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Remote Ready Biology Learning Activities

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.


Monday - Wednesday mornings, 30 July - 1 August

One week into it, half way through, where've we been? where are we going .... ?

 Brain=Behavior?What newly understood?What remaining/new question?
Gladys M. Baskerville comfortable with; thankful that have interacting systems, since system complex, never to be fully understoodboxes inside boxes inside boxes; input starting in middle, output affects input; neuropharmacology, that dopamine affects so many things; will be more aware of medications; just don't know what things doing to your bodywhere is reasoning coming from, things so black and white as teacher but students just don't get it; storage of information in brain? how utilize in instruction? interested in formation and early years, fullest potential
Patrice J. Braxtonone third yes; is part of teamantiquated ways of thinking about science and about nervous systemopen up world of science: how do we measure peak of performance? what same/different in babies/students/adults? Is there a peak or does one always learn?
Karen Cohen   
Robert A. Coledon't believe its "who you are"; that is the I-function? is that the spirit?interested in how much of behavior one doesn't "think about"needs to know more about I-function, how much does it affect behavior? do you want to have more control? does age affect that? how much I-function in baby? teenagers just want dopamine satisfied? have less trust in psychiatrists/psychologists prescribing medications ... less wrong makes one worry about taking medicine
Sylvia Cooperworks for meunderstanding brain and rest of nervous system as total package, including neurons; brain and drug addiction; effects of things one eatsconflict resolution, avoiding violence, is environment? how use to better understand students?
Christeena Mathewsis too simple to say it like thatgreater appreciation of brain as more than an organ, has a lot to do with who we arehow does soul, feelings, emotion fit into this? how bring into classroom
John Daltonexpanded notion of "brain" works; is not only what is above neck; don't like "glib" phrase; is problematichas greater understanding of behavior not determined by I-function, very valuablestill lots of question about I-function, relation to consciousness/unconsciousness; interested in pharmacology, genetic influences
Pamela T. HarrisI too now believe are the samebrain and neurotransmitters, how connectedness of neurons produce a total personhow does b/b go with spirit, how does bb/spirit/environment go together, how use this information to help students, particularly those with, perhaps, "unhealthy connections"?
Bertha May Hensonyes, do now believe brain=behaviorevery time input changes, whole situation changesappetite whetted for more information, would like ongoing institute
Randal Hollysomewhat comfortable that is soaccomplishments of neuropharmacology, drugs that can both inhibit and facilitate behaviorsare synaptic connections continually reforming, or is it a static system reached at some point and not subsequently altered? can drugs repair synaptic connections
Sharon P. Leeare the same thingboxes within boxes within; outputs affecting inputs; drugs and inhibitors (would like more)what are long term effects of drugs? how does rehabilitation work? how identify/deal with chemical imbalances
Janet P. Middletonyes; are constantly thinking therefore processingfascinated by how things start and stop in middle; understood before there was something there but now can explain to a student in terms of neuronshow apply information to student learning? how maximize student potential?
Susannah Starkweatheryesmechanics of how neurons work, potentials; overwhelmed with complexitywhere is research going? what are practical uses?
Regina Toscaniyes, but qualify with possibility that some inputs are "spiritual"now understand why Christopher can move leg; I-function a small part of brain/nervous systemold: how much control does I-function have; are there ways to increase its control?
Nayjuana Woodberry   

Have learned fair amount by looking from output side ...

Extrasensory perception: One can learn/know without experiencing: proprioception/pheromones, as well as "five sense" info that by passes I-function
Turn to input side, what expect from there?

The brain as a painter

More brain as painting - lateral inhibition - a more "real" reality?

Still more brain as painting - color - "if the tree falls in the forest ...?"

Conflict and conflict resolution: learning from the brain

judge less; appreciate more, what others' stories can do for each other, for oneself

elements of rationality, creativity, self without I-function - where/what is "reason"?

More ambiguity and its resolution

Visual pathways and Blind sight

Between input and output: self and "intrinsic variability" in the frog

One more step on the way to the I-function

Antonio Damasio

Personal responsibility, free will?

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