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When I think back on this week, I think about what the goals are for this institute. I also think about what my goals were, which is a little harder for me to articulate, even to myself. I know that I wanted to learn more about how the brain works. I also wanted to learn how to teach how the brain works. I didn't particularly think about developing lesson plans or learning additional computer tools, and wouldn't necessarily have thought I wanted that. As it turns out, it has been useful and interesting for me to spend time developing these skills/lessons, although I think I would have preferred more content about the brain, and less time to work on my own. I ultimately came to view the afternoons (and my evenings, since I was kind of obsessional about doing 'homework') as good opportunities to do some work that I wanted to do anyway, on developing new ideas for teaching about the brain, so the afternoons and evenings turned into good focused study/work sessions for me; a kind of enforced self-discipline.

Yet I have to say that what I enjoyed most, and wanted more of, was teaching from Paul about the brain. Mornings started with lots of time processing our own comments from the night before, which I have come to see as an important teaching tool which engages students in the material and makes them more responsible for their own learning. That said, by the time we were done processing our thoughts, there was only a limited time left to introduce new material about brain function, since afternoons were off the table, as far as specific brain information. I do understand the notion, though, of walking students slowly through material to allow us to absorb because we are watching it be built.

As for my goal of learning better how to teach about the brain, I think I have learned in a way different than I expected. Yes I learned more about how the brain works. But more interesting, I watched a way of teaching by completetly engaging students in the process, that, although slow, can be 'profound'.

Couple more thoughts:

Since the institue includes teachers of kids from K-12, I think it would be good to include a bit more mention of developmental differences. I know that you are teaching a method of thinking that is good for all students, but it seems worth emphasizing that there are real developmental differences in the brain. I don't think we need to necessarily know all of what those developmental differences are, simply that they are real.

Also, I think in terms of helping people be comfortable with the computer, perhaps the 'teaching fellows' could be introduced as, and function more as, teachers/helpers in that regard.