This book, written by Howard Eaton, caught my attention because of my recent interest in learning disabilities.
The basis of the Brain School is neuroplasticity, or basically the ability of the brain to adapt. According to Encyclopedia Britannica, neuroplasticity is the “capacity of neurons and neural networks in the brain to change their connections and behaviour in response to new information, sensory stimulation, development, damage, or dysfunction.” This is good news when you consider the people suffering from serious disorders and illnesses related to the brain, such as stroke, injury, autism, ADHD, learning disabilities, brain deficits, depression and addiction.
A psycho-educational assessment measures a variety of areas with a percentile rating (25% - 75% is average range, while 50% is age-level ability) :
ARROWSMITH PROGRAM (19 cognitive dysfunctions and common features)
DIFFERENCES BETWEEN THE PSYCHO-EDUCATIONAL ASSESSMENT AND THE ARROWHEAD ASSESSMENT
The purposes of the two assessments are very different. The psycho-educational assessment seeks to diagnose a learning disability, assist in skill remediation, in-class adaptations, and assistive technology. The Arrowhead assessment is used solely to design the cognitive capacity training intervention for achievement acquisition. Psycho-ed assessments take about three to four hours, while the Arrowhead assessment can take several hours more. The psycho-ed assessments finds percentile scores on measures of intelligence, cognitive ability, and achievement in reading, writing and math. The Arrowhead assessment does not measure reading, spelling, or mathematical abilities but rather cognitive areas, and results falls on a spectrum from very severe to moderate to mild to above average.
It is unique in some ways. It goes from 8:30 to 3:00 pm, and has eight periods; six of those are cognitive classes, each 40 minutes long, and the other two are English and math. The focus of the school is cognitive remediation. There are two teachers per classroom, so the teacher-student ratio is around one-to-nine. When a student masters a cognitive exercise, a new one is started. Students keep track of their achievements and set new daily goals. In one word, students are focussed--on cognitive exercises, active engagement, and repetition. Despite the intensity of the cognitive classes, students engage in other activities, as well. Daily physical education is 40 minutes a day, and students can participate in extracurricular activities, such as field trips, plays, guest artists, track and field and a talent show.
Source: Eaton, Howard, 2011. Brain School. Vancouver, Glia Press.
Willingham's cognitive principle is children differ in intelligence, but the good news is intelligence can be improved through persistent hard work. This has been the Asian educational view for a long time, although with Dr. Dweck's growth mindset ideas, Western thought is changing in that direction. Intelligence is essentially how "people reason well and catch on to new ideas quickly." The current view of intelligence is that there is a general intelligence (g), which contributes to verbal and mathematical intelligence. Therefore, verbal scores are related to math scores, although individual verbal scores relate closer to each other. The "g" is not clearly known, but could be related to the speed or capacity of working memory.
What Makes People Intelligent?
It's the classic nature vs. nature debate; is it genetics or the environment that makes people intelligent? Through many twin studies, genes are responsible for about 50 percent of our smartness. What's interesting is that is starts off young, about 20 percent, then increases to about 60 percent in later life. The bottom line: genetic effects can make people seek out or select different environments. For example, imagine you start off life with a little better memory, more persistence, or simply more curiosity. Your parents pick up on this trait subtly, and begin to use a larger vocabulary or discuss deeper-thinking ideas. This leads you to spend more time with "smarter" kids, and grades become a natural focus. On the other hand, genetically you may not have the physical abilities, which leads you to avoid many sports and instead pick up a book and read instead.
Though genetics plays a large role, intelligence is malleable and can be improved.
Implications for the Classroom
Praise Effort, Not Ability
You want kids to understand they are in control of their intelligence. Praise effort, persistence, and taking responsibility for the work. Be careful of insincere praise, as kids are not easily fooled.
Hard Work Pays Off
Remind students that it takes hard work to be smart, just like it takes hard work and practice to be a successful athlete; natural talent can only take you so far.
Failure leads to Learning
Again, the most successful people (think entrepreneurs, inventors, athletes) take risks and fail in order to succeed. Michael Jordan talks about all his mistakes and failures on the court, which ultimately led to his greatest successes. Remind students that failure is not necessarily embarrassing or negative; it's an opportunity to learn something new.
Study Skills are Necessary
Help struggling students with techniques and methods of effective studying, memorizing, and organizing their time. They need to be self-disciplined and resourceful, as well.
Catching Up is the Goal
In order to catch up with the brighter students, they will need to work even harder than them. There is no easy solution or magic pill. They may need to revamp their entire schedule and drop activities that do not contribute to their educational goals.
Show Confidence in Them
As a teacher, set high standards and expect students to meet them. If they do an substandard job, simply state what they have done and give them feedback for improvement. Do not overpraise them for a mediocre job.
Teachers nowadays are being asked to differentiate learning by meeting students’ individual learning styles, differing cognitive abilities and multiple intelligences. Is this possible? And how effective is it? Willingham, a cognitive scientist, turns that notion on its head. He states that children are more alike than different in terms of how they think and learn.
COGNITIVE STYLES VS. ABILITIES
First, let’s differentiate between cognitive styles and cognitive abilities. Cognitive ability is the capacity for success in certain types of thought; for example, mathematical concepts. Abilities are how we deal with content and how well we think. Cognitive styles are biases or tendencies to think in a certain way, such as thinking sequentially or holistically. Styles are how we prefer to think and learn. Of course, more ability is better than less, but one style is not better than another.
COGNITIVE STYLES (a sample list)
Three characteristics of cognitive styles: 1) stable within an individual during different situations and times; 2) consequential: has implications for future actions; 3) not an ability measure
There are people who have very good visual or auditory memories. However, Willingham explains why teaching different modalities to learners with a prefered style is ineffective. He gives the example of a visual learner and an auditory learner learning vocabulary words. In theory, showing the words with pictures to the visual learner while playing a tape with words for the auditory learner should be most helpful. Yet studies show this is not the case. Why not? Because it is not the auditory or visual information that is being tested--it is the meaning of the words. Generally in schools, students need to remember what things mean, not what they look or sound like. So, if this theory is wrong, why do 90% of teachers (and students) believe it to be true? Willingham chalks it up to several reasons, the first being accepted wisdom: it must be right because everyone believes it. Another reason is because a similar fact is true: kids are different in their visual and auditory memories. Learners may have good visual and auditory memories, but this not being a “visual or auditory learner.” Lastly, the psychological phenomenon known as confirmation bias comes into play here. Once people believe something to be true, then all future ambiguous events are seen through that viewpoint. For example, people believe crazier things happen during a full moon, and, in fact, crime and births increase during a full moon. However, when there’s an uptick in crime and babies on non-full moon nights, no one bats an eyelash. In conclusion, Willingham says that all cognitive styles, not just visual-auditory-kinesthetic, suffer from the same issues; at best, the evidence is mixed.
ABILITIES AND MULTIPLE INTELLIGENCES
Over the years, studies and experiments have shown that some kids are good at math, some are musical, others athletic, but not necessarily the same kids. This must indicate there are different mental processes at work here. In the mid-1980s, Howard Gardner, a Harvard professor, proposed his theory of multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, naturalist, and spatial. At the time, many psychologists felt contention to Gardner’s theory. However, educators were (and are) interested in the three claims of his theory: 1) they are intelligences, not abilities or talents; 2) all eight intelligences should be taught in school; 3) many or all of these intelligences should be used to teach, matching the different intelligences of students. Gardner made the first claim, while the other two were made by others, although Gardner disagrees with them. Gardner argues that some abilities, in particular logical-mathematical and linguistic, have greater status in education than say, musical ability. He questioned why one was called “intelligence” while the other was a “talent.” Claim 2 is made on the basis of equity and fairness, that all intelligences should be acknowledged and celebrated. However, Gardner feels that curricular decisions should be made by the values of community, and his theory should only be a guide. Cognitive scientists believe Gardner has simply relabelled talents as intelligences, rather than “discovering” musical or spatial intelligence. The third claim is to use multiple intelligence modalities to introduce new knowledge. For example, when learning how to use commas, students could write a song about commas (musical), search the woods for things that look like commas (naturalist), and create sentences with their bodies (bodily-kinesthetic). So, in theory, students would come to an understanding of commas easier if taught with a particular intelligence in mind. Gardner wholeheartedly disagrees with this notion. The different abilities are not interchangeable; mathematical concepts need to be learned mathematically, and skill in music will not help. Writing a poem about your bat swing will not make you a better batter. These abilities are separate enough that one strong skill can’t compensate for a weaker one.
CONTENT VS. STUDENTS
Since catering to cognitive styles have been shown to essentially ineffective, think in terms of curricular content. For example, in socials, a country’s geography should be seen, an anthem should be heard, and a traditional meal should be made and eaten.
CHANGE PROMOTES ATTENTION
Variety is the spice of life and the surge in energy during lessons. Switch between talking and listening to something visual; go from deductive thinking to free associative thinking; quick brainstorming could lead into thoughtful, reflective responses. Give all students practice in these different mental processes.
VALUE IN EVERY CHILD
Every child is unique and valuable, regardless of their intelligence. Trying to be equitable and egalitarian and have everyone possess “multiple intelligences” may be misleading. Also, determining who is “smart” depends on which intelligences you consider and at what level; is it top 10 percent or top 50 percent? In reality, there will be many students who are not especially gifted in any of the intelligences. Telling a child they are smart or have a skill in an area they don’t rarely works. In fact, telling a child they are smart actually backfires in reality.
Source: Willingham, Daniel T., Why Don’t Students Like School? (2009)
Willingham's cognitive principle is that factual knowledge must precede skill. The current mode of thinking nowadays is that only critical thinking is necessary and the actual content, information, or knowledge is merely interchangeable; after all, one can do an Internet search and find information on any topic in seconds. However, thinking processes are intertwined with knowledge, perhaps surprisingly.
READING COMPREHENSION REQUIRES BACKGROUND KNOWLEDGE
One study shows that even poor readers with high background knowledge of the reading understood the text better than good readers with low knowledge. Background information allows chunking (grouping of information), which allows your working memory to have more space to connect ideas and thoughts, leading to better comprehension.
Four ways background knowledge aids comprehension:
The "fourth-grade slump" is a phenomenon that hits underprivileged homes. Up to grade three, most students are good decoders, but reading comprehension becomes increasing important in grade 4 and up. Because comprehension is dependent on background knowledge, privileged kids come to school with more knowledge about the world and a larger vocabulary.
COGNITIVE SKILLS REQUIRES BACKGROUND KNOWLEDGE
Thinking critically or logically often comes from what you know. To solve a problem, you first check your long-term memory to see if your solution already lies there. Think of the world's best chess players; it's not necessarily their reasoning or planning skills but rather their recall of board positions. They may have up to 50000 board game positions in their long-term memory! This goes for chefs, who can look at a kitchen pantry and whip up a delicious meal quickly, while regular folks may end up scratching their heads and end up making macaroni and cheese. In class, someone who has memorized the times tables will be able to solve a problem requiring that information faster than someone who has to figure it out by counting. This saves a lot of room in working memory to solve the rest of the problem.
Einstein said, "Imagination is more important than knowledge." Willingham hopes you realize that actually knowledge is necessary for imagination that leads to problem solving, decision making, and creativity.
Source: Why Don't Students Like School?, Willingham, Daniel T., 2009.
Language-processing problems constitute the largest proportion of learning disabilities. These include hearing sounds and words, understanding meaning, remembering verbal content, and communicating clearly.
The following are just a few examples:
Speech and Language Comprehension
Students tend to process information more slowly than usual. Sometimes teachers move on when they feel a response is not forthcoming. Often these students may be considered unmotivated or lazy. Also, language-processing disabilities affect their thinking. Language (words) are necessary to name people, places and things. Social development is influenced with this disability as they struggle with speaking, so they become fearful, shy and withdrawn; some deal in the opposite manner and become bullies. Others prefer to spend time with younger kids, using simpler language.
Word usage and comprehension is found in the left cerebral cortex. Inefficient neural "networking" can also result in processing issues. Some areas are underworked while others are handling too much. There also appears to be a genetic or heredity link with family members, as well.
The best way to intervene is with early recognition and appropriate and intense instruction. Special education is essential. They can use audio materials or simplified texts to handle the information overload. Extra time is often needed for tests and assignments. Test questions may need to be read to them. Teachers may need to speak slower and with simpler one-step instructions. Technology can assist in many ways with reading texts aloud, dictation, voice-to-text recognition, along with spelling and grammar checking.
Despite reading, writing or verbal problems, students with this language-processing disability can end up achieving amazing things, especially in professions that do not rely on advanced language skills: medical technology, architecture, finance, photography, engineering, mechanics, TV production, fine arts and computer programming, to name a few. The key thing is to maintain understanding and encouragement in order to maintain their self-confidence and enthusiasm for learning.
Source: Learning Disabilities: A to Z; Corinne Smith and Lisa Strick, 2010
Most of us have heard the analogy that our brain is a thinking machine. But, according to Willingham, our brains are not really designed for thinking, because it is slow and unreliable, and requires much effort. In fact, your brain uses most of its processing power to see things and to move around physically. Nonetheless, the good news is that people are curious, as long as the problem is not too easy or too difficult--the Goldilocks special.
So how do we manage to get through life if we don't think well? Essentially, we rely on our memories. Once we've figured out how to do something once (or twice), then we rely on our memory system to recall that piece of information, so that our brains don't have to work hard and figure it out again. For example, when driving a car, you don't have to relearn how to press the accelerator, apply the right amount of pressure on the brakes for stopping, shifting gears, checking for cars on the side, and much more. All those discrete steps are memorized and now recalled perfectly and efficiently. That explains why travelling to a country with a different language and culture is so tiring: you have to relearn all of the simple rules and customs of that particular place.
How does thinking work in basic terms? There are four factors: information from the environment, facts in long-term memory, procedures in long-term memory, and the amount of space in working memory. If any of these is lacking, then thinking will likely fail.
Therefore, one of the reasons why students don't like school is because the tasks and problems they face are either too easy or too difficult, or the thinking required to solve them breaks down in one of the four key areas. So what can be done to alleviate this conundrum?
Have solvable problems: Make sure students have a variety of cognitive work during the day that pose moderate challenge. Are there cognitive breaks? Consider their suitability.
Respect Students' Cognitive Limits: Do students have the necessary background information to solve the mental challenge? If not, prepare them accordingly. Also, don't overload their working memory. Slow the pace and use memory aids, such as writing on the board.
Clarify the Problems: It's difficult for any problem to be "relevant" to an entire group of diverse learners with unique interests. When planning a lesson, start with the information you want students to learn. Then prepare key questions at the right level of difficulty to engage your students and respect their cognitive limitations.
When to Puzzle Students: Do we start with a thought-provoking question, or conduct an interesting demonstration or present a fact? Which is more effective? Sometimes a startling experiment can capture students' attention, but without the proper background information, the temporary thrill will be akin to a magic trick.
Student variance and differentiation: Because students come to class with varying levels of preparedness, understanding, motivation, it is best to assign work that best suits their current level of readiness.
Change the Pace: If you feel you're losing the attention or interest of the learners, then switch gears, change topics, start a new activity or find out what they are having difficulty with, or if it is too easy.
Keep a Diary: As a teacher to improve professionally, it's important to keep track to successes and failures, in order to build up a library of best practices. What worked best for the students? What failed miserably?
Source: Why don't Students like school? Daniel T. Willingham, 2009
Attention-Deficit/Hyperactivity Disorder (ADHD)
Children with ADHD make up 3 to 5 percent of the school population. There are three forms: predominately inattentive; predominantly hyperactive/impulsive; and the combined type. Inattention includes the inability to sustain attention in tasks or play, great difficulty getting organized or does not follow through on instructions or finish schoolwork or chores. Hyperactivity includes fidgeting and squirming, leaving one's seat in the classroom or talking excessively. Impulsivity includes blurting out answers, trouble taking turns or intruding on others.
Boys and girls are both equally likely to be affected, but girls tend to be less aggressive and disruptive, so are often less diagnosed than boys. Students struggle with attention and disruptive behavior, which leads to academic struggles. When they can't manage their emotions with peers, their social lives begin to suffer, often being left out of playdates and parties. Even at home, children with ADHD can strain the relationship between parent and child, because of their stubbornness or embarrassing behavior. If left unaddressed, these children often end up becoming teens that indulge in more thrill-seeking behavior, more drug and alcohol abuse, and are at risk for mental health issues, such as anxiety and depression. Ultimately, unchecked, their chances for completing school, pursuing higher education and finding satisfying jobs are reduced.
First, determine whether it is indeed ADHD and other factors, such as allergies, hearing or vision problems, stress, diet, inappropriate placement, and maturity level. Generally, students with ADHD require more time and guidance to master information. They may need reinforcing lessons and methods to monitor their own attention, to bring them back on task. Assistive technology can also be a benefit. Parent support and education, as well as family counselling, may be helpful. By their teens, many children show improvement though they remain energetic. Medication may be necessary for some with an extreme condition of ADHD.
Source: Learning Disabilities: A to Z; Corinne Smith and Lisa Strick, 2010
Nicolas Carr wrote a fabulous essay in the Atlantic in 2008, which is still, or even more, relevant today. It was entitled, "Is Google Making us Stupid?" Having access to the "world's information at your fingertips" at first glance seems like a great idea--the more you know and all that good stuff.
However, media theorist Marshall McLuhan noted in the 1960s that the "medium is the message." The internet is beginning to change how we think, simply because of its addictive, hyperlink structure. Although it may be a boon for a writer or researcher--being able to find resources, quotes, facts in seconds--as a reader, it sends people on wild (but often fun) goose chases all over a virtual landscape.
Scholars at University College London conducted a five-year research program and found that people using the British Library and a U.K. educational consortium of journals, ebooks and other resources, found most people only read a page or two before jumping to another resource. They were skimming or "power browsing," seemingly trying to find quick answers to their questions.
Maryanne Wolf, a developmental psychologist at Tufts University, described our internet reading
style as efficient and immediate; people are now "mere decoders of information." Deep reading that creates rich mental connections are nowhere to be found.
What's powerful about the medium of the internet, a computer system, is its all-consuming nature. It has swallowed up all the old technologies and reshaped and reformed them in its unique image: it is now a map, clock, printing press, typewriter, calculator, phone, radio and TV, according to Carr.
Interestingly enough, even Socrates (in Plato's Phaedrus) bemoaned the development of writing. He worried that the information that previously was stored in their heads would now remain only in written form. People would "cease to exercise their memory and become forgetful." Although some of his fears were founded, other wonderful benefits, such as expanding human knowledge and spreading ideas, made up for that loss. Similarly, the Gutenberg printing press in the 15th century brought along similar concerns: books would lead to intellectual laziness and weaken their minds, as well as "undermine religious authority, demean the work of scholars and scribes, and spread sedition and debauchery." Of course, much of that did come to pass, but as did a myriad of benefits to society.
So in the end, are fears concerning the internet as unfounded as writing or the printing press? Perhaps. But Carr warns us, using Kubrick's 2001: A Space Odyssey, by saying that as we rely more on computers to understand the world, the more our intelligence becomes more robotic and artificial. Our humanity may be at stake the more we strive to achieve this superior or artificial intelligence. And wouldn't you know it, Larry Page told scientists at a convention that Google is "really trying to build artificial intelligence and to do it on a large scale."
Source: Utopia is Creepy and other Provocations, Nicolas Carr, 2016
People with ADHD suffer from impulsivity, which means acting without thinking beforehand.
Generally, until people are in their early twenties, their decision making and responses take place in the limbic area--the "emotional brain." There is less inhibition and evaluation of consequences, but as they mature, they begin to respond with the frontal cortex--the "rational brain."
However, individuals with ADHD respond primarily with their limbic area instead of their frontal cortex. So they act or react immediately, without thinking of the potential consequences.
People with ADHD can work on skills and strategies of delaying gratification and evaluating consequences, as well as medication if necessary.
Source: The Disorganized Mind, Nancy A. Ratey, 2008
Erratic working memory and a faulty attention system (impaired executive functions) leads to procrastination. Think of working memory like RAM in a computer; without enough RAM, the brain forgets what it was working on, and moves onto the next task at hand.
People with ADHD also have the uncanny propensity to forget or suppress their goals or important activities they need to complete and instead spend time on trivial tasks, even when they know the consequences of failure in these more critical tasks.
Yet, people with ADHD also "benefit" from procrastination, though probably in somewhat unhealthy ways. When they reach a point of "do-or-die," then a couple of things happen: cortisol (stress response and stress hormone) and dopamine (neurotransmitter of attention system) activate in the body. Suddenly, the frontal cortex is "turned on" and RAM and executive functions begin to work normally. Then these individuals are able to focus their effort and attention on the task at hand.
Therefore, as painful as procrastination can be, people with ADHD still feel they are able to pull a rabbit out of the hat at the last minute, which continues this cycle of procrastination.
Source: The Disorganized Mind, Nancy A. Ratey, 2008
Daniel H. Lee
This blog will be dedicated to sharing in three areas: happenings in my classroom and school; analysis and distillation of other educators' wealth of knowledge in various texts; insights from other disciplines and areas of expertise that relate and connect with educational practices.