For the routine act of reading, apparently the brain must function like a massive parallel computer. Different parts of the brain in the act of reading have been identified through fMRI (functional magnetic resonance imaging). A simplified view of reading centers of the brain is shown in the picture to the right, copied from an extensive book by neuroscientist Stanislas Dehaene (2009). Although there is still a lot to understand, some of the exquisite choreography of different regions of the brain has been directly observed with fMRI, even though the activity is finished in milliseconds.
So overall we can exercise our brains by simply reading! However, students with reading disorders suffer from underdeveloped brain reading centers, or from impairment in the connection or sequence of brain reading centers working together effectively. Some hypotheses have been proposed based on this recent fMRI work that could be revolutionary treatments for dyslexia (Dehaene, 2009 and Albreezi, 2006 video).
But back to training and exercising the growing brain. Thanks to Sue’s feedback on my last posting, I checked out the Whole Brain Teaching website. This organization has spurred a growing movement for classroom techniques to highly engage students that are based on ways the brain works. When a teacher gets students to respond to an attention getter and they know to anticipate the next activity, this process is stimulating the neo-cortex and the brain is waiting for orders. For example, Jeff Battle writes on the website about saying “Classity-class-class!’ they have to say ‘yessity-yes-yes!” in return. Not only did he get students’ attention, but also they are ready for what’s next.
And in the classroom, this is teaching to the brain: students can be more focused when they feel like something is quickly happening next. There is an excellent primer text listing numerous tricks to keep the classroom atmosphere exciting (Lemov, 2009; includes DVD and I have a copy to lend if interested). Creating a sense of momentum can be very conducive to learning. The video below from Bob Zimmerli’s 5th grade classroom is exemplary for tangible excitement.
And from the video one can see that Zimmerli uses praise that is precise, and encouraging the “growth” mindset. Remember that my theme has been about careful praise, not saying that someone is “smart” inferring a fixed intelligence without effort.
This wraps up my blog for the Technology in the Classroom, and it’s been fun and challenging. Contributions will be sporadic from here on, but thanks for your time, and best of luck to my classmates in their journey to become teachers!
Further reading and references:
Albreezi, S. (Director), Lindstrom, C. and Gilleland, A. (Writers) (2006). Episode 8. Reading and the Brain. In N. Gunther (Executive Producer), Reading Rockets. Launching Young Readers Series. Washington D.C.: WETA. Video downloaded and viewed at website http://www.readingrockets.org/shows/launching/brain or http://link.brightcove.com/services/player/bcpid46047440001?bclid=6814364001&bctid=6799961001 on 08/05/2010.
Battle, J. Attention getter: Class-yes. Accessed at http://www.wholebrainteaching.com/index.php?option=com_content&view=article&id=159&Itemid=125.
Dehaene, S. (2009). Reading in the brain : the science and evolution of a human invention. New York: Viking.
Lemov, Doug (2009). Teach like a champion : 49 techniques that put students on the path to college (1st ed.). San Francisco: Jossey-Bass.
Uncommon Schools, (2010). Video Precise Praise 1.mov. Downloaded from YouTube, http://www.youtube.com/watch?v=iv1eixa-Qzc on 08/05/2010.
Website http://www.uncommonschools.org/usi/aboutUs/taxonomy.php. Uncommon Schools (Uncommon) is a nonprofit organization that starts and manages outstanding urban charter public schools that close the achievement gap and prepare low-income students to graduate from college.
