Mindfulness and Meditation

Mindfulness and Meditation Mindfulness and Meditation - Start

Added : 2016-11-18 Views :214K

Download Presentation

Mindfulness and Meditation




Download Presentation - The PPT/PDF document "Mindfulness and Meditation" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.



Presentations text content in Mindfulness and Meditation

Slide1

Mindfulness and Meditation in the Classroom

Patricia Larash

Division of Rhetoric, CGS

5

th

Annual Instructional Innovation Conference

CEIT, Boston University

Slide2

Mindfulness and Meditationin the Classroom

Why mindfulness?

What is mindfulness?

Where will mindfulness take you?

How to have a one-minute meditation

Select bibliography

Appendices

Slide3

Why mindfulness?

“If you understand how you think and work, you can have more control over who you will become. Abilities can improve as you understand how your mind works. ... Creative and critically thinking people open a conversation with themselves that allows them to understand, control, and improve their own minds and work.

 

-

-Ken Bain,

What the Best College

Students

Do

(2012), p. 64.

Slide4

What is mindfulness?

“Novelty” mindfulness

“Awareness” mindfulness

Slide5

“Novelty” mindfulness

“Mindfulness is a flexible state of mind in which we are actively engaged in the present, noticing new things and sensitive to context.”

--Ellen J. Langer, “Mindful

Learning

” (2000), p. 220.

Slide6

“Awareness” mindfulness

“...a

nonjudgemental

[sic] awareness of one’s experience. ... observing the fact that one is thinking.”

--Brian D.

Ostafin

and Kyle T.

Kassman

,

Stepping out of history:

Mindfulness

improves

insight problem solving” (2012),

p

. 1031, note 1.

Slide7

Where will mindfulness take you?:Responsibility

Growth

Courtesy

Ethics

Success

Slide8

How to have a one-minute meditation

Introduce the purpose of the meditation

Explain what to do

(choosing an object and how to bring one’s attention to it)

Anticipate concerns. Emphasize non-judgment

Direct participants to take stock of the object

Mark the start of the silence

Gently bring participants out of the silence

Slide9

Select Bibliography

Mindfulness and meditation in general

Mindfulness and meditation in education

Slide10

Mindfulness and meditation in general

Gunaratana

,

Bhante

Henepola

.

Mindfulness in Plain English.

Updated and expanded edition. Boston: Wisdom Publications, 2002. Print.

Healey

, Tara. "Mindfulness MP3 Downloads."

Harvard Pilgrim Health Care. For

Visitors

. Mind the Moment.

Harvard Pilgrim Health Care, Inc., 2012. Web. 8

Dec

. 2012

.

Kabat-Zinn

, Jon.

Wherever You Go, There You Are. Mindfulness Meditation in

Everyday

Life.

New York: Hyperion, 2005. Print.

Slide11

Mindfulness and meditation in education

Bain, Ken.

What the Best College Students Do.

Cambridge: Harvard University Press,

2012

. Print.

Langer, Ellen J. "Mindful Learning."

Current Directions

in Psychological

Science

9.6

(

Dec. 2000): 220-223.

Langer, Ellen, and

Minhea

Moldoveanu

. "The Construct of Mindfulness."

Journal of

Social

Issues

56.1 (2000): 1-9

.

Ostafin

, Brian D. and Kyle T.

Kassman

. "Stepping Out of History: Mindfulness

Improves

Insight Problem Solving."

Consciousness and Cognition

21 (2012):

1031

-1036

.

Palmer, Parker J.

The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 10th Anniversary Edition.

San Francisco:

Jossey

-Bass, 2007. Print.

Slide12

Appendices

Contexts

Preliminary results of in-class questionnaire

Slide13

Contexts

Existing

Health care

Business

Athletics

Elementary schools

Prisons

Potential

Creative and critical thinking

Arts (performing and fine)

Athletic training

Math and science

Psychology, neuroscience, education

Slide14

Preliminary results of in-class questionnaire

Introductory text:

“I’d like to find out how our one-minute meditations are working for you, to see how I can make our class time more effective and talk about what I’m doing with other faculty members. I will collate the class’s responses and share with you what I’ve learned (in the aggregate,

anonymized

.”

Administered in the middle of lecture class (all four sections combined), Monday, 4 March 2013. Students were offered five minutes to fill out the questionnaire; many of them ended early. I was in the room the entire time but asked a student to collect the questionnaires and give them to me at the end of class.

34 students participated. 5 other students were absent from class that day.

Slide15

1. What in-class benefits, if any, are you finding from our one-minute meditations?

Reporting benefits: 32

Not reporting benefits: 2

Slide16

2. What in-class problems, if any, are you finding from our one-minute meditations?

Not reporting problems: 23

Reporting problems: 11 (all distinct respondents)

Distracting (other students) 2

Sleepiness 6

Other students "try to postpone work" 1

"sometimes can't focus"/"get distracted by my own thoughts" 2

Slide17

3. What connections, if any, are you finding between our one-minute meditations and your life outside of our RH classroom (studies, personal life, etc.)?")

Reporting connections: 22

Not reporting connections: 12

Slide18

4. What would you like me to know as I consider how, or whether, to continue this practice with my students next year?

Response supports continuing: 27

Response is neutral/no response/ambiguous: 4

Response opposes continuing: 3

Slide19

5. What experience, if any, did you have with meditation before practicing one-minute meditations in RH class?

-Reported prior experience: 17

(See next slide for breakdown)

-Reported no prior experience: 17

Slide20

Breakdown of prior meditation experience among the 17 respondents who reported having had some

In

yoga class: 8

-

one respondent (included above) "was forced to do yoga for

sports

";

may

have negative connotations for this respondent

In

an academic setting (HS):

6

--AP Psychology class 1

--"My school required a day of meditation once a year" 1

--Health class 1

--Writing class 1

--"there was an entire class dedicated to it" 1 (not sure whether

respondent

means an entire course, or one class period out of the semester)

--"five minute quiet time every

day” 1

--Other:

4

--Housemates meditate 1 (same as one of the yoga respondents)

--"a little" (no details given) 2

--"relaxing" (no details given) 1

Slide21

Slide22


About DocSlides
DocSlides allows users to easily upload and share presentations, PDF documents, and images.Share your documents with the world , watch,share and upload any time you want. How can you benefit from using DocSlides? DocSlides consists documents from individuals and organizations on topics ranging from technology and business to travel, health, and education. Find and search for what interests you, and learn from people and more. You can also download DocSlides to read or reference later.
Youtube