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There is something for everyone on "A Day of Exploration at Nashoba!"

Location: Luther Burbank and Mary Rowlandson, Hollywood Drive, Lancaster, MA

  • 7:30 a.m. Continental Breakfast
  • 8:00 a.m. Sessions followed by 10:05 a.m. Sessions 
  • 12:00 p.m. to 12:55 p.m. Lunch
  • At 1:00 p.m. all staff will meet in their Job Alike for vertical and horizontal curriculum discussions or pre-determined topics.  

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Friday, March 10 • 10:00am - 11:55am
Authentically Inclusive Teaching and the Brain FULL

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Limited Capacity full

This two hour session is an introduction to brain-based learning and the influence of factors including cultural proficiency.  
Important Notes:

  • Grades 6-12 Paraprofessionals will be attending this same session from 1:00 p.m. to 3:00 p.m. during Job Alike. If you are a Grade 6-12 paraprofessional, please add different session during this time.
  • During the summer academy in June, participants will have the opportunity to experience a two day workshop exploring inclusive systems and practices leveraging brain-based learning in greater depth.  You are not obligated to the attend the two dayworkshop in the summer by attending the two hour session on March 10th.  All are welcome!
“Too often, we focus on only doing something to [or for] our diverse [learners] without changing ourselves, especially when our students are dependent learners who are not able to access their full academic potential on their own.” Zaretta Hammond (from Culturally Responsive Teaching and the Brain, 2015)
Productive struggle is a term used to describe the sweet spot of learning - not too easy, not too hard, and anchored in something that feels important.  Research shows that productive struggle grows brain power required to help dependent learners emerge as independent learners because of the brain’s neuroplasticity.  Culturally responsive teaching stimulates the brain’s neuroplasticity by creating connection, removing barriers, and decreasing threats.  The amygdala can be triggered to shut off learning pathways (withdraw, shut down, disengage)  if a student feels judged, excluded, invalidated or can be triggered to persevere and engage when a student feels included, believed in, cared for, and inspired.  According to Zaretta Hammond, creating an inclusive, culturally responsive environment is contingent upon building an environmental mindset that includes Awareness, Learning Partnerships, Information Processing and Community.  A critical foundation of each of those four dimensions is self-reflection, or what many social scientists and inclusion experts refer to as “inside-out work.”    This workshop will model culturally responsive, inclusive techniques to deliver content that will assist participants in that foundational self-reflective inside-out work required to advance a culturally responsive environment.  
You will learn about the connections between neuroscience and inclusive practices, will experience interactive activities that model some of the practices that can promote neuroplasticity, will engage in self-reflection, and will leave with resources for taking your journey further.
In this session participants will learn to:
  1. Explore the key concepts in the marriage of neuroscience and culturally responsive teaching.
  2. Interactively unpack dimensions of diversity and the elements of the Cultural Proficiency Model.
  3. Interactively engage in individual and collective self reflection (inside-out work)
  4. Identify intentions and strategies for next steps.
  5. Access resources for learning more.

Outside Presenters

Nancy Ahrabi-Nejad

Assabet Valley Collaborative, Director of Consultation Services

Cathy Cummins, Ed. D.

Executive Director, Assabet Valley Collaborative
Cathy Cummins, Ed. D. | Executive Director, Assabet Valley Collaborative

Kim Kusiak

Consulting Psychiatrist, Assabet Valley Collaborative

Friday March 10, 2017 10:00am - 11:55am
Mary Rowlandson Library (B-117) 103 Hollywood Drive, Lancaster, MA