Please remember to encourage your kids to work at challenges, and have fun with problem solving. Do not say that they are just “smart” enough. Everyone needs encouragement that learning can be a challenge that needs work.What about the classroom? Fostering a “growth” mindset to tackle problems, instead of a “fixed” mindset- -is slowly entering school curriculum. And there are tools to use: the U.S. Department of Education has recently contracted with the company Mindset Works™ founded by the originator of this psychology, Carol Dweck of Stanford (PR News, 2010).
The video below from http://www.youtube.com/watch?v=xDEvsKIvMbM by theoherrin (2010) shows a teacher in a classroom, helping students grow their brains by visualization, and the video shows what areas of the brain are developed. It certainly is different than a teacher lecturing. And at the 3” 30 sec point the Brainology program is used in the classroom.
Next time: about praise in the classroom that motivates.
Further reading and references:
Child Development, 78(1), 246-263. https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition.pdf, downloaded 7/29/2010.
Dweck, Carol S. (2007 December). The secret to raising smart kids. Hint: Don't tell your kids that they are. More than three decades of research shows that a focus on effort—not on intelligence or ability—is key to success in school and in life. Scientific American Mind. http://teambath.com/wp-content/uploads/Secret to Raising Smart Kids.pdf. Accessed 7/22/10.
Fuyuno, I. (2007). Brain craze. Nature, 447(7140), 18. Retrieved from MAS Ultra - School Edition database.
Katsnelson, A. (2010) No gain from brain training. Computerized mental workouts don't boost mental skills, study claims. Nature, 464, 1111. http://www.nature.com/news/2010/100420/full/4641111a.html, downloaded 7/29/2010.
Miller, D., & Robertson, D. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self-esteem. British Journal of Educational Technology, 41(2), 242-255. doi:10.1111/j.1467-8535.2008.00918.x. Retrieved via ERIC #EJ872752.
Nacke, L., Nacke, A., & Lindley, C. (2009). Brain training for silver gamers: Effects of age and game form on effectiveness, efficiency, self-assessment, and gameplay experience. CyberPsychology & Behavior, 12(5), 493-499. Retrieved via Academic Search Premier.
PR Newswire (2010, June 28). Mindset Works™ wins contract from U.S. Department of Education to develop critical tools and programs to raise student motivation and achievement. Growth-mindset technology reflects growing interest in innovative education. http://www.prnewswire.com/news-releases/mindset-works-wins-contract-from-us-department-of-education-to-develop-critical-tools-and-programs-to-raise-student-motivation-and-achievement-97292694.html.
theoherrin (2010, May 4). Brainology.wmv. Accessed at http://www.youtube.com/watch?v=xDEvsKIvMbM on 7/29/2010.
Your blogs are always full of so much useful information.
ReplyDeleteI was introduced to Brainology in my EDUC 350 class last term. I wondered about it and now I'm reminded to check it out further.
Regarding the encouragement of children to develop their problem-solving skills... I had a big problem with the journal article we read last week, dealing with 'mapping.' I thought the teacher who had written the article was not sufficiently trained at all to teach science. Can you believe she talked about discouraging kids about finding relationships within their discoveries/extrapolating further? Unfortunately, more often than not, middle school teachers who don't have a solid background in a scientific field get to teach science. Many children decide upon career paths early on. No wonder not too many kids go into the scientific fields!!!
Teacher candidates such as yourself are extremely rare, and again, it is great you're sharing your vast knowledge. Thanks Wes!
Wes,
ReplyDeleteI've been interested in brain-based learning research for a while now. I've attended a few training conferences, and used some strategies I've learned in the classroom. This year, I had the opportunity to observe a seasoned "whole-brain" teacher in action. It was awesome! The kids were engaged, having fun, and learning. The atmosphere in the classroom was relaxed, but very productive. She got her training at Whole Brain Teaching. This website will take you there: http://wholebrainteaching.com The best part is, they offer training free to teachers. They have webinars and regular seminars.
There are so many ways we learn! If teachers are able to unlock the mystery of how their students learn, that's half the battle.
I also agree with your philosophy that all students should be encouraged that learning can be a challenge and it takes work. Nothing is more frustrating than having a "gifted" student who is failing, for lack of effort or for lack of efficient study skills. I've banned the word "easy" in my classroom. If something is "easy" and they understand - where's the victory there? If something isn't "easy" for some, and they don't understand - what does that make them?
Empowering students to become active participants in their learning, and to understand how they learn is huge! Once they know that good students DO things differently from average students, they realize they have power over their own learning.
Neda: I thought that the point of the Owen (2002) article was for students to make a complex map, then figure out which one or two have the biggest effects. It reminded me of a drug interaction map--side effects arise from peripheral actions. I liked the article Owen, A. (2002). Mapping student minds. Learning & Leading with Technology, 29(7), 6-9 & 26.
ReplyDeleteSue, thanks for your comment. I looked at the 'whole brain' teaching website and it looks like related techniques that I am posting next! Stay tuned!