Tag: education

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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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?
anthropology · architecture · brain · disease · environment · psychology

Thinking by Design: Scientific American

Beth Kelley
Illustration for Design Portal.
What makes some objects more appealing than others? Image via Wikipedia

One of the biggest pieces to having an enriching, relaxing, invigorating, or overall non-stressful space is what you put into it. There has been lots of research into creating better work spaces, medical spaces and homes, but it can be hard to quantify some of this research; after all, it’s hard to quantify “feeling better.” So it’s nice to read about one team in Vienna that is doing just that, by trying to figure out which objects people like more than others:

Each person’s aesthetic taste seems distinct, and yet that perception belies a large body of shared preferences. Our team at the University of Vienna, among others, has sought to unravel the patterns and principles behind people’s emotional reactions to objects. Although trends drive certain design decisions, scientists have identified fundamental properties of the mind that consistently dictate which products people tend to like and dislike. Psychologists are now better equipped than ever to explain how you came to choose your belongings in the first place. They can also begin to decipher why you continue to love certain purchases long after they have lost their initial shine, whereas others land in the trash.

more via Thinking by Design: Scientific American.

According to their work so far, we like big, round things, but also like things to be symmetrical. It’s pretty well established that we like symmetrical faces, so it makes sense that our tastes in other areas would follow. We also like things that are familiar but not exactly the same, old with a kick maybe.

While none of this is ground-breaking insight per say, it confirms what psychologists, architects and designers have known for years but didn’t necessarily have a good scientific reason when asked why.

I’m curious what other insights other groups have found when looking at design and aesthetics form a neurobiological standpoint. Know of any good ones? Post them in the comments below!

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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brain · cognition · creativity · music · neuroscience

How the brain reacts to music, improv

Beth Kelley

As a follow-up to my previous post about brain reactions to improv, creativity, and problem-solving, check out my post on my other blog, Art of Science, to see the TED talk by Charles Limb discussing how the brain works on music.

How the brain reacts to music, improv.

community · education · learning · technology · youtube

Khan Academy – library of free educational videos

Beth Kelley
Khan Academy
Image by AJC1 via Flickr

Your feel-good story of the day, and one example of how the Internet is being used to democratize learning and teaching for anyone with a Internet-enabled device.

The Khan Academy is…. a non-profit with the goal of changing education for the better by providing a free world-class education to anyone anywhere.

All of the site’s resources are available to anyone. It doesn’t matter if you are a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology. The Khan Academy’s materials and resources are available to you completely free of charge.

Despite being the work of one man, Salman Khan, this 2100+ video library is the most-used educational video resource as measured by YouTube video views per day and unique users. What started out as Sal making a few algebra videos for his cousins has grown to over 2,100 videos and 100 self-paced exercises and assessments covering everything from arithmetic to physics, finance, and history.

more via About | Khan Academy. I have no problems with the library being Math-focused right now; I think Math and Science can be one of the hardest subjects to teach, while simultaneously being one of the hardest things to teach yourself.

Salman Khan recently gave a TED talk, and was joined on stage by Bill Gates. You can hear his reasoning behind the Academy here:

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behavior · brain · cognition · creativity · learning · play

Why we need play and relaxation to think

Beth Kelley3 Comments
Recreated :File:Neuron-no labels2.png in Inksc...
These little guys need a break just like your muscles. Image via Wikipedia

The brain is an amazing thing. It allows us to problem solve, combine ideas, and create out of seemingly thin air. But only if we let it.

As a play advocate, I run into a lot of people grumbling that play takes away from learning; but the fact of the matter is, play is ESSENTIAL to the learning process. More and more science is showing that the brain needs that down time to process what it’s learned, digest it a little bit, in order for us to use it for any useful purpose.

People who study creativity and innovation are aware of this all too well:

Current neuroscience research confirms what creatives intuitively know about being innovative: that it usually happens in the shower. After focusing intently on a project or problem, the brain needs to fully disengage and relax in order for a “Eureka!” moment to arise. It’s often the mundane activities like taking a shower, driving, or taking a walk that lure great ideas to the surface. Composer Steve Reich, for instance, would ride the subway around New York when he was stuck.Science journalist Jonah Lehrer, referencing a landmark neuroscience study on brain activity during innovation, writes:

“The relaxation phase is crucial. That’s why so many insights happen during warm showers. … One of the surprising lessons of this research is that trying to force an insight can actually prevent the insight.”

keep reading the Developing Your Creative Practice: Tips from Brian Eno :: Tips :: The 99 Percent to hear Brian Eno’s take on creativity and how he puts his brain to work.

It’s nice to see that science is finally taking relaxation and play seriously. I just wish the rest of the world, or at least our education system, would too. I know my work would benefit greatly if I took time to just relax and contemplate things more, to relax and let my brain explore a little bit. Hmmm, another exercise to try…