pamela+farmer

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Homework Response Thursday, 7/16 In this study it is quite clear that the more time spent in poverty between birth and age thirteen the greater the negative impact on one's cognitive development. The Farah study showed links between significant deficits in working memory and low socioeconomic status but did not address the biological mechanisms or reasons behind this link. Animal and human studies have established links between elevated stress and its effect on the prefrontal cortex (the part of the brain where working memory is found). This article demonstrated the existence of a correlation between allostatic load (an indicator of chronic stress) and working memory with longer periods in poverty leading to reductions in the working memory of young adults.

Given the fact that we have learned that stress, especially long-term (i.e. post traumatic stress disorder or childhood abuse), can negatively effect memory it seems plausible and even likely that the stresses of poverty could also have a negative effect on memory. When our bodies are under stress the adrenal gland produces cortisol. Cortisol affects the cells in the hippocampus with high levels leading to cell damage or cell death, thus permanently damaging our memory centers. In addition, if this stress occurs in childhood the resulting cell damage or death is occurring at a time when young brains are supposed to be growing their neuronal networks. The study results seem to correlate with what we know biologically about how stress affects the brain. This clearly has implications for our teaching. Knowledge of this deficit in working memory brings an understanding of the biological reason that learning may be more difficult for children of low socioeconomic status. It also allows us to use our knowledge of how the brain functions to more effectively teach them. Ideas that would support their learning include limiting the number of items they need to process at one time, enabling them to practice using information to develop their own ideas and solve problems as a means of enhancing and supporting their construction of knowledge. In would be beneficial to teach students in a multisensory manor that actively engages them as a means to encourage growth in their neuronal networks.

12 Good Teaching Practices
 * 1) Create and environment that enables learners to feel safe and engaged.
 * 2) Help learners to see the meaning or the big picture and how it connects to their lives.
 * 3) Acknowledge that prior knowledge is unique to each individual and use this knowledge to help the learner construct their understanding based on this. When possible provide experiences that create the same point of entry for learners (i.e. field trips, classroom visitors, etc.)
 * 4) Provide opportunities for learners to develop their own ideas and act on them.
 * 5) Provide varied experiences that engage all the senses and enable learners to make connections and construct their own understanding.
 * 6) Be patient with student's and allow time for construction of knowledge, learning can be a messy process.
 * 7) Provide opportunities for teachers and students to create, tell, and share stories.
 * 8) Draw attention to what is important, helping the learner to sort unimportant vs. important details.
 * 9) Find a balance between supporting and challenging students (zone of proximal development)
 * 10) Guide students in the development of plans until they are able to plan independently, then continue to provide opportunities to practice this skill.
 * 11) Develop relationships with your students and among your students.
 * 12) Allow time for reflection.

Hi you've reached Pam's Page...

I was born in Huntington, New York and raised in Weston, Connecticut. In the fall of 1985, I arrived at UVM to begin my undergraduate studies. I graduated in 1989 with a BA in economics. After graduation I married my college sweetheart and we moved to the CT river valley. We we lived in Hartland, VT for 9 years and I worked as a bank teller for a short time before becoming an office manager of a trucking company. I held this job for four years until I became Mom to one, then two wonderful and energetic boys. During this time we moved back to northern vermont; we have lived in Fletcher for the past 11 years.

I began working with preschool children first with my own children and then as a classroom assistant in our town's preschool for eight years. This inspired me to go back to school to obtain my teaching license. I was able to do this through the Vermont Higher Education Collaborative. This year, I will be returning to Georgia for my second year teaching in my own preschool classroom. This course is one of two I am taking this summer to finish up my M ed. in curriculum and instruction. I am fascinated by the current brain research and its links to education. In addition, I have an interest in expanding my knowledge about how to support children's social/emotional development and how this ties with children's learning. In research for the other class I am taking this summer I came across this website which is a great resource for those working in early childhood education, [|The Center on the Social and Emotional Foundations for Early Learning (CSEFEL)].

My hobbies include soccer, mountain biking, hiking, gardening in the summer and cross country skiing, downhill skiing, snowshoeing, snowmobiling in the winter. I also spend many hours as a spectator of sporting events for my two teenage sons and log many hours with them and my husband in the woods. As you can see I enjoy time spent outdoors. When force to be inside I can be found reading. I also like to quilt but that has taken a back burner to my graduate studies. Below are a few photos of time spent with family.



Here is our Voicethread for Susan & Devon First Steps [|First Steps]

[|Pam & Kelly's VoiceThread] I liked the way you narrated using a back to front learning method. susan