Dr. Zadina: Make It Realistic
"We want to thank you - THANK YOU for bringing all of the poverty research, strategies and curriculum together into such a lively and informative presentation! We sincerely appreciate your expertise and willingness to partner with us in our efforts to address the teaching and learning needs of children of poverty."
Markey Bee Associate Director
Center of Excellence
Franklin Marion University
Florence, South Carolina
Invite Dr. Zadina to speak at your event!
Copyright 2013 Janet Zadina, Ph.D. All rights reserved
Dr. Zadina can also address specialized aspects of the brain, such as emotion, frontal lobe executive functions, or Differentiating Instruction         
Janet N. Zadina, Ph.D
Brain Research and Instruction

Science and Strategies
Janet N. Zadina, Ph.D
Brain Research and Instruction
Bridging Neuroscience and Education​

"Science and Strategies"
"As I listened to Janet Zadina speak about trauma and its effects on learning, I felt as if she were speaking directly to me about my son. He was the victim of several years of bullying. The years since have been a challenge to say the least but listening to Janet describe the whys and wherefores of his struggles in the classroom and at home brought a hope my family that we feared lost forever. She recommends a variety of exercises to prepare students to learn which will work for those suffering from trauma or not. I know this “testimonial” may sound a little too passionate but this is something that offers to change our family in the most positive way we have found. Janet, you and your research are a true answer to prayer!"

Sharon Luczak
Staff Assistant
Police Department
Lone Star College System - University Park
Learning Under Anxiety, Stress, & Trauma


Teaching and Learning in the Presence of Anxiety, Stress, or Trauma: Science and Strategies

Did you know that faculty stress is contagious to students (and the reverse, as well). Your faculty will leave this presentation with reduced stress and many tools for increasing their performance and reducing burnout and armed with over 2 dozen strategies for a trauma-sensitive, reduced-stress classroom. It includes numerous activities and interaction and will be an energizing morning for your faculty. Stay tuned, because the full day workshop is coming soon!

I. Introduction
II. Why this is a problem for education
III. Who is affected – the extent of the problem (includes activity)
IV. What is stress?
V. How anxiety and stress work
    a. How Anxiety and stress manifest in the body/brain/mindset
    b. How anxiety symptoms manifest in the classroom
    c. How anxiety and stress impair learning
VI. Creating a trauma sensitive classroom and school environment
    a. 5 classroom behaviors that make anxiety and stress worse
    b. 15 classroom practices that promote reduced stress (includes 2 activities)
    c. 4 strategies to reduce anxiety in the moment (activity)
    d. 4 nonpharmacological interventions for PTSD (activity)
    e. Post-traumatic growth
    f. Creation of Action Plan
VII. Strategies for reducing faculty stress and burnout
    a. The most effective strategy (includes practice activity)
    b. 6 behaviors that can change the brain/body/mindset over time (activity)
    c. Rewiring the brain for increased resilience and happiness
    d. 4 strategies to increase happiness for performance and reduced burnout (with activities)
    e. Creation of Action Plan
VIII. Conclusion with Question/Answer period


Promoting Reduced Stress and Increased Resilience Among Faculty and Students: Science and Strategies

If 30% of your students had a hidden learning disability would you address it? Most schools are not, but you can. Perhaps never before have educators and students experienced so much stress from such a variety of factors. High stress impairs thinking and learning that can negatively impact academic performance. Prolonged high stress can also damage the brain. Learn from an Educational Neuroscientist what is happening, why it is happening and what you can do to reduce stress and protect your brain. Fire students up with positive motivation and wire them up with new strategies for continued and increased resilience. Get the science and the strategies!

Faculty are first-responders for students suffering from anxiety, stress, and trauma. It is important that they know how not to make it worse, how to create a trauma-sensitive classroom, and how to incorporate strategies that reduce the stress that impairs learning and improves learning for all students. Furthermore, stress negatively impacts work performance for faculty and some research indicates that stress is contagious from faculty to students, so faculty need to learn to control their stress responses, as well.

This keynote includes the following:
• How anxiety impairs learning.
• How high stress affects the brain and thinking.
• When stress becomes Post-traumatic Stress Disorder
• How stress affects multiple pathways of thinking and behavior
• Research-based strategies that
    o Reduce anxiety and stress in the moment
    o Help prevent physiological stress reactions
    o Increase happiness and well-being
    o Increase coping self-efficacy and resilience
    o Create a brain/body/mindset for higher performance

A one-hour keynote includes the above information with some interaction. A 2-3 hour workshop includes group activities. A full-day workshop has two options:

• This information along with many activities that engage faculty in reducing their own stress and practice with tools they can continue to use. This would be a highly interactive day that would engage faculty with each other and also provide them with an opportunity to reflect and engage with their own wellness practices

• This information can be included along with basic information from the Multiple Pathways presentation, the ESL presentation, or the poverty presentation. You may want the stress portion for all employees and the breakout for faculty only on these additional topics.


Multiple Pathways to the Student Brain: Using Brain Research to Orchestrate Learning

In this exciting presentation, loaded with real brain images and scattered with interactive experiences, attendees will actually see how learning takes place in the brain through powerful images and discover what is required for that to happen. Neuroscience indicates that the more modalities by which students encode information, the easier that information is to learn and recall. As educators, we often think of learning pathways as consisting of visual, auditory, and kinesthetic. In this workshop, attendees will experience new and exciting pathways that will energize instruction and strategies for accessing these additional pathways in order to reach diverse and struggling learners. Come prepared to laugh, learn, experience, and engage.
More detail: Learning objectives and outcomes


Do What Works: Five Strategies Based on Neuroscience

Five strategies shown to raise achievement are easy to implement and can be critical to student success and retention. Learn:
1. The information that raised achievement in low-performing students while
     those who did not get that information continued on a downward trend
2. The single most important factor in learning
3. The attitude that predicts achievement and how to create it in students
4. The best and worst study strategies
5. The brief assignment that outperformed reviews of the material

Each segment contains an interactive activity, research information, and application strategies. Sources for continued exploration of the topic are included. This keynote is designed to be 45-75 minutes in length and is appropriate for any educator and any size audience. If a longer presentation is desired, this information will be included along with much more.


Changing Brains, Changing Lives:
What Neuroscience Says about Teaching Young Children

In this dynamic presentation, embedded with humor and fascinating looks into the brains of young children, you will see how the brain changes in the first few years. Discover the behavior already evident by first grade that predicts life and academic outcomes into adulthood and how you can insure better outcomes. Find out the brain process that is a better predictor of achievement than SES. See for yourself how the brains of children from disadvantaged homes are different and learn interventions that eradicate the effects of poverty on achievement. By the end of this presentation, you will truly understand why early childhood is the most important investment in education that we can make.


Creativity and the Brain

Is creativity really a right-brained activity? Do some people have it and others do not? Is it related to IQ? What is the relationship between school achievement and creativity? In this keynote you will learn:
*The difference between critical thinking and creative thinking
   -Different brain processes
   -Different brain regions more active
   -Different strategies
*Characteristics of creative thinkers and how to develop those
*Strategies for becoming more creative
*Classroom strategies to enhance creativity


New Research Reveals Interventions to Eliminate the Poverty Achievement Gap

Do you have students from low SES backgrounds? Poverty has long been associated with lower achievement in schools. However, new discoveries from neuroscience research have revealed interventions that mitigate or eradicate the effects of low SES on achievement. This information is critical, especially for early childhood teachers. Since the brain is still highly plastic in many ways until around ages 18-25, it is imperative to be aware of how and why poverty affects achievement and what practices are best.
What you will see in this presentation:


Brain Differences in Struggling Readers: 3 Brain-Compatible Reading Instruction Strategies

*(Handouts - Suggested Reading and Selected References On The Brain and Reading)*
Neuroimaging studies reveal that reading impairment is a multiple-component difficulty with impediments in brain processes varying between individuals. Learn from an Educational Neuroscientist and Reading Specialist what processes may be impaired and what can be done in the reading classroom. Explore three brain-compatible reading strategies that can assist struggling readers.


Six Essential Findings From Brain Research Every Teacher and Learner Must Know

Attend this engaging and interactive keynote and discover:
*the core belief that affects achievement
*the difference between thinking and real learning
*what neuroscience says about learning styles
*the two best strategies for learning material
*the behavior that predicts life outcomes such as education, income, criminality, and drug use
*what research says about multitasking and performance


More Essential Findings From Brain Research

(Depending upon time allotment for the keynote, some findings may be moved to the breakout)
Additional potential findings included in the breakout as time allows are:
*the underlying reason some students have math or reading difficulty
*the 10 minute rule for presenting material
*how anxiety, stress, and trauma affect learning
*why students know it but can’t say it
*why ESL or FL students can’t pronounce some sounds
*how to tap into the brain pathway for motivation and engagement
*how to use the brain’s attention mechanism to enhance recall
(Keep in mind that some of these items could actually be an hour presentation. If you see one that particularly interests you, you may want to select that topic as the breakout,)
For an ALL DAY WORKSHOP, prioritize these items and as many will be included as time allows with your group.


Motivate and Engage: The Brain's Reward Pathway

When a behavior rewards the brain with feel-good chemicals such as dopamine, the person wants to persist in the behavior. These behaviors motivate and engage. Find out what academic behaviors activate the reward pathway in the brain and what reduce it. Discover the simple task that raised achievement more than additional study time. Acquire strategies for motivating and engaging diverse learners.


K-12 Leadership - Using Brain Research to Raise Achievement

An Educational Neuroscientist shares some of the latest neuroscience research on curriculum and learning. In this exciting keynote, interspersed with interactive experiences and brain images, discover:
*The single most important factor in learning
*The ability in 1st grade that predicts achievement throughout education, as well as income, criminal behavior, and drug use?
*The 3 things you can add to your curriculum to raise achievement
Bring this exciting and valuable information to your conference in this energizing keynote. Dr. Zadina has keynoted internationally with audiences as large as 5000, as she brings you cutting edge research through the eyes of a teacher.


Colleges - Wiring the Athletic Brain for Academics

Academic success requires many underlying cognitive strengths beyond the obvious skills usually discussed. Athletes excel in these cognitive skills but must use them differently in academics. In this exciting presentation, infused with real brain images and interactive experiences, learn from an Educational Neuroscientist how to teach athletes to adjust their cognitive skills. Acquire strategies that tap into powerful brain circuits.


Teaching and Learning in the Presence or Aftermath of Anxiety and Trauma

Anxiety, stress, and trauma pose an impediment to learning, affecting academic success and student retention. A significant number of students may experience this problem and are at risk. Many students have anxiety (test, math, reading, social) and others may have been exposed to numerous kinds of trauma that can impair learning, including approximately half a million veterans enrolling in school. It is essential that educators understand how trauma impacts learning and interventions and strategies that can remove or reduce the negative impact of stress on learning. This engaging presentation uses Power Point illustrations and brain scans to explain the brain’s response to stress and how that response affects various brain processes involved in learning. Specific strategies for reducing anxiety and stress are included, along with resources for both teachers and students. Strategies that assist these learners benefit all learners as well.


Using Brain Research to Orchestrate Language Learning

This presentation is similar to the one above but is geared to English Language Learners. It includes material about how the brain learns a second language and implications for instruction.


and Learning in the Aftermath of Natural Disaster or Trauma

It is well-established that major stress impacts the brain, affecting learning, thinking, and memory. For teachers or students exposed to a major stress, it is empowering and reassuring to learn about how the stress impacts their thinking and learning. People who lack coping self-efficacy may go on to develop chronic symptoms of Post Traumatic Stress Disorder. Implications for the classroom are included, along with specific strategies to reduce stress.


Any of the above can be breakouts. Additional pathways and strategies will be included in the breakout.


Day One consists of a full day of information, experiential activities, and strategies on Learning and the Brain:

The Multiple Pathways Model
This can be any number of attendees and can be in an auditorium for the entire faculty.

Day Two consists of small group breakouts in which attendees are guided through a series of group activities. These activities first provide them with additional strategies geared to their specific content area and then scaffold them into creating a model lesson plan that incorporates Multiple Pathways. After all their hard work, they actually leave energized and ready to immediately apply what they have learned.

(Attendance at this session is limited. Please contact for information.)

Additional workshops are available.