Minding Your Brain

A few weeks ago, I participated in a conference for academic leaders hosted by the New Jersey Association of Independent Schools. After a pandemic-imposed hiatus of two years, it was invigorating to spend time with other teachers and administrators sharing and learning about new ways to support student growth. 

Of particular interest to me was a session on recent developments in neuroscience which can inform our understanding of the developing brain. There is much we can learn about the ways in which children (and adults too!) process, organize, and retrieve information and the way mindset and emotional regulation impact cognition.  

Glenn Whitman, a teacher at St. Andrew’s School in Maryland and the author of Neuroteach: Brain Science and the Future of Education, led the session. He spoke of a framework that relies upon teachers sharing a common lexicon around “mind, brain, education,” distinguishing clearly between mind and brain within the context of our work with children. In this “grammar of learning,” the mind refers to attitude, emotions, self-regulation, habits, and outlook. Things like confidence, optimism, perseverance, and hope may be found in the “mind” while the brain is tasked with processing information, myelination, and pruning. Much of what Whitman shared was not new information to practitioners gathered on that day; however, his discussion of neuromyths and neurotruths certainly challenged some long-held beliefs and fostered a lively discussion regarding how current research can validate, inform, and transform teaching and learning. 

Below are some common assumptions regarding how children learn. Which of these assumptions do you believe to be true, and which are false? (Check your predictions down below.)

1.   The phonics method for teaching children how to read is far superior to the whole language method.

2.   Paper textbooks are more effective than electronic textbooks.

3.   Giving students feedback without a grade has more impact than when a grade is included.

4.   “I don’t give homework” is not a stance a teacher should take because research shows that homework helps learning.

5.   Feedback is like ice cream – the more the better.

6.   There are significant cognitive differences between male and female brains.

7.   You need to practice for 10,000 hours to become an expert on something.

Answers below!

Does it surprise you to learn that the first four statements are all True and the final three are false? Scroll down for a brief explanation of each. 

As a community, we are excited to engage with one another in cycles of ongoing development as teachers. From our instructional coaching program, which partners teachers to work on specific instructional practices, to departmental initiatives to hone skills specific to a discipline and developmental stage, there is much to be gained by studying the brain and mind. It is an exciting time indeed to be an educator and to work with young people. And for those of us several decades away from our own schooling, the research continues to demonstrate that we are all gifted with neuroplasticity, meaning our brains continue to change and adapt throughout our lives. So, we are truly never too old to adapt, learn new things, and adjust habits and behaviors. Our mindset determines what we make of this lifelong opportunity. 

Notes on True/False assumptions (from The Center for Transformative Teaching & Learning):

1.   True. A structural approach with a lot of explicit teaching based on, among other things, the use of phonemes, is far superior to a whole language or “global reading” method. 

2.   True. For most students, even with all the interactive materials that electronic books may contain, paper ones are more effective. Paper and electronic textbooks result in similar levels of learning, but it takes about 20% more time with electronic texts. This is in part linked to the non-linear way that students tend to use textbooks –flipping between sessions and pages is easier to do with paper. 

3.   True. Feedback with no grade has the greatest impact on performance and attitudes toward learning. Feedback plus a grade has a similar effect to giving just a grade – so the feedback is essentially wasted.

4.   True. Homework can improve student performance if used well. In elementary school, reading at a level that a student can do independently is most impactful. In secondary school, homework tied closely to what happens in class, that is practiced or review in nature, tends to have a greater impact than more open-ended assignments. Quality is much more important than quantity. 

5.   False. Feedback is one of the most impactful strategies a teacher can use, but giving more feedback is not the solution. The quality of feedback is much more important than quantity.

6.   False. There are some subtle differences in the structure of male and female brains. However, there is no evidence of any differences in cognitive abilities. More importantly, the normal and natural range of differences within genders is greater than the differences between them. 

7.   False. This idea was made popular by Malcolm Gladwell’s book Outliers; however the research on which the premise was based (see interesting article on the research of K. Anders Ericsson) was misrepresented. Some people can reach expert level with far less practice, and others may never reach expert level no matter how much they practice.