Page 17 - Teach for the Bay -Virtual Program-FINAL
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KEYNOTE SESSION ¡VAMOS A MOVERNOS!
TUESDAY, OCTOBER 6, 2020, 1PM - 2PM
Target audience: Future teachers/students, Current K-12
teachers, Current Community College/University
Instructors, Education stakeholders, ECE, The content is
focused on children ages 2-5, although the neuroscience
based info and example exercise are applicable for
teachers of older students.
FROM COPING TO HOPING: TEACHING Hosted by: Project Commotion
STUDENTS TO THRIVE THROUGH Presenter(s): Cárol Acevedo, Schools on the Move
SOCIAL TRAUMA Coordinator and Movement Instructor
TUESDAY, OCTOBER 6, 2020, 11AM-12:30PM Coordinator: Annie Aguilar
E-mail: annie@projectcommotion.org
Target audience: Future teachers/students, Current K-12
teachers, Current Community College/University Este taller interactivo de 60 minutos, es dirigido por
Instructors, Education stakeholders, ECE, TK-5, Grades un instructor de movimiento de Project Commotion
6-12, Special Ed, Community College/CTE (PC), servirá como introducción a la filosofía detrás
de la metodología de PC y a los conceptos básicos
Hosted by: University of San Francisco sobre la conexión cerebro-cuerpo. El enfoque
Presenter(s): Patrick Camangian (Keynote Speaker) principal del taller será la importancia del
Coordinator: Kathleen White movimiento para el aprendizaje a través de la lente
E-mail: kwhite@ccsf.edu de la neurociencia, enfatizando cómo la actividad
física puede aumentar la actividad cerebral y
This presentation will juxtapose research in the conducir a más conexiones neuronales y en última
health sciences with critical pedagogy to inform a instancia a más aprendizaje durante las etapas de
new paradigm for thinking about pedagogy, complex desarrollo. Los participantes probarán las
traumas, and education. This framework will serve actividades de aprendizaje del movimiento por sí
as an analytical lens for understanding the mismos a lo largo del taller y también tendrán la
educational experiences of multiply marginalized oportunidad de reflexionar sobre la participación
students and, more importantly, considering ways in personal y de los estudiantes a través del
which the socially toxic stress disrupting their movimiento.
learning can be more effectively remedied. This type
of pedagogical approach to can facilitate critical
hope and, in turn, be transformative because it
allows students to imagine ways they can thrive
through socially toxic stress.
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