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.
Great blog Wes. This last entry reminded me how important it is to read... I guess sometimes I take it for granted. I'm really interested in looking into that book that you mentioned as well. Because I want to teach English, I often think about how I can work with science teachers to integrate our curriculums. For me, it's not as obvious of a connection as other subjects, but I think looking at, or at least understanding, the brain's activity while reading is a great connection I haven't considered until today. Thanks for the great ideas!
ReplyDeleteCheers!
Wes, this is all very interesting to me! I'm going to follow up and read "Teach Like A Champion" this summer. Also, have you heard anything about EEG Neurofeedback therapy for learning disorders? It is supposed to be an effective therapy to deepen neural pathways. I was wondering what a scientist's viewpoint might be on this topic.
ReplyDeleteHmmm. EEG neurofeedback sounds useful as a drug-free alternative for ADHD kids (like maybe my own 10 year old?). Didn't know about it, but it's even in WebMD (see http://www.webmd.com/video/drug-free-behavioral-therapy-adhd). And there are local practitioners. It makes sense, in the Albreezi (2009) video cited in my last posting they were showing EEG for dyslexia treatment. It involves training the brain to produce desirable brain waves as seen by EEG and minimizing unwanted wave patterns.
ReplyDeleteGood post. I especially liked the video. It shows how getting the ball rolling can better prepare kids to learn. I also like how the video differentiates between praise and acknowledgement. Positive reinforcement is an incredibly valuable tool when working with kids and I think praise loses its meaning if it's over used.
ReplyDeleteGood ideas. In classrooms, we tend to focus on contents and forget to teach about methods. So in addition to English, math, science, English, and social sciences, study skills should be taught to students. This can include brain and cognition. R-J
ReplyDeleteForgot to ask:
ReplyDeleteIn recent years, educators have become interested in the social aspect of learning. After all, most learning in school happens in a social context where teacher-to-student and student-to-student interactions are key elements. How does brain research address the social aspect of learning?
@Chen: great topic for me to continue the blog (we will see). Social learning and its basis in brain function is still in infancy-if we want to help students that have socialization issues and use EEG feedback, for example, researchers are not there yet. However, there is a lot known about autism and how meditation changes the brain (a lot of work by Richard J Davidson of U Wisconsin). Also there is a local therapist who started Brain Highways, that uses known neural exercises with impressive results with autistic, ADHD children (like my own son who gained from this program).
ReplyDelete