Is ultralearning the new method of learning? Can anyone do it? How effective is it? What is it, exactly?
The author, Scott Young, begins the book with a bang. He essentially completed the equivalent of an MIT engineering degree in one year, using ultralearning strategy. The book also describes his other experiences, such as learning four languages, in a year, as well as numerous stories of other friends and acquaintances that have learned in this unique manner. This includes Roger Craig of Jeopardy! fame and Eric Barone, who spent five years of his life creating a computer game called Stardew Valley entirely on his own. It sold over 10 million copies and he is now a multimillionaire. Of course, not all ultralearners achieve fame and fortune, but many achieve their goals of learning something new in an accelerated and intensive way.
So what is ultralearning? It is an rigorous self-directed strategy of learning. Right away this should tell you that it is not for the faint of heart. But it may be something that will continue to gain momentum for several reasons. First, Tyler Cowen, in his Average is over book, talks about "skill polarization," where only the top and bottom of the income spectrum is remaining, so more specialized, advanced skills are needed to succeed in this society. (Unless you want to be in the bottom layer.) As post-secondary education costs skyrocket, unless you need a required professional degree, this learning strategy is a cheap alternative. Finally, technology and endless resources allow for self-directed learning to soar to new heights.
Young discusses nine principles to ultralearning:
Principal #1: Metalearning; First Draw a Map
First, answer the 3 W(H)s. Why? Is your project instrumental (extrinsic) or intrinsic? For instrumental reasons, you'll need to do extra research. Find an expert and get advice. What? Get a piece of paper and write down Concepts, Facts, Procedures. How? Use benchmarking to compare what you want to learn with existing programs. Then you can Emphasize/Exclude elements that you need to achieve your goal. Spend about 5-10% of your time planning (this is essential).
Principal #2: Focus: Sharpen Your Knife
Problem #1: Failing to get started (procrastinating)
First find out why you're procrastinating. The main solution is to start! Five minutes, and later the Pomodoro Technique of 25 minutes, then 5 minute break.
Problem #2: Failing to sustain focus (Getting Distracted)
Mihaly Csikszentmihalyi pioneered the flow concept, that sweet spot of an activity--not too hard or too easy. K. Anders Ericsson, the psychologist behind deliberate practice, said flow did not occur during deliberate practice. Young feels that during ultralearning, you may or may not be in the flow state, but that is not of importance. Chunks of about 50 minutes are ideal for learning, if possible. Try to eliminate the distractions of the environment, task and mind.
Problem #3: Failing to create the right kind of focus
High arousal (energy, alertness) is good for simple tasks or intense concentration activities. These can be done in a slightly noiser setting, such as a coffee shop. Complex tasks (solving math problems or writing essays) require a more relaxed kind of focus. A quiet room is a good place to focus.
Principal #3: Directness: Go Straight Ahead
Directness is tying the learning as closely to the actual situation or context you want to use it in. He gave the example of a recent architectural graduate, Vatsal Jaiswal, whose program focused mostly on design and theory. After submitting hundreds of resumes with zero interest, Jaiswal decided to learn about two things: Revit (a current design software) and knowledge of architectural drawings. He then designed his own building using his newfound knowledge and skills. After applying to just two firms with his new portfolio, he was offered both jobs.
Educational psychology deals with the idea of transfer, and its failings. Psychologist Robert Haskell says that the research has shown that transfer of learning has been minimal at best. For example, college students who have taken a high school psychology course do no better than those who haven't take a course.
Here are some possible solutions:
Tactic #1: Project-based Learning
At the end of your project, you will have something to show for it. As well, a number of other subskills will be gained during the process.
Tactic #2: Immersive Learning
When possible, try to seek the environment or situation of the desired goal. If you are learning a language, then speak the language only in that location or with native speakers.
Tactic #3: The Flight Simulator Method
Of course, when the actual experience is impossible, then a simulation is fine. So Skype tutoring is better than flash cards.
Tactic #4: The Overkill Approach
Try to increase your directness by increasing your challenge. That means more risk-taking and putting yourself in uncomfortable situations. But if you can overcome your fears and anxieties you will achieve more much that much quicker.
Principal #4: Drill: Attack Your Weakest Point
Young highlights the rate-determining step, the "bottleneck" in the learning process. For example, in language learning, if you can increase your vocabulary dramatically, then your ability to speak with your existing language skills expands greatly. This is where drills come in. You can simplify a skill enough to focus your cognitive resources in one area.
Direct-Then-Drill Approach: First practice the skill directly; for example, learning programming by writing software. Analyze the skill and try to isolate components to improve on and create drills. Finally, go back to direct practice and integrate what you've learned.
Tactics: First, you need to figure out when and what to drill--what would be of most benefit. The key is to experiment, make a hypothesis, do some drills, then get feedback. Second, design the drill to produce improvement and transfer. Finally, remember drills can be hard, so be prepared to work hard and not quit.
Principal #5: Retrieval: Test to Learn
Psychologists Jeffrey Karpicke and Janell Blunt conducted a study in reading, examining students' choice of learning strategy: 1) review the text once; 2) review it repeatedly; 3) free recall; 4) concept mapping. The clear winner? Free recall (retrieving information without looking at the text), remembering almost 50% more than the other groups. Surprisingly, even when the final test was to produce a concept map, the free recall group performed better.
So if free recall is the best method of retrieval, why isn't it used more? That's because of our judgements of learning (JOLs). If we feel the learning task is easy, we believe we've learned it; on the other hand, the harder it feels, the less we think we know it.
Psychologist R.A. Bjork talks about the concept of desirable difficulty. Free recall tests tend to result in better retention than cued recall tests (multiple-choice). Giving a test immediately after learning is less effective than delaying a bit. However, too long of a wait results in information being completely forgotten. Also, testing more difficult material before you are "ready" is more efficient. Even giving the final exam (a pre-test) has benefits, known as the forward-testing effect. The analogy is that of laying down a road leading to a building that has yet to be built. The mechanism could also be of attention. Your mind uses its attentional resources to spot information you learn later on.
Methods of Recall:
Principal #6: Feedback: Don't Dodge the Punches
Why does famous comedian Chris Rock perform at the modest Comedy Cellar in Greenwich Village, NY, from time to time? He wants honest, sometimes brutal feedback--an essential component of ultralearning.
Feedback can be a tricky thing. In a large meta-analysis, Avraham Kluger and Angelo DeNisi found that although the overall effect of feedback was positive, over 38% was negative.
There are three types of feedback: 1) outcome: an aggregate or broad-scale form, like a letter grade; 2) informational: this explains what's going wrong but not how to fix it, like an error message in coding; 3) corrective: this is the best form and it comes from a coach, mentor or teacher who can pinpoint mistakes and correct them.
How quick should feedback be? According to James A. Kulik and Chen-Lin C. Kulik, in applied studies, immediate feedback in usually more effective than delay. Yet in lab studies, delaying the correct response was more effective.
Tactics to improve feedback:
Principal #7: Retention: Don't Fill a Leaky Bucket
Psychologist Hermann Ebbinghaus discovered the forgetting curve, an exponential decay in knowledge especially right after learning. The reasons why: 1) time: memories decay with time; 2) interference: overwriting old with new memories; 3) forgotten cues: memories are inaccessible.
Memory mechanism #1: Spacing: Find a perfect gap between learning sessions. Spaced-repetition systems (SRS) are tools to help. Both tech and paper tools work.
Memory mechanism #2: Proceduralization: declarative skills become procedural often, so emphasize a core set of reusable information that have longer lasting effects
Memory mechanism #3: Overlearning: if you study and learn beyond the adequate, you can remember it for a longer period of time. Personally, that's probably why I still remember by multiplication facts instantly even after 4 decades or more.
Memory mechanism #5: Mnemonics: overall, they are rigid and specific but powerful tools that work as intermediaries to memory, but not a strong foundation to base learning efforts on
Principal #8: Intuition: Dig Deep Before Building Up
Rule 1: Don't Give up on Hard Problems Easily: Push yourself even beyond frustration. Even if you fail, you'll more likely remember how to get to the solution when you find it.
Rule 2: Prove things to understand them: Rebecca Lawson talks about the "illusion of explanatory depth." People think they know more than they do. For example, most couldn't draw a bicycle properly or explain how it worked.
Rule 3: Always start with a concrete example: We go from concrete to abstract. Also, how we think about something is more important than how much time we spend. This is known as the levels-of -processing effect.
Rule 4: Don't fool yourself: The Dunning-Druger effect is when a person believes he or she knows more than experts.
Principal #9: Experimentation: Explore outside your comfort zone
Vincent van Gogh was not a child prodigy and suddenly start painting sunflowers and stars. In fact, he started late, 26, and tried countless styles, resources and techniques. The lesson learned is that experimentation is critical for ultralearning. Scott considers experimentation as an extension of the growth mindset, a concept from psychologist Carol Dweck. Experimentation creates a plan to reach those potential opportunities.
All in all, I think ultralearning has its place, particularly in non-school settings, with motivated and self-directed learners, although there are definitely a number of strategies and techniques that could be applied in any educational setting. The only way to know for certain how effective it is for you, of course, is to try it.
Source: Ultralearning, Scott H. Young, 2019
This book is chockful of excellent ideas, strategies and techniques, as well as great stories, to help people both acquire good habits and eliminate bad ones. I will attempt to note as much as I possibly can, and relate them to education and learning.
The title of the book and the thrust of it is scaling down to the "atomic" level, or to as small steps or manageable blocks of action. The author, James Clear, talks about the difference in improving by 1% a day over a year (37.78) vs. declining by 1% over the same span (0.03). So thinking small in the short term can amount to huge gains in the future. Of course, Clear talks about people and their desire for immediate gratification (the now), which is stronger than delayed gratification (the future). Short-term gains have longer-lasting negative consequences; long-term gains give you long-lasting benefits.
The waiting game is difficult, something the author calls the Plateau of Latent Potential. An ice cube sits in a room getting ever warmer, with little change. Suddenly, at 0 degrees C, it begins to melt. If our goal is like waiting for the ice to melt, we may be sorely disappointed. Instead of goals, focus on systems. If you're a teacher, your goal is to teach students to learn the curriculum. Your system is the way you manage the class, assess students, and create engaging and effective lessons.
I like how he talks about the importance of identity, and not just processes and outcomes. If we start from the outcomes and move towards identity, we may never reach our core identity. Instead, think every time you write a paragraph, you are a writer. The process is simple: 1) decide the type of person you want to be; 2) show it with small wins. Who do you want to be? Then do the small actions that demonstrate that kind of person. Are you a teacher who believes students should have a voice and choice? Do your actions reflect that belief system?
Clear describes the four stages of habit, a feedback loop: problem (cue, craving); solution (response, reward). For example, a student gets stuck on a math problem (cue); she wants to relieve the frustration (craving); she asks to go to the washroom (response); reward (to satisfy craving and avoid work, she escapes from the problem).
How to Create a Good Habit
To break a bad habit, we do the opposite.
Law #1: Make it obvious
To begin a good habit, use the implementation intention, essentially stating specifically what you plan on doing: I will [behavior] at [time] in [location]. I will exercise for one hour at 5pm in my gym. Once this habit is established, then move on to BJ Fogg's habit stacking formula: After I [current habit], I will [new habit]. Thinking: After I hang up my coat, I will sit down and work on the morning questions. Then add another habit, beginning a cascading effect of habits. After I finished the problem, I will hand it in. Then I will read a book in my desk.
In 1936, psychologist Kurt Lewin wrote the equation, B=f (P,E), where behavior is a function of the person in their environment. A clear example is the phenomenon tested by economist Hawkins Stern in 1952, called Suggestion Impulse Buying. Essentially the more available a product or service is, the more likely it will be bought or used. More expensive brand-name items are at eye level and at the end of aisles. This makes clear sense when you realize that about 10 million out of 11 million sensory receptors are for vision. Many teachers have realized that fact and have created their classrooms as environments that accentuate their values and desired behaviors. More books means more reading. More tech means more virtual learning. More sports equipment means more active children. If you have student art or work on the walls, you're sending the message that their efforts are worthy to be displayed.
Law #2: Make it attractive
You will need to use temptation bundling, created by professor David Premack, where "more probable behaviors will reinforce less probable behaviors."
To add a habit that is not as desired, use the habit stacking + temptation bundling formula: After I [current habit], I will [habit I need]. After [habit I need], I will [habit I want].
For example, if you want to watch YouTube, but you have to do homework:
1. After I open my web browser, I will do 20 minutes of homework (need).
2. After I do the homework, I will watch 10 minutes of YouTube (want).
Another important facet is realizing the power of peer pressure from three groups: the close, the many, and the powerful. First, we tend to imitate the behaviors of those closest to us, our family or friends. Your chances of becoming obese is 57% greater if you have a friend who became obese. So a good idea is join a group where you behavior is normal and you have a commonality. Second, the influence of the many (the tribe) is seen with reviews on Amazon or Yelp. Third, we copy those who are powerful or successful.
So, how do we enjoy hard habits, things we dislike doing? One way is to shift your mindset. Instead of saying I have to go to work, say you get to go to work. A man in a wheelchair was asked how it felt to be confined to it. Instead he replied that he was liberated! Without it he would be bed-bound and stuck in his house. It's a shift in perspective, mindset, and counting your blessings.
Law # 3: Make it easy
Habits are formed when behaviors become automatic through repetition. This is known as long-term potentiation, first described by neuropsychologist Donald Hebb in 1949, known as Hebb's Law: "Neurons that fire together wire together."
The most effective form of learning is practice, not planning; action, not being in motion. A film photography class at the University of Florida was conducted in an unusual way. Half the class would be graded on quantity (100 photos an A, 90 a B, 80 a C, etc.) while the other group would be grade on "quality." They only needed to produce one photo for an A, but it had to be nearly perfect. What happened? The quantity group produced the best photos, with all their practice with lighting, composition, making mistakes, while the quality group spent all their time thinking about the best photo, but ultimately producing a mediocre one.
So practice, practice, practice to create a habit.
Reduce the friction involved in doing good habits. The Law of Least Effort states that people will choose the easiest option between two. That's why scrolling on our phones or checking email is so commonplace. It takes little to no effort. Meal delivery services reduce the friction of shopping for groceries.
So to make your habit have less friction, prime your environment. Want to draw more? Then put your pencils and paper on your desk. Want to send a card to a friend? Have a box of cards all ready for all occasions. The opposite holds true. Want to use your phone less? Put it in a different room or tell a friend to hide it for a few hours. Out of sight, out of mind.
Clear talks about decisive moments in our day, and we have so many, but each individual choice will lead to further choices (good or bad), which will ultimately decide how good our day was. So choose wisely. Also, the Two-Minute Rule is key: a new habit should take less than two minutes to do. Start tiny. To start to exercise, change into workout clothes. That's it! Next phase is to step outside, and maybe walk. Eventually, you're get to exercising three times a week. This will also prevent procrastination.
Law #4: Make it satisfying
The Cardinal rule of Behavior Change: What is immediately rewarded is repeated. What is immediately punished is avoided. For a habit to stick, you need to feel some kind of reward, however small immediately. You can move money into a money jar to save for a vacation. You can track your habit with a measurement tool as a motivator. Just be careful that you're tracking the right thing.
There's a ton more, but that's about I can manage. Plus I have to return it to the library.
Dr. Paula Kluth - Supporting Inclusion in Challenging Times & Creating Schools for All
Below is a summary of my notes and thoughts based on Dr. Kluth's keynote message on inclusion.
First of all, I immediately liked the live speech-to-text (real-time captions) on the screen. It was a perfect example of inclusion, as well as UDL (universal design learning), as all people could partake in the presentation despite any sound issues.
Right away, Dr. Kluth showed us a video of a younger musician, Feng E, and told us to remember this one thing if nothing else: remember the chorus (of teaching); after all, kids will remember the human interaction, not necessarily the technology and all the little details. Belonging and inclusion are the key. Connection and community--that’s what kids will remember in these challenging times.
In fact, we did a brief but insightful activity where the teacher participants wrote what they remembered most from their high school days. Invariably it wasn't primarily academics, like math and chemistry; instead it was the good times together with friends, lunchtimes, PE, band, clubs, and the like. (Right now I'm listening to Feng E on YouTube and he's older and even more talented. Amazing!)
Five Big Ideas:
1. Keep “doing inclusion” - We are all doing it already, so keep it up. For example, a teacher named Sarah Brady started a virtual lunch table with a few of her students twice a week on Zoom, a form of AAC (Augmentative and Alternative Communication). Communication devices, systems, strategies and tools that replace or support natural speech are known as augmentative and alternative communication (AAC).
2. Focus on inclusion as a process
Figure out how to include all students: Over, under, around or through. Find a way, make a way.
Essentially, what the speaker was saying was do not quit until you've tried every possible avenue, and then try something else. It may take a long time to figure out the specific needs because every child is unique and different. I love when she said that often teachers will say that "it" didn't work. Dr. Kluth would reply, "What is your 'it'?" In other words, you need to keep going until you find that "it" for that particular learner.
She also gave an example of a student who she thought was her match. But then she realized that maybe we can't solve the problem, but we can get to a better problem. In other words, something closer to the finish line, an incremental improvement. After all, Rome wasn't built in a day, and some of your most challenging students are like gladiators, battling with you day in and day out. But eventually, there will be cracks in the armor and you will find a way to work alongside instead of head-to-head.
Keep in mind some of these ideas:
Learners need need supports, not just a space (like the classroom). Teachers and support staff need to try all supports, not just some, including ones that don't even exist! Technology, peer support are some ideas. Also, keep in mind that inclusion means different things for different learners, so keeping that student in the classroom but not being an active participant might be defeating the purpose. If you're stuck, brainstorm with other educators a 20 ways list. Remember, kids aren't elastic so structures need to be.
3. Provide access to academics
Dr. Kluth showed a poignant example of a student as an adult and asked how we would have done things differently had we known her future. A woman named Kailey with Down's syndrome was currently working in the government. We need to presume confidence in learners and then help find it. Kids are very complex or competent, so they deserve rich and meaningful learning opportunities. Let's encourage joyful learning and give lots of entry points for our learners, making adaptations where and when necessary. What's really fascinating is that inclusion seems to improve overall class results.
“Sometimes being realistic isn’t being realistic.” Norman Kunc
WHAT IS POSSIBLE? Don't limit yourself.
4. Focus on all
UDL helps one student but also all. Currently social-emotional learning is bieng used for all students, though previously it was for students with autism. UDL helps bring success on multiple pathways for learners.
5. Let them lead
A rising tide lifts all ships. When we give learners agency, self-determination, self-direction, and self-advocacy, choices, then that is when we will truly see success. Let kids lead!
This workshop was timely and significant for teachers and students returning to school in these unsettling times. I enjoyed the idea of meaningful texts acting as windows, mirrors or sliding glass doors. Some texts allow us to see through a window and into another world from a safe distance, yet still have empathy and connection with those they come across. Other texts act as mirrors and reflect who we are and allow us to understand ourselves better. Finally, some texts are sliding doors, which allow us to actually step into another world, experience something life-changing, and bring back that "experience" to our real world and life.
More than ever, this year's start will need to foster shared experiences through texts. With shared connections and vocabulary, a community can be formed. This can come in the form of read alouds, heart maps/identity webs or the classroom library.
For texts to be most effective, keep in mind several things. Choice is important. If you give them a focus of a topic or theme, students can choose any type of text and level--poems, novels, picture books, graphic novels--and still come together to talk and share their opinions on the common theme. Relevance is another key component. The text needs to be significant to them and engage their senses and mind.
What do we as educators want learners to become? Critical, creative problem-solvers. Instead of students simply extracting information, they need to be able to transact and interact with the text. What do they connect with? What are they interested or frustrated with? What's important to them? They need to be able to feel safe to express their opinions, ideas and viewpoints. Building the courage and the capacity to share with others is essential. Disruptive thinking interprets the book in different ways; at the book level, head, and the heart. Being able to ask questions, not just answer them, is more important.
Source: Celine Feazel, Sept. 1, 2020, Summer Institute workshop
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.
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 be 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)
Long gone are the days where students sat in rows and learned the same thing at the same time, usually from the authority standing in the front of the classroom. Now, fast-forward in time, and Kallick and Zmuda describe the four key attributes to personalized learning--the clear contrast to learning of the past.
Voice: Students participate in the creation of the learning, because it’s really their learning. Most people do not like to be told what to do, at least not all the time. Instead of being passive passengers heading in one direction, they are often in the driver’s seat, determining their own journey and pathway and destination.
Co-Creation: Students work with the teacher to develop the entire learning plan, from start to finish: what do they want to learn?; how will it be assessed?; how will they learn it?
Social Construction: The notion that “no man is an island” (John Donne) aptly describes student learning in the classroom; it is an social affair and construction of knowledge, according to Vygotsky. Finally, the whole is greater than the sum of the parts (Aristotle), as collaboration and cooperation amongst fellow peers can lead to much greater triumphs and accomplishments.
Self-Discovery: Creating self-aware and self-directed learners is the ultimate goal for teachers. If students can figure out their strengths and weaknesses, and determine how to improve and grow, then they will be set for life.
Differences Between Individualization, Differentiation and Personalized Learning
Students are assigned the learning tasks, and they use technology to accomplish those tasks. Khan Academy would be one such example. In blended learning environments, there may be some co-creation and social construction, but learners still have little say in the work they do.
Today’s classroom houses learners varying in skills, readiness and interest. Students can select topics (content), how to learn (process) and create the final form of learning (product). However, the teacher is still leading the design and management of the learning experience.
Kallick and Costa encourage the use of the 16 Habits of Mind, in conjunction with personalized learning, in order to fully understand their learning, and engage in higher level thinking and performing.
16 Habits of Mind:
What I notice about these habits of mind are the similarities to the core competencies of the BC curriculum: communication, critical and creative thinking, positive personal and cultural identity, personal awareness and responsibility, and social responsibility.
Source: Students at the Center, Bena Kallick & Allison Zmuda, 2017
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.