Category: learning

anthropology · creativity · culture · learning

Slow school movement

Beth Kelley
lutin waldorfThe holidays are a time to reflect on our lives, our jobs, and what we want for the new year. It might also be a good time to think about ways to cut back on our obligations and “must dos”. Especially for our children at school.

I appreciated this op-ed piece questioning the value of play versus academic work in kindergarten, pre-k, and the lower grades. The piece is US-oriented but it does refer to data from elsewhere, and to the ‘ethnographic record’ :0)

While the U.S. pushes their kids to excel earlier and earlier, science is finding it might not be the most efficient way to learn:

Students from countries where reading is not taught until age six actually do better on standardized reading tests than those from countries that begin at five or earlier, as in the USA. Children who start even later catch up quickly: Suggate collected extensive data from about 400 students in New Zealand – some in public schools and some in private “Waldorf” schools, where reading teaching doesn’t even begin until age seven. Difference in reading achievement between the two groups disappeared by age 10.

Research comparing Waldorf school students’ academic skills to those of public school students shows even more encouraging results. In a report exploring the value of the Waldorf approach for public school reform, Ida Oberman found that second-graders from four Waldorf-style schools underperformed in comparison to 10 “peer-alike sites.” Yet by eighth grade, these students could match and even outperform comparison sites on state school achievement tests.

If nothing is lost from academic achievement when training starts later, and some competencies even may be gained, why then the rush to begin it? Why buy toddler flash-cards, fund pre-K academies, and start kindergartners on reading and math when children could be otherwise engaged, developing other kinds of skills and dispositions, such as empathy and creativity?

more at: What can slow schools teach us?

There is also great research coming out of Denmark vs. the U.S. that find kids that aren’t taught to read until 6 or 7 (Denmark) vs. 4 or 5 (U.S.) do better overall, similar to the study in New Zealand.

Interesting to see how taking it easy can sometimes be better for learning.

behavior · children · learning · school

When the future becomes detrimentally more important than the present

Beth Kelley

I read this article in the New York Times a couple of days ago, and it really bothered me:

Since second grade, Nathaly has taken advantage of a voluntary integration program here, leaving her home in one of the city’s poorer sections before 6:30 a.m. and riding a bus over an hour to Newton, a well-to-do suburb with top-quality schools. Some nights, she has so many activities that she does not get home until 10 p.m.; often she’s up past midnight studying.

“Nathaly gets so mad if she doesn’t make the honor roll,” says Stephanie Serrata, a classmate.

Last Wednesday, Nathaly did it again, with 5 A’s and 2 B’s for the first marking period.

via Let’s Get Ready Offers Help for College Admissions – NYTimes.com.

At first I couldn’t figure out why; it was a story essentially about all the great programs that our K-12 education system has for getting help and getting ahead in school and prepping to apply for prestigious colleges. Then, when I looked closer at the lead picture of the article it hit me:

Nathaly Lopera in her Passport class, one of several programs she attends to help her get into college. Article by MICHAEL WINERIP, New York Times, Nov 20th, 2011

This 17 year old girl is yawning in her class, and it’s not from boredom or because she stayed up too late the night before chatting with her friends online. It’s because she is working so hard to get into college she isn’t getting enough sleep. Her health is suffering for a future prospect of getting into a “good” secondary education facility.

I find this idea horrible. Yes, it’s great that all these programs exist for kids to get help in applying to college and help in school. I was a tutor in high school, and I took SAT-prep courses which helped me immensely. I applaud this girl’s dedication to her education and her future. I absolutely appreciate the idea of staying up late to study for finals every once in awhile. However, constant sleep deprivation is REALLY dangerous, both in the immediate present (poorer performance, slowed reaction times) and in the future (delayed physical and mental growth). Being sleepy is just as dangerous and being drunk behind the wheel of a car.

I truly believe that this push to get kids into a “good” school, focusing on the future, is a really bad idea.

There was the uproar earlier this year about the self-described “Tiger Mom” and her pride in how hard she pushed her kids. Again, while I appreciate how much she is dedicated to her daughters’ success, there have been numerous studies that show kids do just as well without the focused drilling by their parents. An extra push every now and then, and support driving them to piano lessons or football games? Absolutely! But a parent does not need to be a drill sergeant, nor does the kid need to be literally killing themselves to get into a decent college. A documentary came out in April discussing the phenomenon, called The Race To Nowhere, which does a really nice job of capturing how a lot of this college-prep focus is about as useful as a chicken running around with their head cut off.

I understand this kind of drive starts as early as preschool in many communities, but that doesn’t mean you have to buy into it! Yes, of course I want my future children to get a good college education. Yes, I want them to receive quality primary education. But focusing so much on the future is absolutely detrimental to the health of the child and to the parent.

I would love to hear back from people who have either dropped out of this school rat race to focus more on developing and spending time with their child now, or from people who feel this kind of dedication is essential and worth the health risks.

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behavior · health · learning · psychology

There’s more to health than food, and there’s more to life than health – The Healthy Skeptic

Beth Kelley
New Zealand postage stamp, 1933: Public health.
Image via Wikipedia

Great post by Chris Kresser, also known as The Healthy Skeptic, although these days he’s just blogging under his name. Usually focusing how to be healthy by what food you put in your body, particularly for pregnant women, Kresser takes a step back and looks at the value of measuring overall health. Not just what you put in your body, but also how much sleep you get, how much stress is in your life, and if you make time for enriching activities.

“…it’s a mistake to assume that food is the only consideration that matters when it comes to health, and that all health problems can be solved simply by making dietary changes. Unfortunately, this seems to be an increasingly common assumption in the Paleo/Primal nutrition world these days.

I see a lot of people in my practice that have their nutrition completely dialed in, but don’t take care of themselves in other ways. Maybe they don’t manage their stress, they don’t exercise, or they don’t sleep well.

Even if this person eats a perfect diet, are they really healthy?

And what about the person who doesn’t eat particularly well, but sleeps like a baby, gets a massage a couple times a month, has a lot of fun, spends lots of time outdoors, and doesn’t have any health problems?”

more via There’s more to health than food, and there’s more to life than health.

It’s nice to see a holistic view when so many specialists only focus on one element of overall health.

What are some “blind” areas in your life? Areas where you ignore or neglect taking care of yourself?

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children · education · environment · learning

Middle school as enrichment

Beth Kelley
Middle School Field Hockey
What were your experiences in middle school? Image by North Shore Country Day School via Flickr

Recently, GOOD Magazine asked on Facebook and Twitter: What’s one thing you could learn from your middle school self?

This brought up several reactions for me. For one thing, I hated middle school. I was teased for being a smarty pants with the wrong clothes, scolded by my teachers for being too bossy, and became convinced I wasn’t good at Math. Later on, as I grew up and eventually made it out into the “real world,” I realized that I had a “classic” fashion sense, my “bossiness” came in handy when working with contractors and employees, and I was good at Math if I didn’t let my phobia get the best of me. Rather than learning a great deal about the world, I feel like I forgot a lot of important lessons during middle school. If anything, I wish there were things I could go back and tell my middle school me not to worry about, or worry more about them.
That is not the case for everyone, though. Some people had great experiences in middle school, and felt like they grew as individuals and started to become truly who they were meant to be. Middle school was enriching for them, a good experience.
And to be fair, middle school wasn’t all bad. Middle school is the place of first crushes, first dances, joining sports teams, finding your passion, breaking free from your parents a little bit, meeting new people, starting to be taken seriously adults, but still getting to be a kid and have time to play.
What are some of your lessons from middle school? Were they good, bad? How did those experiences enrich your life, or how did they make them worse? What is one thing or rule you learned in middle school that you wish you still followed, or what is one rule you wish you could forget?
education · learning · play

Kevin Byrne Wins Month at the Museum Chicago Contest

Beth Kelley
Museum of Science and Industry (Chicago) Crew ...
Kevin Byrne, the winner of the Month at the Museum contest, will get to play with this while he's living at Chicago's Museum of Science and Industry for a month. Image via Wikipedia

For the second time, the Museum of Science and Industry in Chicago offered one person the chance to live in their museum for a month, cataloging their day and sharing news and insights from the museum:

Month at the MuseumTM 2’s assignment: spend a month at the Museum of Science and Industry, Chicago (MSI) to live and breathe science 24/7 for 30 days. From Oct. 19 to Nov. 17, 2011, this person’s mission will be to experience all the fun and education that fits in this historic 14-acre building, living here and reporting your experience to the outside world. There will be plenty of time to explore the Museum and its exhibits after hours, with access to rarely seen nooks and crannies of this 77-year-old institution. (more via Museum of Science and Industry | Month at the Museum | The Details).

The winner, Kevin Byrne, is a 33-year-old who works as a marketing analyst at a digital agency and holds a degree in biology.

He will leave his Uptown home Oct. 19 and stay at the museum until Nov. 17. The public will be able to follow his adventure at monthatthemuseum.org.

“I’m excited about pouring myself into science 100 percent, 24/7 living and breathing science, he said. “I think it’s rare an adult gets to really dedicate themselves to something they find so fascinating.” (more via The Chicago Tribune).

The announcement was made last week with jack-o-lanterns representing the six finalists. The one with Kevin’s name on it was filled with hydrogen, so when they lit his pumpkin it exploded. Pretty dramatic announcement!

If you could live in any museum, zoo, or other informal learning space in the United States, where would you want to live for a month and why?

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behavior · brain · children · environment · family · learning · psychology

How To Help Your Child’s Brain Grow Up Strong : NPR

Beth Kelley

A lot of parents freak out about how to provide enriching environments for their children and help them grow, from music lessons to early reading to math flash cards.

In one of those “well duh” books, two neuroscientists, Sandra Aamodt and Sam Wang remind us it doesn’t take all that much…

Babies may look helpless, but as soon as they come into the world, they’re able to do a number of important things. They can recognize faces and moving objects. They’re attracted to language. And from very early on, they can differentiate their mother from other humans.

“They really come equipped to learn about the world in a way that wasn’t appreciated until recently,” says neuroscientist Sandra Aamodt. “It took scientists a long time to realize that their brains are doing some very complicated things.”

Aamodt and fellow neuroscientist Sam Wang explain how the human brain develops from infancy to adolescence in their new book, Welcome to Your Child’s Brain. The two researchers also offer tips for parents to help their children eat their spinach, learn their ABCs and navigate elementary school.

more via How To Help Your Child’s Brain Grow Up Strong : NPR, on Fresh Air.

They talk with Terry Gross about complicated concepts like self control, abstract thought, and things that are even hard for some grown-ups, and how to create an environment that makes kids want to practice these things.

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behavior · brain · cognition · education · learning · school

Think You’re An Auditory Or Visual Learner? Scientists Say It’s Unlikely : NPR

Beth Kelley
GDR "village teacher" (a teacher tea...
Image via Wikipedia

A couple of years ago I taught a course on digital storytelling to a group of middle schoolers. In preparation for the course, I remember arguing why this method of teaching was important in that it allowed students who were visual learners to be able to learn how to tell a story in a visual way, and auditory learners could listen to the story archs out loud. Now, some research is finding that people AREN’T in fact visual or auditory learners.

Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

more via Think You’re An Auditory Or Visual Learner? Scientists Say It’s Unlikely : Shots – Health Blog : NPR.

I disagree with the idea that people’s brains are all uniform and work the same; we have all had the experience of having to explain the same thing in three different ways so three different people get the concept. And the researchers acknowledge we all have strengths and weaknesses. But I appreciate the idea of using evidence-based learning and variety, since they both make learning fun and easier to retain the information. If I ever get to teach that course again, I may instead argue that digital storytelling is beneficial for it’s hands-on, evidence and experiential based learning methods.

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brain · cognition · learning · school

Understanding numbers, quanity early key to later educational success

Beth Kelley
Cover of "Numbers (Step Ahead)"
Playing with Flashcards as a kid could give you a step up in your future. Cover of Numbers (Step Ahead)

I’m crunching numbers this morning, and after reading this I wish I’d paid more attention to Math in first grade; at least I got to study addition twice thanks to moving to a new school half way through the school year!

A long-term psychology study indicates that beginning first graders that understand numbers, the quantities those numbers represent, and low-level arithmetic will have better success in learning mathematics through the end of fifth grade, and other studies suggest throughout the rest of their lives.

“Math is critical for success in many fields, and the United States is not doing a great job of teaching math,” said David Geary, Curator’s Professor of Psychological Sciences. “Once students fall behind, it’s almost impossible to get them back on track. We wanted to identify the beginning of school knowledge needed to learn math over the next five years. We found that understanding numbers and quantity is a necessary foundation for success as the student progresses to more complex math topics. In order to improve basic instruction, we have to know what to instruct.

more via Key early skills for later math learning discovered.

I also remember loving Math until about middle school when I had the Algebra teacher from hell! What are your Math memories? Are they good, traumatic, mediocre? Share in the comments.

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education · learning · school

Using Modern Technology to Teach Old Lessons

Beth Kelley1 Comment
Image representing Twitter as depicted in Crun...
Image via CrunchBase

I saw technology in the classroom change even during my twenty-plus years as a student, from slide projectors to overhead projectors with the write-on plastic to laptops with a projector plugged into a USB port. My elementary class was probably one of the last for which it was still okay to turn in a hand-written paper; I think by 6th grade it was expected you had to type it out, either at home or on one of the school’s four-colored Apple computers. As school evolves, so does technology. While some are skeptical of change, others embrace it:

Los Angeles history teacher Enrique Legaspi… went to a workshop that discussed ways to use Twitter in teaching and now his students—even the shy ones—at Hollenbeck Middle School in East L.A. are speaking up more.

In the video [below], you can watch Legaspi teach a World War I lesson, and hear him explain how Twitter has revolutionized discussions, helped him know more about his shy students, and modify his instruction to meet their needs.

more via Twitter in the Classroom: Watch This Teacher Engage Shy Students in Learning History – Education – GOOD.

I’m still ambivalent towards using technology for technology’s sake, especially when it comes to school and learning. However, I also understand how hard it can be to engage kids in learning, and I’m open to using different tools, even if it’s Twitter. I’m curious what other experience teachers and educators have had with using technology.

*Edit:* This experiment is also interesting in light of recent surveys that say Gen Y students don’t actually use Twitter all that much: http://t.co/eEOohph via @jeffbullas.

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behavior · brain · creativity · learning · psychology

The Body Odd – Watching Jon Stewart might make you more creative

Beth Kelley1 Comment
Jon Stewart
Watching sarcastic comedians like Jon Stewart exercise your creativity. Image via Wikipedia

Both my parents were fairly sarcastic, and even got chided for it by their parents since it “set a bad example” for us kids. According to this study, however, they were actually doing us a favor!

Israeli researchers found that when people overheard anger conveyed in a sarcastic way, they were better able to solve creative problems, according to a recent report in the Journal of Applied Psychology.

In one experiment, researchers recruited 184 Israeli undergrads, all engineering students, and had them listen to one of three versions of a fake customer service center phone call. In each conversation, a customer called to complain about cell phone service problems — the “customer’s” speech was either angry, sarcastic, or neutral.

After eavesdropping on these pretend exchanges, the participants were asked to solve a series of problems — some creative, some analytic.

“Observing anger enhanced analytic problem solving, but hindered the solving of creative problems,” write Dorit Efrat-Treister, Anat Rafaeli and Orit Scwarz-Cohen, all of Technion-Israel Institute of Technology, along with Ella Miron-Spektor of Bar-Ilan University.  They add that “observing sarcasm improved the solving of creative problems.”

more via The Body Odd – Watching Jon Stewart might make you more creative.

Having to decipher sarcasm, interpreting the emotion behind the words, apparently helped the undergrads get into a creative problem-solving mode. The group didn’t speculate why this might be the case, but it is interesting to think about humor and how it can affect the brain.

This is also one reason why I feel email and writing aren’t always the best form of communication; it’s hard to indicate sarcasm in writing.