By Judy Willis, MD
This series of blogs is to support you and your students during the transition period that will come with the CCSS. As the new testing and teaching styles promote more student independence, student-constructed learning and project-based learning, students will benefit from a powerful boost to their growing neural networks of executive functions.
However, for students and educators accustomed to more structured plans and teacher- or curriculum-directed learning, the decision-making and uncertainty can increase the amygdala’s stress level and inhibit flow to the prefrontal cortex where those networks of executive function are developing. This blog series will offer suggestions to ease the stress of transition, helping students persevere to reach the intrinsic pleasure that awaits them through meaningful choice and challenges in the classroom.