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Introductory Unit
GO! PART III.
LESSON AND MATERIAL GUIDES
FOR TEACHERS
www.mindsetworks.com
COPYRIGHT © 2002-2015 MINDSET WORKS, INC. ALL RIGHTS RESERVED.
www.brainology.us
Building Students’ Confidence, Fulfillment, and Achievement
Through the Understanding of Expandable Intelligence
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Introductory Unit
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PART III. LESSONS & MATERIAL GUIDE FOR TEACHERS
Overview: This section of the Implementation Guide contains detailed information about the
content of each unit of the Brainology® Online Curriculum, as follows:
The Introduction to Brainology® presents the curriculum and its purpose, the characters that will
guide the students throughout the program and the tools available (e.g. the e-Journal, Map, Brain
Book and Help). Users also create an inventory of their personal challenges so they can more easily
relate the Brainology® lessons to their lives.
Unit 1: Brain Basics introduces the basics of brain structure and function. This unit also explains
what is required to maintain readiness to learn and how attention and concentration are supported.
This unit teaches students the physical aspect of thinking and learning, which underlie a growth
mindset.
In Unit 2: Brain Behavior, students learn that the brain functions by sending chemical messages
through a network of nerve cells, and that these cells are responsible for thought. This insight
provides a foundation for understanding how learning changes the brain. Students also learn how
emotions can influence the brain and are taught strategies for managing their negative emotions.
In Unit 3: Brain Building, students discover how learning changes the brain through the growth of
connections in neural networks with repeated use, the key to the growth mindset. Students learn that
intelligence can be developed through mental exercise, and they are introduced to activities that
promote learning.
Unit 4: Brain Boosters extends the concept of the malleable brain to understand the processes of
memory. The unit introduces a variety of study strategies to capitalize on the way the brain works
and learns to deepen and reinforce the students’ understanding of the growth mindset, and to guide
the student to the study skills resources.
Differentiating Instruction: Throughout the next five Go! Curriculum Guides, many lessons
have been modified so that you can differentiate and scaffold your instruction for the unique
needs of your students. Several lessons have two options: Option A is intended for On-Level or
Advanced Learners, and Option B is intended for Below-Level Learners (based on a 7th grade
level).
Whenever you see the icon, look for tips to differentiate your instruction for process,
product, or content, and ways to scaffold the material for all learners.
Process refers to how a student comes to understand the material.
Product refers to the work product in which the student demonstrates mastery.
Content refers to adjusting the material based on prior knowledge of the student.
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Organization: Each unit of the Teachers’ Guide contains the following sections:
I. Overview and Goals provides a description of the instructional goal of the unit, the key
challenge in student motivation, recommended readings, and key content contained in the
unit.
II. Lesson Plans has suggestions for teacher practice, and an explanation of the research-
based principals underlying these recommendations, and a sample outline of lessons for that
unit.
III. Reproducibles and Handouts contains instructions and printable materials for
classroom activities that support the learning of the key concepts in that unit of Brainology.
These activities are organized as follows:
Connect It activities are intended to be used before the introduction of a new unit of Brainology®.
In these activities, students activate their prior knowledge and/or prior learning in the Brainology®
program to heighten their readiness to learn and interest in the content of the upcoming unit. These
activities connect to students’ lives, to their experiences with other texts or learning, and to other
lessons in this program.
Check It quizzes are provided for the purpose of using as a formative assessment. The teacher can
allow the student to fill in the Check It while they complete the online lesson, to keep them focused
on a goal. They may also be used to diagnose the extent to which students have grasped the
information in each unit. If the Check It shows that students have gaps in their understanding and
need further practice, the teacher can differentiate and remediate using the Additional Activities
provided.
Practice It activities are provided for the purpose of deep practice. In these lessons, students have
the opportunity to interact with the information at an instructional level towards the goal of
increasing understanding of the content and learning to use their knowledge independently.
Apply It activities can be used to enhance metacognition by allowing students to apply their new
knowledge in a variety of ways. These scenarios can also be used to assess the depth of student
understanding in relation to the content in Brainology®.
Additional Activities are included at the end of each unit. While not a part of the core curriculum,
they are meant to deepen students’ understanding of the key concepts. The Additional Activities
provide opportunities to express this understanding through a wider variety of learning modalities,
and to apply them to their own learning.
Supplies: Please review the lesson plans prior to instruction to be sure you have the necessary
materials.
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Introductory Unit
Table of Contents:
I. Overview and Goals
A. Introductory Unit: An Overview ................................ .................. 5
B. The Growth Mindset ................................ ................................ ..... 6
C. Brainology®: Developing a Growth Mindset ................................ . 7
II. Lesson Plans
A. Activity 1: Mindset Assessment Profile (MAP) and Reflection ... 9
B. Activity 2: Check It – Formative Assessment ....................... 10-11
C. Activity 3: You Can Grow Your Intelligence ........................ 12-13
a. Option A: Plain Text Version .................................................................. 12
b. Option B: Interactive Text Version ........................................................ 13
D. Activity 4: What Are Your Values? ................................ ........... 14
III. Reproducibles and Handouts
A. Activity 1: Mindset Assessment Profile (MAP) and Reflection 16-18
B. Activity 2: Check It – Formative Assessment ............................. 19
C. Activity 3: You Can Grow Your Intelligence ........................ 20-22
a. Option A: Plain Text Version ............................................................ 23-24
b. Option B: Interactive Text Version .................................................. 25-29
D. Activity 4: What Are Your Values? ................................ ..... 30-31
a. Option A: Advanced Version .................................................................. 30
b. Option B: Basic Version .......................................................................... 31
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INTRODUCTORY UNIT: AN OVERVIEW
Unit Goal Students complete a Mindset Assessment Profile which will explore their
beliefs and attitudes about learning, effort, and challenge. The MAP is
used as a pre- and post-program activity, with the expectation that once
students finish the Brainology® program, they will have moved toward a
growth mindset. In this unit, students are also introduced to the
Brainology® online program and resources, and to the concept of a growth
mindset through reading and reflecting on an article which presents
evidence of malleable intelligence.
Activities
Key Concepts Mindsets are those implicit beliefs we all hold about our most basic abilities
and intelligence. People with a fixed mindset believe their ability and
intelligence are largely fixed and outside of their control, whereas people
with a growth mindset believe that their intelligence and ability can be
developed through their own efforts. Having a growth mindset helps people
be motivated to push themselves to reach their true potential.
Suggested Teacher Reading
Dweck, Carol (2010). Mindsets and Equitable Education. Principal Leadership, pp. 26-29.
http://www.principals.org/Content.aspx?topic=61219
Activity
# Activity Lesson Plan Handout
Intro-1
“Connect It” – Complete both:
Mindset Assessment Profile (MAP) survey
Brainology® Reflection Questions 1-6
9
16-18
Intro-2
“Check It” – Complete both, together:
Online Brainology® Introduction
Formative Assessment
10-11 19
Intro-3
“Practice It” - “You Can Grow Your Intelligence” - Choose one:
o Option A. Plain Text Version or
o Option B. Interactive Text Version
12-13 20-29
Intro-4
“Apply It” – Values Lesson & Reflection – Choose one:
o Option A. Advanced Version or
o Option B. Basic Version 14 30-31
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THE GROWTH MINDSET
Discovered by Professor Carol S. Dweck of Stanford in decades of research on motivation, achievement,
and success, Mindsets are beliefs individuals hold about their most basic qualities and abilities. In a
Growth Mindset, people believe they can develop their intelligence, abilities, and talents. This view creates
a love for learning, a drive for growth, and a resilience that is essential for great accomplishments. On the
contrary, people with a Fixed Mindset believe that basic qualities such as intelligence and abilities are
fixed, and can't be developed. They also believe that talent alone creates success, and see effort as a sign of
weakness rather than as an effective strategy needed to reach one's full potential. The following diagram
shows how people with different views of intelligence respond in different situations.
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BRAINOLOGY®: DEVELOPING A GROWTH MINDSET
Brainology® is designed to help students to develop a Growth Mindset and, as a result, to reach a
higher level of academic achievement. Students with a growth mindset think of their intelligence as
something that they can develop through learning and study rather than as something fixed.
Cultivating a growth mindset can help increase students’ sense of self-efficacy and motivation to learn.
Brainology® is based on decades of research by leading experts in the area of motivation. Psychologists
Carol S. Dweck, Ph.D. and Lisa Blackwell, Ph.D. discovered that developing a Growth Mindset
helps students to value learning, invest effort, and improve their academic performance. (See
Blackwell, Trzesniewski, & Dweck, 2007.) They developed the Brainology® program to help students
cultivate a Growth Mindset by teaching them the powerful combination of basic brain science and
study skills.
Brainology® helps students develop a growth mindset by teaching them how the brain functions, learns,
and remembers, and how it changes physically when we exercise it through study and learning. In
addition, the program teaches a practical set of skills for tackling academic challenges by discovering
how to apply what they have learned about the brain to their schoolwork.
The Brainology® program has been implemented in hundreds of schools with great results. When
students realize that they control their learning, they are motivated to apply effort and take an active
role in learning. Teachers note positive changes in students' behavior (becoming engaged in class,
reflecting, asking questions, doing homework), as well as in the higher student achievement that results
from more motivated students with higher expectations of themselves.
Brainology® is designed as a blended learning curriculum combining a challenge-based, interactive
multimedia online program and classroom activities. In the online program, consisting of an
introduction plus four 30-minute units, students follow animated teenaged characters Chris and Dahlia
as they tackle various problems in their most difficult subjects. They visit the lab of eccentric brain
scientist Dr. Cerebrus and learn about the basic structure and function of the brain: how thinking
occurs, how learning and memory work, how to develop and change the brain, and how to improve
their study habits and skills in light of this knowledge. They gain experience in visualizing and
applying these ideas through interactive activities and exercises. Throughout the program they reflect
on their challenges and their learning through an e-Journal. The classroom activities contained in this
guide provide opportunities to reinforce, apply, and practice what students learn in the online
component in the context of their own experience. The goal is for them to understand that they have
great, untapped potential and that the development of their mental ability is largely within their own
control, and to provide them with study habits and skills that will help them take action.
Through this Curriculum Guide for Teachers we hope to help you support your students by providing
information and strategies that you can use to reinforce their growth mindset development.
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Introductory Unit:
Lesson Plans
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Introductory Unit Activity 1, “Connect It”: Mindset Assessment Profile (MAP) and
Reflection
Description: Survey for getting a quick assessment of the students’ mindsets
Objective: Students will complete the MAP and reflection to get a baseline on what sort of
mindset they currently hold about learning.
Timeline: Before beginning Brainology® – 30 minutes
Instructions for the teacher:
This is a tool to get a quick assessment of your students’ mindsets—their beliefs about
the malleability of intelligence, the relative importance of learning and perfect
performance, and their attitudes toward effort and mistakes. It’s important that students
not feel labeled by this tool. The MAP categories just represent the way they are
thinking and feeling about these questions at the present time. They can change these
beliefs, and they may feel differently on different days.
You can use this assessment tool in a number of ways:
o Individual assessment, scored by the teacher
o Individual assessment, scored by the student
o Individual assessment, scored by a peer
Once students have completed the
assessment, you can follow up with a
class discussion. Here are some
questions that you might explore:
o Are there some subjects where you
don’t feel confident that you can
learn and do well?
o How do you think it feels to get a
bad grade if you believe that you
can’t do any better?
o Can you think of a time when you
learned to do something really
hard? How did you learn it?
o What would you be willing to work
hard to achieve if you knew it was
possible?
o If you knew that you could develop your intelligence through effort, what goals
would you set for yourself?
When students finish the MAP, ask them to complete the reflection. Keep the MAPs
and the reflections so that you can keep track of how your students were thinking when
they began the program. At the conclusion of the Brainology® program, re-administer
the MAP to measure the areas where students grew their mindset!
Differentiating Instruction:
Process A teacher could ask students to process
these questions in several different ways.
The class could do an “Ink-Pair-Share”
where students first write, then discuss with
a partner, then participate in a class
discussion. The teacher could have students
write about the questions and hold 1:1 mini-
conferences with some or all students. Last,
students could be put in groups to make a
poster answering each question with the
teacher choosing which groups get which
questions.
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Introductory Unit Activity 2, “Check It”: Online Lesson with Formative Assessment
Description: Brainology® Program Introductory Unit Formative Assessment
Objective: Students will demonstrate an understanding of the concepts presented in the
Introductory Unit online lesson.
Timeline: Complete with Brainology® Introduction Online Lesson - 30 minutes
Instructions for the teacher:
Distribute the “Check It” questions to the students.
Have students work silently and independently, completing the online lesson while
filling out the “Check It.”
See the next page for the ANSWER KEY.
When gaps are identified in student understanding, work with them individually to
reteach the concepts, or encourage them to go through the online lessons again for a
deeper understanding. Feel free to re-test if appropriate.
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Introductory Unit Activity 2, “Check It”: Formative Assessment ANSWER KEY
(1) Explain, draw or represent what you think you’ll be learning in the Brainology
program.
This is a free response question, but most students should write or draw a representation of
learning about the brain and how it works. The metaphor in the online lesson is that Brainology is
an instruction manual for your brain.
(2) What makes the brain grow stronger? Explain or draw a picture to represent your
answer.
Learning new things makes the brain grow stronger.
(3) Name the four levels of Brainology.
1. Brain Basics
2. Brain Behavior
3. Brain Building
4. Brain Boosters
(4) Which level do you think you’ll like the best? Why?
This is a free response question. Accept all reasonable answers.
(5) What are three different activities you can do in the e-Journal?
Accept any three:
Read about Chris’ challenges
Read about Dahlia’s challenges
Read Chris’ reflections
Read Dahlia’s reflections
List my challenges
Write and review my own challenges
(6) What is one reason you might use the Brain Book?
The Brain Book can be used for any of the following:
Researching the brain and its functions
Finding learning strategies
Learning about how to remember things better
Finding out how emotions are connected to learning
Figuring out how to learn new things more effectively
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Introductory Unit Activity 3, “Practice It”: You Can Grow Your Intelligence
Description: An introductory article about brain science with a follow up activity
Objective: Students will learn about the concept of expandable intelligence.
Timeline: Approximately 30 min
Instructions: There are 2 versions of the article: Option A (Plain Text Version) and Option
B (Interactive Text Version). Choose the one most appropriate for your learners.
Instructions for Option A (Plain Text Version):
To activate student’s prior knowledge, ask them to generate research questions about
intelligence. Record the research questions on chart paper. (Some examples are below.)
o What is intelligence?
o Do all humans have equal intelligence? How do we know?
o What are the most “intelligent” animals on Earth?
o What are the best ways to measure intelligence? How do we know?
Ask students if they would like to learn how to grow their intelligence, and explain that the
class will be reading research today about how to grow their intelligence.
Students will draw 6 pictures to help the students’ brains add this new information to their
long-term memories.
Pass out copies of the worksheet and discuss non-linguistic representations of concepts
(drawings) as a way to process and remember a new idea. You can connect the idea to the
saying, “a picture is worth a thousand words” and remind students that the brain has an
amazing ability to remember pictures.
Read the first section as a class and model the drawing and the response to the first one.
Ask students to read silently the next section and complete the second drawing.
Have students check for understanding with a partner using these frames:
o I made a connection to the article when I read… because…
o The article explores my research question… when it talks about…
o The article raises a new question for me, which is… because…
Students finish the article and record one
research question from the class list about
which they would like to independently
research (for homework or in a lab setting).
Students can report back their findings to the
class individually, with partners, or in small
groups. Use this opportunity to differentiate
for all levels of learners.
Differentiating Instruction:
Option A—Content & Process This lesson contains content intended for
On-Level and Advanced Learners. The
text is chunked by use of the graphic
organizer. Much of the lesson requires the
student to read the text independently, but
discuss ideas as a class. There are
scaffolding suggestions as well as
extension opportunities.
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Introductory Unit Activity 3, “Practice It”: You Can Grow Your Intelligence, cont.
Instructions for Option B (Interactive Text Version):
To activate student’s prior knowledge, ask them to generate research questions about
intelligence. Record the research questions on chart paper. (Some examples are below.)
o What is intelligence?
o Do all humans have equal intelligence? How do we know?
o What is animal intelligence measured as compared to human intelligence?
o What are the most “intelligent” animals on Earth?
o What are the best ways to measure intelligence? How do we know?
o What are some people more intelligent than others?
Ask students if they would like to learn how to grow their intelligence, and explain that the
class will be learning today how to grow their intelligence.
Pass out the copies of the Interactive Text and read as a class as the students complete the
prompts and thought bubbles.
Have students record one research question from the class list that they would like to
search for information about as independent practice (for homework or in a lab setting).
Students can report back their findings to the class individually, with partners, or in small
groups. Use this opportunity to differentiate for all levels of learners.
Differentiating Instruction: Option B
Content & Process This lesson contains content intended for Below-
Level Learners. The text is chunked throughout
the article with built-in processing boxes and
language response frames. The process is best
delivered in a whole class setting with some
read-alouds by the teacher, some by student
volunteers, and some independent reading.
The additional research component can be
modeled by the teacher using a projector or smart
phone and a simple Internet search. Show the
students how people do information searches on
one of the class research questions.
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Introductory Unit Activity 4, “Apply It”: What Are Your Values?
Description: Brainology® Unit 1 Academic Mindset Exercise
Objective: Students will identify their values and write a brief essay to affirm their
belonging in an academic learning community.
Timeline: After beginning Unit 1 online lesson – 25 minutes
Instructions for the teacher:
Ask students to help you define the word “values.” Possible definition:
o Values: Important and lasting beliefs or ideals shared by the members of a culture
about what is good or bad and desirable or undesirable.
Pass out copies of the Values word cloud Option A or Option B. Tell students to circle
between 5-10 values that are most important to them in life.
Give the students the following writing prompt:
o Writing Situation: People from many backgrounds bring a host of different values,
beliefs, and ideals to our world. Today, your teacher wants to hear a little bit about
what is really important to you.
o Writing Directions: Write a brief response (1-2 paragraphs) explaining which
value words you chose as most important to you. Describe what these values are
and explain about why these values are important to you. How do these values help
you and make your life better?
Collect the responses, read them, and write feedback for the students that helps them
connect their personal values to the academic mindset of “I belong in this learning
community.” Here are some suggestions for feedback when students share something
positive: o Thank you for sharing!
o It’s exciting to find this out about you.
o I hope that you will be able to bring this
value to our work this year.
o I really connect with this value because…
o I see how strongly you feel about this!
o It would be great to find out how many of
your classmates feel a similar way about
this.
o We are lucky to have someone with these
values in our classroom and learning
environment.
o Thank you, this helps me get to know you
a little better.
o I would love to discuss this more with you sometime.
Differentiating Instruction: Option A
Content & Process
This lesson can be differentiated by
content by selecting the best word cloud
for your learners. Review both and make
a choice. To differentiate for process, the
teacher can assign various types of
writing, such as paragraphs, a traditional
essay, a free-write, a poster or piece of
art, an online poster, blog, or webpage
like Glogster or Google Sites.
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Introductory Unit:
Reproducibles and Handouts
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Brainology® Intro Unit Activity 1, “Connect It”: MAP
MINDSET ASSESSMENT PROFILE TOOL
This is NOT a test! It is an opinion survey. It asks your opinion about things to do with
school and being a student. It is very important that you give your own opinion, not what
someone else thinks. Read each statement. Decide how much you agree or disagree with
the statement and circle your answer.
Do you Agree or Disagree? Disagree
A Lot
Disagree Disagree
A Little
Agree
A Little
Agree Agree
A Lot
Profile
Number
1. No matter how much intelligence
you have, you can always change it
a good amount.
1 2 2 3 4 5 6
2. You can learn new things, but you
cannot really change your basic
amount of intelligence.
1 2 2 3 4 5 6
3. I like school work best when
it makes me think hard.
1 2 2 3 4 5 6
4. I like school work best when I can
do it really well without too much
trouble.
1 2 2 3 4 5 6
5. I like school work that I'll learn
from even if I make a lot of mistakes.
1 2 2 3 4 5 6
6. I like school work best when I can
do it perfectly without any mistakes.
1 2 2 3 4 5 6
7. When something is hard, it just
makes me want to work more on it,
not less.
1 2 2 3 4 5 6
8. To tell the truth, when I work hard
at my schoolwork, it makes me feel
like I'm not very smart.
1 2 2 3 4 5 6
MINDSET ASSESSMENT PROFILE NUMBER
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Introductory Unit
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Creating Your Mindset Assessment Profile
1. First, determine your Profile Number for each question.
For questions with odd numbers (1, 3, 5, 7), write the number of your answer into the boxes in the right
column. For questions with even numbers (2, 4, 6, 8), use the table below to fill in the gray boxes in the right column.
If you chose this answer: Then write this number in the gray box on the right (Profile
Number).
Disagree A Lot (1) 6
Disagree (2) 5
Disagree A Little (3) 4
Agree A Little (4) 3
Agree (5) 2
Agree A Lot (6) 1
2. Now, add up all your Profile numbers. Add up all the numbers in the Profile column on the right, and write the total in the last box in the bottom right
corner. 3. What does your Mindset Profile Number mean?
Find the group that includes your number in the chart below and circle it.
Now, read what it says about your MAP group.
If your profile
number falls
into this
range:
Then your MAP (Mindset
Assessment Profile) group is:
People in this MAP group usually believe the
following things:
8-12
F5 You strongly believe that your intelligence is fixed—it
doesn’t change much. If you can’t perform perfectly you
would rather not do something. You think smart kids
don’t have to work hard. 13-16 F4
17-20
F3 You lean toward thinking that your intelligence doesn’t
change much. You prefer not to make mistakes if you
can help it and you also don’t really like to put in a lot of
work. You may think that learning should be easy. 21-24 F2
25-28
F1 You haven’t really decided for sure whether you can
change your intelligence. You care about your grades
and you also want to learn, but you don’t really want to
have to work too hard for it. 29-32 G1
33-36
G2 You believe that your intelligence is something that you
can increase. You care about learning and you’re willing
to work hard. You do want to do well, but you think it’s
more important to learn than to always score well. 37-40 G3
41-44
G4 You really feel sure that you can increase your
intelligence by learning and you like a challenge. You
believe that the best way to learn is to work hard, and
you don’t mind making mistakes while you do it. 45-48 G5
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Introductory Unit
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Brainology® Intro Unit Activity 1, “Connect It”: MAP Reflection
Name____________________________________________Class__________________
MAP Reflection
1. Do you think the description under your MAP group matches the way you think and feel
about your school work? Which parts are true for you and which are not?
2. Now that you have taken the MAP, what do you think we will be learning about while we
do the Brainology® program?
3. What if we told you that Brainology® might teach us how to be excited about challenges,
how to learn from mistakes, and how to increase your intelligence. What do you think
about that?
4. Would you like to learn how to increase your intelligence? Why or why not?
5. Can you think of a time when you learned to do something really hard? How did you learn
it?
6. If you knew that you could develop your intelligence through effort, what goals would you
set for yourself?
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Introductory Unit
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1) Explain, draw or represent what you think you’ll be learning in the
Brainology program.
2) What makes the brain grow stronger? Explain or draw a picture to represent
your answer.
5) What are three different activities
you can do in the e-Journal?
1. ______________________________
2. ______________________________
3. ______________________________
6) What is one reason you might use
the Brain Book?
4) Which level do you think you’ll
like best? Why?
Brainology® Intro Unit Activity 2, “Check It”
Check It!
3) Name the four levels of Brainology.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
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Introductory Unit
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Brainology® Intro Unit Activity 3, “Practice It”: Reading for Activity Options A and B
You Can Grow Your Intelligence New Research Shows the Brain Can Be Developed Like a Muscle
Many people think of the brain as a mystery. They don’t know much about intelligence
and how it works. When they do think about what intelligence is, many people believe that a person is born either smart, average, or dumb—and stays that way for life.
But new research shows that the brain is more like a muscle—it changes and gets stronger
when you use it. And scientists have been able to show just how the brain grows and gets stronger when you learn.
Everyone knows that when you lift
weights, your muscles get bigger and you get stronger. A person who can’t lift 20 pounds when they start exercising can get
strong enough to lift 100 pounds after working out for a long time. That’s because
the muscles become larger and stronger with exercise. And when you stop exercising, the muscles shrink and you get weaker. That’s
why people say “Use it or lose it!”
© 2010 Mindset Works
But most people don’t know that when
they practice and learn new things, parts of their brain change and get larger a lot like
muscles do when they exercise.
HEALTH & SCIENCE News You Can Use
© Fotosearch
A section of the cerebral cortex
Inside the cortex of the brain are billions
of tiny nerve cells, called neurons. The nerve cells have branches connecting them to
other cells in a complicated network. Communication between these brain cells is what allows us to think and solve problems.
Axon Dendrites © Fotosearch
A typical nerve cell
When you learn new things, these tiny
connections in the brain actually multiply and get stronger. The more that you challenge your mind to learn, the more your brain cells
grow. Then, things that you once found very hard or even impossible to do—like speaking
a foreign language or doing algebra—seem to become easy. The result is a stronger, smarter brain.
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Introductory Unit
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How Do We Know the Brain Can Grow Stronger?
Scientists started thinking that the
human brain could develop and change when they studied animals’ brains. They found out
that animals who lived in a challenging environment, with other animals and toys to
play with, were different from animals who lived alone in bare cages.
While the animals who lived alone just ate and slept all the time, the ones who lived
with different toys and other animals were always active. They spent a lot of time
figuring out how to use the toys and how to get along with the other animals.
Effect of an Enriched Environment
© 2010 Mindset Works
These animals had more connections between the nerve cells in their brains. The
connections were bigger and stronger, too. In fact, their whole brains were about 10%
heavier than the brains of the animals who lived alone without toys.
The animals who were exercising their brains by playing with toys and each other
were also “smarter”—they were better at solving problems and learning new things.
HEALTH & SCIENCE News You Can Use
Even old animals got smarter and developed more connections in their brains
when they got the chance to play with new toys and other animals. When scientists put
very old animals in the cage with younger animals and new toys to explore, their brains also grew by about
10%!
Children’s Brain Growth
Another thing that got scientists thinking about the brain growing and changing was
babies. Everyone knows that babies are born without being able to talk or understand
language. But somehow, almost all babies learn to speak their parents’ language in the first few years of life. How do they do this?
The Key to Growing the Brain: Practice!
From the first day they are born, babies are hearing people around them talk—all
day, every day, to the baby and to each other. They have to try to make sense of these strange sounds and figure out what
they mean. In a way, babies are exercising their brains by listening hard.
Later, when they need to tell their parents
what they want, they start practicing talking themselves. At first, they just make goo-goo sounds. Then, words start coming. And by
the time they are three years old, most can say whole sentences almost perfectly.
Once children learn a language, they
don’t forget it. The child’s brain has changed—it has actually gotten smarter.
This can happen because learning causes
permanent changes in the brain. The babies’ brain cells get larger and grow new connections between them. These
new, stronger connections make the child’s brain stronger and smarter, just like a
weightlifter’s big muscles make them strong.
Nerves in brain of animal living in bare cage
Brain of animal living with other animals and toys
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Introductory Unit
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Growth of neuron connections in a child from birth to 6 years old
At birth At age 6
© 2010 Mindset Works
The Real Truth About “Smart” and “Dumb”
No one thinks babies are stupid because they can’t talk. They just haven’t learned how to yet. But some people will call a
person dumb if they can’t solve math problems, or spell a word right, or read fast—
even though all these things are learned with practice.
At first, no one can read or solve equations. But with practice, they can learn
to do it. And the more a person learns, the easier it gets to learn new things—because
their brain “muscles” have gotten stronger!
The students everyone thinks as the “smartest” may not have been born any
different from anyone else. But before they started school, they may have started to practice reading. They had already started
to build up their “reading muscles.” Then, in the classroom, everyone said, “That’s the
smartest student in the class.”
HEALTH & SCIENCE News You Can Use
They don’t realize that any of the other students could learn to do as well if they
exercised and practiced reading as much. Remember, all of those other students
learned to speak at least one whole language already—something that grownups find
very hard to do. They just need to build up their “reading muscles” too.
What Can You Do to Get Smarter?
Just like a weightlifter or a basketball
player, to be a brain athlete, you have to exercise and practice. By practicing, you make your brain stronger. You also learn
skills that let you use your brain in a smarter way—just like a basketball player learns new
moves.
But many people miss out on the chance to grow a stronger brain because they think they can’t do it, or that it’s too hard. It does
take work, just like becoming stronger physically or becoming a better ball player
does. Sometimes it even hurts! But when you feel yourself get better and stronger, all the work is worth it!
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Introductory Unit
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Brainology® Intro Unit Activity 3, “Practice It”: Plain Text Version - Option A
“You Can Grow Your Intelligence”
Directions: 1) Read each numbered section. 2) Draw a picture that represents the main ideas in that part
of the article. 3) Fill in the sentence frames to explain how your picture represents the idea.
This picture of a _________________________ represents the main
idea because ______________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
My picture represents the branches (dendrites) growing between brain
cells because ______________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
My picture represents the difference between animals who had toys and
stimulation and those animals that did not because _______________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________.
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Introductory Unit
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The way babies learn to speak is represented in my picture because
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
Everyone has a brain that can be exercised, and what I drew shows
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
Summary: Things that I learned from this article are _______________
_________________________________________________________
_________________________________________________________
and are represented by my picture because_______________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
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Introductory Unit
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Brainology® Intro Unit Activity 3, “Practice It”: Interactive Text Version - Option B
You Can Grow Your Intelligence New Research Shows the Brain Can Be Developed Like a Muscle
Many people think of the brain as a
mystery. They don’t know much
about intelligence and how it works.
When they do think about what
intelligence is, many people
believe that a person is born smart,
average, or dumb—and stays
that way for life.
That’s why people say, "Use it or lose it!"
What do YOU think??
GUESS WHAT?
New research shows that the brain is more like a
muscle—it changes and gets stronger when you use it!
But what happens to your muscles
when you STOP lifting weights? Everyone knows that when
you lift weights regularly,
your muscles get bigger and
you get stronger.
I think that when you stop lifting
weights….
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Introductory Unit
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Most people don’t know that when they practice and learn new things, part of their brain
changes, grows, and gets stronger and larger, a lot like muscles do when they exercise.
Scientists have actually been able to show just how the brain grows and gets stronger when you
learn.
Here’s the secret:
Inside the cortex of the brain are billions of tiny nerve cells called neurons. The nerve cells have
branches connecting them to each other in a complicated network. Communication between
these brain cells is what allows us to think and solve problems.
When you learn new things, these tiny connections in the brain actually multiply and get
stronger.
The more that you challenge your mind to learn, the more neuron connections
you make in your brain.
If you continue to strengthen these connections, things that you once found very hard to do—
like remembering information for a test or doing algebra—seem to become easy. The result is
a stronger, smarter brain.
Use the information you have just read to complete the organizer below
IF… THEN…
So here is an analogy: Muscle is to exercise as the brain is to _________________.
In other words… Muscles will grow with exercise and the brain will grow with_______.
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Introductory Unit
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The Secret…. continued
Scientists started thinking that the human brain could develop and change when they studied
animals’ brains. They found out that animals who lived in a challenging environment, with
other animals and toys to play with, were different from animals who lived alone in bare
cages.
While the animals that lived alone just ate and slept all the time, the ones that lived with different
toys and other animals spent a lot more time figuring out how to use the toys and how to get
along with other animals.
The animals who lived in the stimulating environment had more connections between nerve
cells in their brains. The connections were bigger and stronger, too. In fact, their whole brains
were about 10% heavier than the brains of the animals who lived alone without toys. The
animals who were exercising their brains by playing with toys and each other were also
“smarter”—they were better at solving problems and learning new things.
Even old animals got smarter and developed more connections in their brains when they got a
chance to play with new toys and other animals. When scientists put very old animals in cages
with younger animals and new toys to explore, their brains grew by about 10%.
© 2002-2013 Mindset Works, Inc. All rights reserved
Brain of animal living with other animals and toys
(stimulating environment)
Brain of animal living in bare cage
(non-stimulating environment)
Hmm... it is interesting to me that…
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Introductory Unit
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Children’s Brain Growth
Another thing that got scientists thinking about the brain growing and changing was babies.
Everyone knows that babies are born without being able to talk or understand language. But
somehow, almost all babies learn to speak their parents' language in the first few years of life.
How do they do this?
Neuron connections in a child from birth to 6 years old
The Real Truth about “Smart” and “Dumb”
No one thinks babies are stupid because they can't talk. They just haven't learned how to yet.
But some people will call a person dumb if they can't solve math problems, or
spell a word right, or read fast—even though all these things are learned with
practice. At first, no one can read or solve equations. But with practice, they can
learn to do it. And the more a person learns, the easier it gets to learn new
things—because their brain “muscles” have gotten stronger!
What Can YOU Do to Get Smarter?
Just like a weightlifter or a basketball player, you have to exercise and practice to make your
brain grow stronger. By practicing, you also learn skills that let you use your brain in a smarter
way—just like a basketball player learns new moves.
Do you think this child developed strong language
skills by the age of six? Why or why not?
How do you think this child grew all of those
neuron connections and pathways?
© 2002-2013 Mindset Works, Inc. All rights reserved
At birth At age 6
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Introductory Unit
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Why doesn’t EVERYBODY do this?
Many people miss out on the chance to grow a stronger brain because
they think they can't do it
they think it's too hard
they think it’s too much work
Reflection: Remember a time when you worked extremely hard on something that was at first
difficult, but after practice and effort you were able to succeed.
Can you relate?
At first, I couldn’t…. In order to get better, I… Finally, I was able to…
How did you feel when you were successful? Was it worth the effort? Explain.
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Introductory Unit
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Brainology® Intro Unit Activity 4, “Apply It”: What Are Your Values? Option A
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Introductory Unit
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Brainology® Intro Unit Activity 4, “Apply It”: What Are Your Values? Option B