each student will receive back a printed copy of their work that they can to you, their lovely parents!

So, don’t forget to register your child for something exciting this summer, and why not Brain Camp!

Theoretical Thursday: Creativity, Innovation and Education

Theoretical Thursday: Creativity, Innovation and Education

Middle School The Study Academy Report

Hello Readers,

And welcome to Theoretical Friday! As I mentioned yesterday, I have come down with a bit of a cough and cold, so I pushed our usual Theoretical Thursday to today.

Over this week, however, while seeing the children engage in such wonderfully creative endeavors, I began to think of the importance of innovation in Education and the need for creativity in our youth.  Whether it be by the media, researchers or even educators themselves, there has been quite a bit of talk for the need to increase new modes of thinking in students. There are some schools, such as The Study Academy, that make it their mission to provide courses and teaching methods based on creativity and innovation.

imagesBut here comes the question-Why is creativity so important that makes these individuals in educational institutions, researchers, and media argue so passionately for its integration into the Educational system? One such reason, that research has provided, has to do with the process of divergent thinking in children. What is that? Well, it is the process of breaking down concepts into their various components within our minds, and being able to see things from various perspectives. Divergent thinking can provide a deeper understanding and can foster insight in children, which benefits their overall learning development.

So, to foster a child’s divergent thinking abilities, education must go beyond simply knowledge based teaching. Indeed, to simply have a child learn in a knowledge based, single answer manner does not teach students how to analyze, synthesize and evaluate ideas in the same way divergent thinking can.

However, the Educational system as a whole, does not currently reward this way of thinking about things in children. Actually the current teaching methods can detract from the development of a child’s divergent learning capacity. In one study, used as a critical argument in Robinson’s TED talk in 2006 on creativity and education, several Kindergarten children were tested for their ability to think divergently. The initia

schools-kill-creativity

l results indicated that 98% had such a capacity, but when tested five years later, the results  dropped significantly. They dropped even more so five years after that. What happened, you may ask.

Well what I am trying to indicated, and what Robinson so strongly argued in his video (which can be found at http://www.ted.com/talks/ken_ robinson_says_schools_kill_creativity.html), is that a student’s capacity for divergent thinking can diminish if it is not encouraged. Do not be fooled, divergent thinking does not necessarily disappear as one ages. Not at all! Instead, results indicate that the current teaching method had “taught [divergent thinking] out of them. They’ve spent ten years at school, being taught there’s only one answer.”

While I admit it is a challenge for the Educational system to anticipate what sort of useful tools a child will need for their future, I believe a capacity for divergent thinking is a skill that is always relevant both on a personal and societal level. The ability to see many perspectives and understand another human being is important for relationships. The knowledge of how to anticipate a situation can help individual know what can be their next move. To understand the long term considerations of an action can help a society act consciously. For this reason, creativity and innovation are indeed crucial tools for learning development  in an individual as well as sustainable development within a community. Education and training need to incorporate creativity and innovation into life long learning.

That’s all for now folks, but this subject is not over just yet. I find it particularly interesting and so i will touch more on this subject matter next week on the next Theoretical Thursday. Stay tuned!

Also, if you are interested in reading more on this matter I would like to suggest the following two pieces:

McGrath, J. & Davies, D. (2012) The Future Will Not Be Multiple Choice. Published by Mind Shift. Available for download at: http://blogs.kqed.org/mindshift/2013/02/video-the-future-will-not-be-multiple-choice/

Stanford Breakfast Briefings – The Enterprise of the Future. Available for download at: https://breakfastbriefings.stanford.edu/briefings/enterprise-future

 

Assessing, Evaluating and Executive Functioning

Assessing, Evaluating and Executive Functioning

Middle School

Hello Readers,

I’m sure many of you can recall the distaste you may have had when you were younger every time a time came around. Perhaps, some of you even became anxious. Nevertheless, despite people’s aversion to assessments and evaluation, they play such a pivotal role for school’s to understand students learning and also the development of a very important concept in the mind, one’s executive function. “Executive functioning” is a term used to describe the many different cognitive processes that individuals use to control their behavior and to get ready to respond to different situations. Ok, this sounds rather simple, but its a tad more complicated than that. If you are interested in learning more, may I suggest you check out this wonderful introduction on Executive Function in children: http://www.tandfonline.com/doi/abs/10.1076/chin.8.2.69.8725#.UswZSc1mhxw

ExecutiveFunctionTasksAnyways, to get back to the point, it is incredibly important to develop one’s executive functioning as it affects almost every aspect of our lives. For instance, we make use of executive function when we make good use of past knowledge or current situation, so we know how best to proceed. For a student, they can use their assessment and evaluations to take the next step, and this can carry on into adulthood.

The Study Academy creates a school environment where through assessments and evaluation a child can improve their learning and develop their executive functioning. Firstly, an Executive Function course is taught as a non credit course to all Middle School students and is linked though the use of the technology available at the school. However, the learning and executive functioning skill development is also provided through Assessments for Learning, Assessments as Learning and Assessment of Learning and Evaluation component in all other classes. Do those three sound the same? Well then allow me to clarify!

Assessment for Learning- Teachers provide students with feedback for how they can improve. This can indeed development one’s learning and executive functioning with as simple the task as repeating a given strategy or trying a strategy for an assignment. When the child receives feedback, they can learn which strategy works and which one doesn’t.

Learning Assessment TriangleLearning Assessment TriangleLearning Assessment TriangleLearning Assessment TriangleLearning Assessment TriangleAssessment as Learning- Teachers help students develop capacity to be independent autonomous learners so they can become an individual with stronger executive functioning (set own goals, watch own progress, determine next steps and reflect) Student are taught how when and why specific strategies should be used and when they can modify to suit their own learning preferences.  Teachers also help students set realistic goals and use self-monitoring and self-management strategies to identify areas of weakness and self-correct behaviors and performance.

Assessment of Learning -this is an evaluation and is based on already established performance standards and assigning value to represent what students know and can apply.Teachers indeed count “strategy use” as part of a student’s grade (focus on the “how” of learning, not just the “what”). In addition, the application process required in certain learning tasks is indeed another aspect of executive functioning that a student can strengthen through these forms of assessments.

The Ontario Ministry of Education also provides further description of these three interconnected assessments and how they benefit the many students of Ontario, including those at The Study Academy:http://www.edu.gov.on.ca/eng/policyfunding/success.html

Overall, The Study Academy provides a wonderful environment that fosters a child’s learning of subject matter, as well as their development of higher cognitive processes in executive functioning. This, is most definitely an asset for any student’s future.

 

 

 

 

 

Discussing the Benefits of Our Small Class Size

Discussing the Benefits of Our Small Class Size

Middle School

Hello Readers,

Thank you for coming back for another Tuesday’s Study Report. I hope you are enjoying your March Break, but not so much as to forget about The Study Academy! During my time thus far, I have found one thing in particular very fascinating- the small class sizes. In both the Highschool and Middle school classes, The Study features a 5:1 Promise, there is one teacher for every 5 students.

Our 5:1 student to teacher ratio in actionI remember when I was in Middle school, I was stuck in a class with usually 23 other students with only one teacher. In some schools I believe that is still a common occurrence. Can you imagine how challenging that must have been, for both the student as well as the teacher?  At The Study Academy that is not an issue, so don’t you fret, readers.

At The Study Academy, a student is fortunate enough to be in a smaller class size where teachers actively develop student’s learning skill development, as well as self efficacy, in a supportive environment. Nevertheless, I recognize there has been rather faulty arguments made against the push towards smaller class structure, one of which has to do with a child’s social skills. Some are concerned that with a smaller class size, there are fewer chances for a child to interact with enough children to sufficiently develop their social skills. I find this argument ignores activities in educational institutions that bring large number of students together. Also, it is not the quantity that matters, so much as the quality of interactions.

One of our teachers demonstrating our 5:1 promise in action!However, this argument does have one thing right – that school environment does play a role in the well being of a child. For that reason The Study Academy incorporated a structured Pastoral care component that goes along quite well with its small class sizes.  The Study Academy website perfectly expresses their educational strategy as having a” commitment to the holistic development of its students helping exceptional children achieve exceptionally.” Run by Byran Levy-Young,  He assists the children through guided strategies that helps them to manage both academic and personal aspects of their life. You can learn more by following the following link to his web page:

http://blyconsulting.com/about2/

I think in this way, the small class sizes and pastoral care component really help the students  of The Study Academy to develop into strong adults who are ready to walk out into the world and create themselves through their experiences.

Neurofeedback in the Classroom

Neurofeedback in the Classroom

Middle School

Hello Readers,

As I mentioned in my first post, today is the beginning of my new Tuesday series, “The Study Academy Report”. Witty, eh? Well, the intention behind this series is to inform you all of what is going on within the walls of The Study Academy, ranging from the student’s events all the way to the most interesting scientific endeavors. I will give you down to the detail reports as well as interviews and pictures whenever possible.

Attentional Training through NeurofeedbackToday I wanted to tell you all about the fascinating Neurofeedback training going on at The Study Academy. Some of you may be asking, “Well that sounds all fine and dandy, but what IS Neurofeedback?”  Essentially, it is a type of feedback based off of the ionic current flows within the neurons of the brain.The electrical recordings from the scalp measure the flow of the ionic current that change depending on the mental activity.

The Neurofeedback network at The Study Academy utilizes Mindwave hardware with Focus Pocus software to measure attention of the student participants.  Focus Pocus was founded through the cooperation of  University of Wollongong’s Psychology Department and NeuroCog Solutions:

http://media.uow.edu.au/releases/UOW068098.html

Many of the participants in The Study Academy’s program range in their ability to maintain attention. The training provided through the Neurofeedback

mindwave_1rewards individuals for attending effectively by allowing them to succeed in the game, and this can foster one to further attend one’s attentional resources. As the student increases desired forms of mind patterns, they will improve at playing the game on the computer.

I was fortunate enough to have the opportunity to try one of the games and it was a blast! I played as a wizard who had to use all my power to zap the opposing evil wizard. The only way I could succeed was by focusing my attention. It was actually so much fun I forgot this was science, however the Neurofeedback training research is part of an existing literature seeking to reduce many attentional issues, including ADHD.

The way that Neurofeedback can assist in attention issues is based off of the idea of operant conditioning. This is very important form of learning because it is a reoccurring process throughout our entire development and even into our older years. In theory, Neurofeedback is suppose to reduce attentional issues similar to how one would work out a body- through repetitive training. Having the students participate in Neurofeedback frequently would allow them to repeat particular brain activity pattern and remodel the structure of the brain as a result. This is called neuroplasticity, and can result in new and exciting changes in brain activity.

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That being said, The Study Academy endeavors to provide the scientific as well as educational communities, their insights into this developing training regime for attention. In fact, I suggest that you drop by the blog on Thursday and I discuss the scientific research evidenced so far in Neurofeedback training and how other educational institutions take it into consideration.

 

Cya soon!