mindup workshop for grades 3-8 -...

MindUp™ Workshop Handout 2012-2013 Social Responsibility & Diversity

MindUP™ Workshop for Grades 3-8 October 1, 2012 - Room 5, Westmark Hotel, Whitehorse

MindUp Facilitator: Andy Powell-Williams AGENDA

8:30 9:00

Check-in, Coffee and Tea Welcome & Introductions

Unit One – Getting Focused Demonstration of Core Practice (Lesson 3)

Agenda and Goals of the Workshop Getting to Know the MindUP™ Program

Background of MindUP™ and the Hawn Foundation Pillars of the MindUP™ Program; Research on MindUP™

Small Group Activity – Getting Started Unit Two – Sharpening Your Senses

Demonstration Lesson

10:30 BREAK

10:45 Core Practice Getting to Know the MindUP™ Program, continued

Neuroscience for Educators Learning how MindUP™ uses brain-friendly strategies

Using MindUP™ in the Classroom – Implementation Planning Describing MindUP™

12:00 LUNCH BREAK

1:00 MindUP™ Core Practice Leading the Core Practice

Unit Three – Positive Psychology Working with the lessons – Lesson, 10, 11, 12, or 14

Unit Four – Taking Action Mindfully Demonstration Lesson 13 – Expressing Gratitude

3:00

Questions, Evaluation Forms Wrap-up


NOTES:

MindUp Workshop Handout 2012-2013 Social Responsibility & Diversity

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Pillars of MindUP• Evidence-based social and emotional learning

strategies

• Active learning strategies to engage students

• Mindfulness and research on mindful focused attention

• Positive psychology focused on happiness and human potential

• Latest research in neuroscience

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www.casel.org

Social Emotional Competencies

Managing emotions and behaviours to achieve one’s goals

Recognizing one’s emotions and values

as well as one’s strengths and

limitations

Showing understanding

and empathy for others

Making ethical constructive

choices about personal and

social behaviour

Forming positive relationships, working in teams, dealing

effectively with conflict

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Recent Research Findings

Changes in academic achievement in Grade 8

could be better predicted from knowing

children’s social competence 5 years earlier

than from knowing grade 3 academic

achievement.

(Caprara et al., 2000)

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4Benefits of Teaching SEL

9% decrease in conduct problems

10% decrease in emotional distress

9% improvement in attitudes about self, others and school

23% improvement in social and emotional skills

9% improvement in school and classroom behaviour

11% improvement on test scoresDurlak, Weissberg, Taylor and Dymnicki (in press), The Effects of School-based Social and

Emotional Learning: a Meta-analytic Review

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Followed a group of 1000 children from birth to 32 years.

Found that child self-control predicts:

Physical health, substance dependence, personal finances, and criminal offending outcomes

Interventions addressing self-control might reduce a panopoly of societal costs, save taxpayers money, and promote prosperity

Google “Moffitt and A gradient of childhood self-control”

Moffitt et al., 2011

Self Control -- Self-Regulation

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Through Surveys Students have Reported:

Increased optimismEnhanced attention controlIncreased social & emotionalcompetenceImproved ability to inhibitnegative behaviorsDecreased aggression with peers Researchers Have also Noted:

Rapid and all-inclusiveacceptance by educators andstudentsChildren were teaching MindUPto other children and adultsBehavioral changes immediatelyobserved

Convergence of Evidence

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MindUP Studies

Studies have revealed these effects for children: 82% became more optimistic and thought more positively 81% learned to make themselves happy 87% were more accepting of others perspectives 58% tried to help others more often

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Teachers’ Observations: 100% thought MindUP™

positively influences students social emotional development;

Noticed an appreciable decline in aggressive behaviours;

Students were significantly more attentive, emotionally regulated.

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Goals of the MindUP™ Program

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• To foster mindful focused awareness

• To increase pro-social behaviors

• To increase joy and happiness

• To foster a cohesive, caring classroom climate

MindUP™Goals

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Incorporating the research base throughout

Unit 1 Unit 2 Unit 3 Unit 4

Getting Focused

Sharpening Your Senses

It’s All About Attitude

Taking Action Mindfully

15 Lessons

Core Practice (3 x daily)

Integrating Concepts, Ideas & Skills

Implementing MindUP

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Skills for Success in the 21st Century

Employers look for skills in these areas:

COMMUNICATION

COLLABORATION

CREATIVITY

CURIOSITY

COMPASSION

CRITICAL THINKING

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People sometimes hear the word mindfulness and think “religion”. But the reality is that focussing our attention in this way is a biological process that promotes health—a form of brain hygiene—not a religion.

Dr. Dan Siegel, Mindsight: The New Science of Personal Transformation

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Mindfulness (“being mindful”) is a state of being

aware of your own mind, at any given moment.

It means to pay attention in a particular way: on

purpose, in the present moment and without

judgment.

Jon Kabat-Zin

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Critical Research Summary The MindUP Approach to Social and Emotional Learning

2005-‐‑2011

Since its inception in 2003, The Hawn Foundation has been actively involved in educational programming and investigating ways to demonstrate the effectiveness of Social Emotion Learning and mindful education curricula. The Foundation’s intention is to promote a deeper understanding of approaches and strategies to help children develop self-‐‑awareness, focused attention, and emotion-‐‑regulation and to gain those necessary SEL skills for enhanced academic success. To date, two research studies have been conducted evaluating the effectiveness of the MindUP program by Dr. Kimberly Schonert-‐‑Reichl and her colleagues at the University of British Columbia. In both of these, a rigorous experimental design was employed in which MindUp children and control children (those who did not receive the MindUP program) completed pre-‐‑ and posttest assessments of a battery of measure assessing multiple domains of functioning. In the first of these studies (Schonert-‐‑Reichl & Lawlor, 2010), results revealed that children who participated in our program, compared to those who did not, showed significant increases in optimism and teacher-‐‑rated socially competent behaviors. The second study (currently under peer review) used multiple-‐‑methods to gather information about neuroendocrine regulation, executive functions, and self-‐‑ and peer-‐‑reports of behaviors.

Finding 1

Children exhibited improved optimism and self-‐‑concept.

Children who received the MindUP program, in contrast to those who did not, reported improved optimism. As such, *82% of children became more optimistic and thought more positively *81% of children learned to make themselves happy *58% of children tried to help others more often

Finding 2

Children evinced improvements in social-‐‑emotion competence and decreases in aggression and antisocial

behaviors.

Multi-‐‑dimensional research reveals students show: *24% gain in positive social behaviors from participation in the MindUP program *87% were more accepting of other perspectives *20% increase in self-‐‑reported social and emotional competencies and skills *24% decline in aggressive behaviors

Finding 3

Student response to the MindUP curriculum show acceptance of and interest in the program.

100% of students reported that they learned something from the program, and of those students 92% said that they learned “quite a few” or “a lot” of new things.

Finding 4

Children learn to focus their attention and develop a more positive outlook on school.

Self and teacher reports in pre-‐‑ and post-‐‑program evaluations indicate that children feel better about their ability to do well in school. Teachers report they saw a 15% of students saw a rise in math achievement.

Finding 5

Teachers see and experience positive gains in their classrooms.

Teacher self-‐‑assessment measures show that 100% thought MindUP positively influences students’ social emotional development and witnessed an appreciable decline in aggressive behaviors. They saw students as significantly more attentive and emotionally regulated.

Finding 6

Teachers feel better about teaching as a profession and their jobs.

Teachers report seeing changes in their students behaviors in a very short time span (inhibitory control, focused and ready for learning) and report that these changes benefit them by reducing their own stress and helping them become more effective, empathetic teachers.

(For a full reports, see K.A. Schonert-‐‑Reichl & Molly S. Lawlor, "ʺThe Effects of a Mindfulness-‐‑Based Educational Program on Pre-‐‑ and Early Adolescents'ʹ Well-‐‑Being and Social and Emotional Competence,"ʺ Mindfulness [2010]; K.A. Schonert-‐‑Reichl, “Effectiveness of the Mindfulness Education Program: Research Summary, 2005-‐‑2008 [2008]; and, M. Lawlor, “Process Evaluation of the Focus Mind/Mindful Matters Program,” [2008].)

MindUp Handouts 2012-13 Social Responsibility & Diversity

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The Brain in History

Late medieval rendering of brain (15th c.) DaVinci (16th c.); Vesalius (16th c.); Descartes (17th c.); book of anatomy (19th c.); chart of mental organs (19th c.); modern-day brain scan using positron emission tomography

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PREFRONTAL CORTEX(executive function, planning complex

cognitive behavior, personality expression,

decision-making and moderating correct

social behavior)

HIPPOCAMPUS(compares new learning to past learning and encodes information from working

memory to long-term storage)

(2) AMYGDALAE(encodes emotional messages for long-term storage in the brain)

RETICULAR ACTIVATING SYSTEM(filters ALL sensory input to the brain)

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Dan SiegelHand Model of the Brain

Find the Hand Model of the Brain at:

http://www.youtube.com/watch?v=DD-lfP1FBFk

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Reticular Activating System

Millions of bits of sensory

data available every

second

ONLY about 2000 bits get

through the RAS each

second

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Amygdala

First part of our brains to react!

Helps keep us safe…but it can also send a “danger signal” when we really aren’t in danger!

Mindful breathing helps us to counter these “false warnings,” calm our bodies and allow our brains to work more effectively.

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Hippocampus

The Macro Brain

Old information and new

information are thought to be

stored away in different areas of

the cerebral cortex, or the "gray

matter” of the brain. The

hippocampus is one of the more

important parts of the brain that

processes memories.

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Prefrontal Cortex Problem solving

Complex thoughts

Attention and focus

Our “flight/fright/freeze” instinct can interfere with the effectiveness of our prefrontal cortex; mindful exercises can help counter this effect.

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Neuroplasticity

No brain – not even the adult brain - is hard-wired

with fixed and unchangeable neuronal

circuits.

By changing your focus, you can change the

brain’s connections in a positive way.

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Neurotransmitters and Hormones

Serotonin (Ahh-hhh)

Dopamine (Ya-hoo!)

Epinephrine (Yikes!)

Cortisol (Uh-oh)

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10Breathing and the Brain

DEEP, DELIBERATE, STEADY BREATHS

BRAIN

release of

dopamine

oxygen

release of

serotonin

CHEMICALPHYSICAL

RAS Limbic

System

PFC

what is

released

what is

activated

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Causes of Stress in the Classroom

Fear of being wrong

Embarrassed to read aloud or participate

Test-taking anxiety

Physical and language differences

Cliques and bullying

Frustration with difficult material

Boredom from lack of stimulation

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Blame the Brain, Not the Student

FREEZEWithdrawn from class

FIGHTDisruptive in class

FLIGHTDistracted during class

Stress in the Classroom

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13The MindUP™ Classroom MindUPTM Core Practice Deep belly breathing and attentive listening 3 times a day throughout the school year

MindUPTM Lessons Provide a basis for the climate of a MindUPTM classroom

MindUPTM Connecting to the Curriculum Short lesson suggestions (about 15 minutes) that extend the learning from

each corresponding lesson

Literature Links See book title suggestions, add others as you see fit

MindUPTM Journals An important component of MindUPTM is the opportunity for student

reflection

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Best Practices in Implementing MindUP Implement fully and completely – lesson plans and the daily

practice, three times a day

Make links to other parts of the classroom curriculum –literature, science, etc.

Link to school-wide initiatives/activities across grade levels

Use the “language” of MindUP

Ask students if they use the daily practice outside of the school day

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Implementation Planning – p. 18-23

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Think about how you will implement MindUP™ in your classroom/school

Discuss your implementation plan with a partner at your table

Write down your plan

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My Implementation Plan for MindUP™

Date I will start implementing MindUP™:

Name and contact information for my “MindUP™ Implementation Partner”, and when we’ll contact each other:

Steps I will take to implement MindUp™ in my classroom (including gathering materials, introducing the program, how I will implement the daily practice three times per day, lessons and dates, etc.):

What I plan to do: Date I will do it: Done:

Ideas I have for integration with other parts of my classroom curriculum:

Names of colleagues and associates that I want to share MindUP™ with:



MindUP Breathing Script Please use the following script to run the Mindful Breathing practice.

1. Sit down in a comfortable position.

2. I am going to invite you to be present in the moment. Close your eyes. If you are not comfortable closing your eyes, please look down at your palms to be respectful of others in the room.

3. When you hear the chime, listen to the sound as long as you can.

4. Ring chime...(wait approx. 15 seconds)

5. Bring your attention to your breath.

6. (Wait 15 – 30 seconds)

7. If your mind wanders, that’s ok, just bring your focus back to your breath.

8. (Wait 15 – 30 seconds)

9. Feel your tummy rising and falling.

10. (Wait 15 – 30 seconds) When you hear the chime again, listen as long as you can. When you can’t hear the sound any longer, slowly, gently open your eyes and look to the front of the room (Ring chime and wait for the sound to finish).

Thank you for being Mindful today.


MindUP Lisez les prochaines directives à voix haute à la classe :

1. Asseyez-vous dans une position confortable et assurez-

vous que vos épaules soient au repos.

Attendez que la classe soit prête.

2. Je vous invite à fermer vos yeux et relaxer. Si vous êtes

inconfortables de garder les yeux fermés, veuillez regarder

vos paumes afin de respecter les élèves de la classe.

3. Quand je vais frapper le carillon, écoutez le plus

longtemps possible.

4. Frappez le carillon (attendre 15 secondes)

Concentrez- vous sur votre respiration. (attendre 15 à 30

secondes)

5. Si vos pensées partent ailleurs, concentrez-vous de

nouveau sur votre respiration.

(attendre 15 à 30 secondes)

6. Remarquez que votre ventre monte et descend.

(attendre 15 à 30 secondes)

7. Quand je vais frapper le carillon, écoutez le plus

longtemps possible. Quand vous n’entendrez plus le son,

ouvrez vos yeux lentement, prenez une grande respiration

et regardez devant vous.

(Frappez le carillon et attendez la fin du son)

Merci d’être présent aujourd’hui.


1

Additional Children’s Literature Suggestions from Vancouver Teachers

Bang, Molly, 1999. When Sophie Gets Angry- Really, Really Angry. Blue Sky Press. ISBN 0-590-18979-4

Breskin Zalben, Jane,2006. Paths to Peace. People who changed the World. Dutton. ISBN 0-525-47734-9

Browne, Anthony, 1986. Piggybook. Firefly Books ISBN 0-679-80837-X

Brumbeau, 2000. The Quilt Maker’s Gift. Pfeifer-Hamilton Inc. ISBN 1-57025-199-1

Bryan, Sean, 2007. A Bear and His Boy. Arcade. ISBN 1-55970-838-7

Bunting, Eve, 2000. The Memory String. Houghton Mifflin. ISBN 0-395-86146-2

Bunting, Eve, 2001. The Summer of Riley. Scholastic Inc. ISBN 0-439-41114-9

Burningham, John, 2007. Edwardo the Horriblest Boy in the Whole Wide World. Knopf Books for Young Readers. ISBN 978-0224070416

Cain, Janan, 2000. The Way I Feel. Parenting Press. ISBN 1-884734-71-5

Cooper, Ilene, 2007. The Golden Rule. Abrams Books for Young Readers. ISBN 0-8109-0960-X

Dispezio, Michael, A. 2010. Your 21st Century Brain. Sterling Innovation. ISBN 978-1-4027-7658-8

Doughty, Rebecca, 2008. Some Helpful Tips for a Better World. Schwartz & Wade Books. ISBN 978-0-375-84272-6

Eco, Umberto and Carmi, Eugenio, 1989 The Three Astronauts. Harcourt Brace Jovanovich, Inc. ISBN0-15-286383-4

Edelman, Marian Wright, 2005. I Can Make a Difference. Harper Collins. ISBN 978-0-06-028051-2

Fleming, Candace, 2003. Boxes for Katje. Melanie Kroupa Books. ISBN 0-374-30922-1

Frith, Alex, and King, Colin,2007. See Inside your Head. Your Mighty Brain. Usborne. ISBN 9-780746-087299

Henkes, Kevin, 2000. Wemberly Worried. Harper Collins. ISBN 978-8-424-18067-6

Hallowell, M.D. Edward,2004. A Walk in the Rain with a Brain. Harper Collins. ISBN 978--06-000731-7

Hartman, Brody, 2011. Wise at Heart Children and Adults. Kids Can Press. ISBN 978-1-55453-630-6

Hoose, Phillip and Hannah, 1998. Hey, Little Ant. Tricycle Press. ISBN 1-883672-546-0

Katz, Karen, 2006. Can You Say Peace? Scholastic Inc. ISBN-13: 978-0-545-05652-6

Khan,Sarah,2011. Brain Puzzles. (Activity Cards) Usborne. ISBN 978-1-4095-2423-6

Le Joly, Edward,2000. Stories Told by Mother Teresa. Element. ISBN 1-902618-65-3

Lee, Spike, 2011. Giant Steps to Change the World. Simon & Schuster Books for Young Readers. ISBN 978-0-689-86815-3

Litwin, Eric, 2008. Pete the Cat: I Love My White Shoes. Harper Collins Children’s Books. ISBN 978-0-06-190622-0

Lynch, P.J., 2011. No One But You. Candlewick Press. ISBN 978-0-7636-3848-1

McCloud, Carol,2006. Have You Filled a Bucket Today? Fern Press. ISBN 978-0-9785075-1-0

Additional Children’s Literature Suggestions from Vancouver Teachers


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Mortenson, Greg and Roth, Susan L., 2009. Listen to the Wind. Dial Books for Young Readers. ISBN978-0-8037-3058-8

Munson, Derek, 2000. Enemy Pie. Chronicle Books. ISBN 0-8118-2778-X

Muth, Jon J., 2003. Stone Soup. Scholastic. ISBN 978-0-439-33909-4

Muth, Jon J., 2002. The Three Questions. Scholastic Press. ISBN 0-439-19996-4

Muth, Jon J., 2005. Zen Shorts. Scholastic Press. ISBN 0-439-33911-1

Muth, Jon J., 2003. Zen Ties. Scholastic. ISBN 13: 978-0-439-63425-0

Nickle, John, 1999. The Ant Bully. Scholastic. ISBN 0-590-39591-2

O'Neill, Alexis,2002. The Recess Queen. Scholastic. ISBN 0-439-20637-5

Otoshi, Kathryn, 2008. One. Ko Kids Books. ISBN 978-0972396-4-2

Parr, Todd, 2004. The Peace Book. Little, Brown and Company. ISBN 0-316-83531-5

Pearson, Emily, 2002. Ordinary Mary’s Extraordinary Deed. Gibbs Smith. ISBN 0-87905-978-8

Radunsky, Vladimir. 2004. What Does Peace Feel Like? Atheneum Books for Young Readers ISBN978-0-689-86676-0

Reynolds, Peter H., 2005. Ish. Candlewick Press. ISBN 076362344-X

Reynolds, Peter H., 2006. So Few Of Me. Candlewick Press ISBN 076362623-6

Rice, David L., 1999. Because Brian Hugged His Mother. Dawn Publications. ISBN 1-883220-89-0

Ryder, Joanne, 1996. Earthdance. Scholastic, Inc. ISBN 0-590-06393-6

Schwartz, Roslyn, 2005. The Mole Sisters and the Busy Bees. Annick Press (US) Ltd. ISBN 1-55037-662-4

Silverstein, Shel, 1964. The Giving Tree. Harper and Row. ISBN 978-006025-666-1

Smith Milway, Katie,2008. One Hen. Kids Can Press. ISBN 978-1-55453-028-1

Strauss, Rochelle,2007. One Well. Kids Can Press. ISBN 13 978-1-55337-954-6

Thomas, Shelley Moore, 1998. Somewhere Today: A Book of Peace. Albert Whitman and Co. ISBN-10 0-8075-7544-5

Treays, Rebecca 2004. Understanding Your Brain. Usborne. ISBN 9-780746-020142 *see internet link listed below

Watt, Melanie, 2006. Scaredy Squirrel. Kids Can Press. ISBN 978-1-55453-023-6

Whitcomb, Mary,1998. Odd Velvet. Chronicle Books. ISBN 0-8118-2004-1

Winston, Robert,2010. What Goes on in my Head? DK Publishing. ISBN 978-1-55363-143-9

Winter, Jeanette, 2008. Wangari’s Trees of Peace. Harcourt, Inc. ISBN 978-0-15-206545-4

Wood, Douglas, 2005. A Quiet Place. Aladdin. ISBN 0-689-81511-5

Zolotow, Charlotte, 2002. If You Listen. Running Press Book Publishers. ISBN978-0-7624-1335-5


MindUP Professional Books

Carter, Rita. Mapping the Mind. Phoenix, 2011. ISBN-10: 0753827956 Doidge, Norman. The Brain That Changes Itself. Penguin, 2007. ISBN-10: 0143113100 Galinsky, Ellen. Mind In The Making. Harper Collins, 2010. ISBN-10: 006173232X Goleman, Daniel. Emotional Intelligence. Bantam, 2005. ISBN-10: 055338371X Greenland, Susan K. The Mindful Child How to Help Your Kid Manage Stress and Become Happier, Kinder, and

More Compassionate. Free Press, 2010. ISBN-10: 1416583009 Hawn, Goldie. 10 Mindful Minutes: Giving Our Children--and Ourselves--the Social and Emotional Skills to

Reduce Stress and Anxiety for Healthier, Happy Lives. Perigee Trade, 2011. ISBN-10:039953606X Jensen, Eric. Brain-based Learning. Corwin Press, 2008. ISBN-10: 1412962560 Kabat-Zinn, Jon. Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion, 1995.

ISBN-10: 0786880708 Langer, Ellen J. Mindfulness. Da Capo Press, 1990. ISBN-10: 0201523418 Langer, Ellen J. The Power of Mindful Learning. Da Capo Press, 1998. ISBN-10: 0201339919 Lantieri, Linda. Schools with Spirit: Nurturing the Inner Lives of Children and Teachers. Beacon Press, 2002.

ISBN-10: 080703133X Seligman, Martin. The Optimistic Child: Proven Program to Safeguard Children from Depression & Build

Lifelong Resilience. Mariner Books, 2007. ISBN-10: 0618918094 Siegel, Daniel J. Mindsight. Random House, 2010. ISBN-10: 0807750190 Siegel, Daniel J. The Mindful Brain. Norton, 2007. ISBN-10: 039370470X Sousa, David A. How the Brain Learns. Corwin Press, 2005. ISBN-10: 1412997976 Weissberg, Roger. Building Academic Success on Social and Emotional Learning: What Does the Research Say?

Teachers College Press, 2004. ISBN-10: 0807744395 Willis, Judy. Brain Friendly Strategies for the Inclusion Classroom. Association for Supervision & Curriculum

Development, May 2007. ISBN-10: 1416605398 Willis, Judy. Researched Based Strategies To Ignite Student Learning. Association for Supervision & Curriculum

Development, 2006. ISBN-10: 1416603700

Mindup Resources and Links For Teachers, Parents and Students

www.thehawnfoundation.org

1. click on: community 2. click on: Teachers & School Leaders 3. click on: Resources 4. click on: online source for Teachers, 5. scroll down to bottom of page for internet links


1. click on: community 2. click on: children and young people 3. click on: Resources 4. click on: online Learning opportunities


1. click on: research Kim Schonert-Reichl video links at the top of her home pg. or go directly to:

http://educ.ubc.ca/research/ksr/schonert-reichl.html

Dr. Dan Siegel, author of MindSight and The Whole Brain Child is Harvard trained and a clinical professor of psychiatry at UCLA and co-director of the Mindful Awareness Research Centre there. He also founded and directs the Mindsight Institute.

http://drdansiegel.com/

1. click on Resources or Press 2. video links on neuro-biology, research & parenting

**also check out the hub activities

Taxi Dog is a MindUp T.V. show. The MindUp lessons are listed, and you can view the pilot of the first show. It is based on a true story of a rescued dog written by Debra Barracca in 1991. Dr. Dan Siegel is an advisor on the television series. Goldie Hawn, author of 10 Mindful Minutes is one of the executive producers. Jim Henson's puppeteer works with Taxi the mindful dog.

http://taxidogtv.com/educational_value.php


http://www.thehawnfoundation.org/



http://educ.ubc.ca/research/ksr/schonert-reichl.html

http://drdansiegel.com/

http://taxidogtv.com/educational_value.php

MINDUP TEACHER TRAINING WORKSHOP EVALUATION

Date of Training Workshop: __________________ Location of Training Workshop: ___________________________________ Trainer(s) Name(s): _______________________________________________ I am a:

Teacher ___ Counselor ___ Administrator ___ Other (please specify) ___ (____________________________________)

_______________________________________________________ Overall, how well did the training workshop meet your needs and expectations?

Below Expectations Met Expectations Exceeded Expectations

What part(s) of the training did you find most valuable? The content of the Training Workshop was interesting and easy to follow.

Strongly Disagree Agree Strongly Agree

The trainers were knowledgeable, friendly, and well prepared.


The trainers were able to answer questions and provide solutions to problems.



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What aspects of the training met your needs and expectations? What aspects of the training did not meet your needs and expectations? What changes would you suggest for future MindUP Teacher Training Workshops?

I would recommend MindUP teacher training to a colleague.


I am ready and prepared to implement MindUP in my classroom.


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