Since I have been trying to grow my understanding of how our brains develop and use this in my practise I have been looking at my next steps and wanting to grow my own knowledge of the links between Neuroscience online. This link has been a great start to understanding the different roles of the parts of the brain and using this in my practise.
'Children who live in poverty are especially at risk because stress can limit working memory. In many schools, children with weak working memory are labeled as inattentive, restless or unmotivated, when they may simply be forgetting basic instructions or information before they begin the task at hand. Teachers can be trained in brain-based learning to help students build and strengthen working memory. They can also implement simple strategies in the classroom, such as giving directions in multiple formats, organising information into smaller chunks, making it multi- sensory or involving students in peer teaching.'
Being aware of strategies that grow the brain's capacity help us to find out ways we can intentionally plan for our learners and grow agency in our lessons. I intend to continue to add these planning tips into my Preventative Planning Programme - linking the research to practise.
Although we do not know what the future holds I feel we have to attempt to understand what qualities and skills will be needed/desired to be successful adults: creative, risk takers who can self regulate and adapt to a changing environment (with confidence or resilience?). - That's my thoughts anyways. Helping children to accept and understand what ‘comfortable with being uncomfortable so you are prepared for anything’ means.