Brain Rules Chap 3 Wiring - 100 views
started by Lisa Durff on 04 Aug 08
started by Lisa Durff on 04 Aug 08
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started by Lisa Durff on 04 Aug 08
If this is the case, and there is every indication that it is, how can we as educators best exploit this rewiring to our advantage? Let's discuss how we can best do that.
I listened to Chapter 3 of Brain Rules by John Medina on my walk this morning. I ordered the book, but it hasn't come, so I am just doing this with audio while I walk the dog. This means I have to store the info learned in my head without taking notes and reflect when I get home. I find that looking at the website BrainRules.net helps to jog my memory.
This chapter started off with another brain biology lesson. Brain research really fascinates me. I am amazed at how many new things they discover each year. The big idea of the chapter is that we are all wired differently. The reason for this is that our brains are constantly rewiring and building new connections with every experience that we have. No two brains are alike, because none of us have the exact same experiences. Medina uses the metaphor of our ground transportation system. We all have some things in common, this would be like the Interstate Highways, but as the roads get smaller, we become more unique. I also found it interesting that our brain has 2 big growth spurts. One when we are toddlers and then one as teenagers. But it is important to note that these times of development are not set in stone. Development happens at different times and rates for everyone.
These two ideas have great relevance in education. First of all, since we are all wired differently, we all learn in different ways. This is not new learning. We all are familiar with Gardner's Theories of Multiple Intelligences. Medina believes that Gardner is correct, but goes further to say that there are as many different learning styles as there are people on the planet. We each learn differently. He suggest that smaller class sizes would be one way to address this issue of diversity of learners. I think that helping learners identify the learning strategies and styles that work for them is also really important. Students need to be taught using several modalities. Students should have opportunities to choose learning projects that best meet their needs. This, of course, should be done with teacher guidance. Having students share their thinking and strategies for learning out loud can help them understand how they learn best.
Understanding that students are developmentally ready for different types of learning at different times can also have a powerful effect on student learning. Many students who struggle in school struggle due to gaps in their education due to the fact that the learning was introduced at a time not appropriate for that child. I really believe this. In my teaching career, I have worked at each grade level from Pre-K to 6th grade. On the pre-k end, I have had parents trying to push their kids to read before they were developmentally ready. These children learned that reading was word and sound calling and ended up having trouble with reading comprehension and other skills as they progressed through school. As a Pre-K teacher, I also had students who were very ready to read and it would have been a disservice for me to hold them back. I think many of the holes that students have in their learning come not just from missing out on information, but having information at the wrong time for them developmentally.
Both of these ideas are easy to agree with as a teacher with experience at any grade level. But knowing how to best meet the needs of our diverse learners in a society that insist that all children must develop and learn using the same strategies and on the same time line is much more of a challenge. I think that an informed, empathetic teacher who looks at each student for the unique person they are is very important in meeting the needs of all learners. I also think that helping students understand their own brain and how they learn is also a very powerful piece of this learning puzzle.
Rule #3 Every brain is wired differently.
This I remember from my college days studying biology. If you play the violin, practice meditation, or speak many language, your brain will be different from others. I use to always associated the saying 'use it or lose it.' with brain development. Our brains are very pliable when we are young and that in some way we educate our selves out of various talents. I know that the brain has a tremendous growth spurt in the toddler years hence the terrible twos but I did not realize it occurred in the teen years as well (pg 58). Reflecting on this I think it makes sense, it is during these time periods that we develop more independence and deeper exploration of our world. We become risk takers in order to learn and grow. Maybe at this time we should offer our students more opportunity to explore other areas. This addition of exploratories and seminars used to be a key part of middle schools.
The message I take from this chapter is to encourage children (adults for that matter) to explore and grow their interests. The 4 core subjects are not the only things worth studying. Practice your skills and you will get better as you re-wire your brain. And finally what every teacher and parent know, is that people do not learn at the same rate. I only wish the testers and standard setters knew this as well.
If we continue to PLN together (Ha! used it as a verb), you will probably think I'm like the guy whose only tool is hammer so every task looks like a nail; BUT, I think carefully designed and life-based projects with as many learning styles and intelligences incorporated in the planning as possible will support the uniqueness of each person, give them the experience of embarking on lifelong learning, and support them in their growth and development.