5 Myths About Brain Based Learning That Turn Out Wrong
You've surely heard a statement that said "Our educational games will give your brain
a workout, Or how about Give your students the cognitive muscles they need to build brain
fitness."
And then there's the program that "builds, enhances, and restores natural neural pathways
to assist natural learning."
With the great popularity of so-called brain-based learning however, comes great risk.
Actually, there are a lot of myths around us which sometimes make things more complicated.
In this video, I'm going to show you five myths about brain based learning that you
need to know.
But before we start, make sure to subscribe our channel so you won't miss any interesting
update in the future guys!
Myth number 1.
KID'S BRAINS ARE STUCK
If you think kids can't get better in school, then you think brains have minimal capacity
for change.
But they are actually changing ALL the time.
If a child spends the summer relaxing, watching television or wandering in a mall, your child
is likely to experience some brain atrophy.
Remember, the brain responds to environmental input.
If the child's brain hears fewer words, less complex ones, and does little challenging
learning, some of the brain's dendrites may weaker and become thinner.
One way to measure if summer causes big lags in the brain is examine how the brain is working
in key areas related to school, then do this over time periods that should reflect the
influence of classroom teaching.
What the research tells us is that generally yes, summer does slow the kid's cognitive
processes that relate to language acquisition.
But remember the brain's quite complex and it may be that other processes that deal with
spatial, perceptual-motor and gross motor are being enhanced.
It all comes back to what type of summer the parents organize for their kids.
Myth number 2.
BRAINS NEED BRIBES FOR MOTIVATION
The brain is designed to learn and most students love to learn, it's just school they don't
like.
But how can you get them excited and motivated?
Motivation is about learning to engage one or more of the three motivating "engines"
in our brain.
The first is goals or what the student really wants that represents his or her values.
This is known as the "value vector."
If I care about skateboarding, I might be very motivated to read skateboard magazines.
The second is the engagement of emotions.
An example is the emotion of hope.
More of it can be very motivating.
We often need to "feel like" doing things.
The third strategy is asset building.
It's tough to be motivated when you don't think you can do it or don't have the skills.
Teachers who are autonomy supportive (in contrast to being highly controlling) mobilize in their
student's greater intrinsic motivation, curiosity, and desire for challenge.
Students taught with a more controlling approach not only lose initiative but also learn less
effectively, especially when learning requires conceptual creative.
Similarly, studies showed that autonomy- supportive parents, relative to controlling parents,
have children who are more intrinsically motivated.
In the short run, simple incentives can work for most students.
But over time, their effects diminish.
Never reward for a behavior that would have been occurred anyway.
Use random and unpredictable rewards.
Use rewards of privilege, status, position such as optimal classroom jobs, more points
or more access to fun opportunities.
Any rewarded behaviors should be very carefully planned, done for short periods, varied often
and kept light.
Myth number 3.
THINKING SKILLS ARE FIXED
How well you think, your optimism about taking on tasks, the quality of your work on a task
and the persistence of staying with the task, are all open to influences.
One type of thinking skills is more creative and another type is more procedural.
Both types are glucose-dependent.
But the first type needs more.
If you don't know how to solve a problem, you may need more creativity, also known as
cognitive flexibility.
Either the neurotransmitter serotonin and dopamine are neurotransmitters that appear
to facilitate this process.
But your brain won't let you have accelerated levels of both at the same time.
Yet, amazingly, you can influence these levels in a classroom with specific activities or
through diet.
Snacks like licorice, fruit, gummies or nuts can supply that energy needed.
But remember, the body's liver also produces glycogen when we are active.
Classroom activities can help activate this glucose-raising mechanism.
Keep students active, provide snacks, or both to maximize learning.
Have students celebrate a success or do 2 minutes of marching to bump up dopamine.
By the way, dopamine supports working memory levels too.
Myth number 4.
TESTED SKILLS CANNOT BE TAUGHT
A critical concept about the brain is its "plasticity" or ability to change.
This means that regardless of the tested levels of students, chances are those are temporary.
How should teachers approach kids struggling with low math and reading scores?
The answer is with great optimism!
Many new reading and math programs (some are computer-based, others are not) show remarkable
promise.
These programs help students build a new "operating system" by working on the big 5: attention,
sequencing, processing, short-term memory and hope.
Without those sub-skills, kids have little chance to succeed.
The problem is twofold: 1) many that need help are not identified, 2) of those identified,
most don't receive the actual services or skills that they need.
In one study, 35 children with disabilities were divided randomly into two groups matched
for age and test scores.
One quarter of the participants had an existing diagnosis of dyslexia, dyspraxia or ADHD.
Both groups received the same treatment at school but the intervention group used an
exercise program daily at home.
Amazingly, reading fluency showed a highly significant improvement for the intervention
group, and nonsense passage reading was also improved significantly.
Significantly greater improvements for the intervention group than the control group
occurred for dexterity, reading, verbal fluency and semantic fluency.
Substantial and significant improvements (compared with those in the previous year) also occurred
for the exercise group on national standardized tests of reading, writing and comprehension.
For boys with problems in learning, reading, inattention, and vestibular function, a vestibular
exercise program complementing a traditional or special educational program may enhance
the spatial perceptual skills needed for reading.
There are many other studies that show this correlation too.
But you probably remember from other articles that exercise has multiple benefits that can
help students of all academic levels.
Naturally, you'll want to also encourage parents to provide the best nutrition they
can too.
It's the whole package that creates the miracles.
Better to strive for five miracles a day and get only two of them, than to expect little
and get it.
Myth number 5.
STUDENT IQ IS FIXED
Is it genes or environment?
How much can you make a difference at school?
IQ heritability, the portion of a population's IQ variability attributable to the effects
of genes, has been investigated for nearly a century, yet it remains controversial.
Using data from seven French public adoption agencies, researchers identified 65 children
who had been adopted between ages 4 and 6 and had received institutional or foster care
because they had been abused or neglected as infants.
Before adoption, the youngsters had an average IQ of 77, with no scores above 86.
The IQ range classified as normal runs from 90 to 110.
When tested in early adolescence-mostly ages 13 and 14, the average IQ score of all the
adoptees was 91.
That's a 14-point increase in IQ!
Average IQ reached 86 for those in low-income homes, 94 for those in mid-income homes, and
98 for those in high-income homes.
The greatest increase of adoptees was nearly 20 IQ points!
So if it's not IQ, what does matter the most at school?
Three factors are at the heart of the success ladder.
UCLA researcher found that physical factors or attractiveness and emotional intelligence
both are highly correlated with life success.
The third factor is effort.
Self-discipline accounted for more than twice as much variance as IQ in final grades, high
school selection, school attendance, hours spent doing homework, hours spent watching
television (inversely), and the time of day students began their homework.
The effect of self-discipline on final grades held even when controlling for first-marking-period
grades, achievement-test scores, and measured IQ.
These findings suggest a major reason for students falling short of their intellectual
potential is their failure to exercise self-discipline.
They simply put in more effort.
Show the students that you value effort by sharing stories about things that you worked
on for a long time and finally got it.
Well, that's the five myths about brain based learning that actually wrong.
Really cool information isn't it?
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