My Fleep:
Education
Education
What Is Learning? Can We Learn Better than Apes?-Part 2
We continue the conversation on Learning with Dr. James
Zull, Professor of Biology and Biochemistry at Case Western
University and author of The Art of Changing the Brain:
Enriching the Practice of Teaching by Exploring the Biology
of Learning.
...
AF: Fascinating. Given what you just said, how do you help
your students become better learners?
JZ: Despite the fact that every brain is different, let me
simplify and say that I usually observe 2 types of
students, with different obstacles to learning and
therefore benefiting from different strategies.
A) Students who have an introversion tendency can be very
good at the Reflection and Abstract hypothesis phases, but
not so at the Active Testing one. In order to change that,
I help create small groups where they feel safer and can
take risks such as sharing their thoughts aloud and asking
more questions.
B) More extroverted students can be very good at having
constant Concrete experiences and Active Testing, but may
benefit from increased Reflection and Abstract hypothesis.
Having them write papers, maybe predicting the outcome of
certain experiments or even current political affairs,
helps.
AF: Very useful. What other tips would you offer to
teachers and parents?
JZ: Always provoke an active reaction, ensuring the student
is engaged and sees the connection between the new
information and what he or she already knows. You can do so
by asking questions such as "What does this make you think
of? Is there some part of this new material that rings a
wild bell for you?" To ensure a safe learning environment,
you have to make sure to accept their answers, and build on
them. We should view students as plants and flowers that
need careful cultivation: growing some areas, helping
reduce others.
AF: Please give us an example.
JZ: Well, an example I use in my books is that middle
school students often have a hard time learning about
Martin Luther and the Reformation because they confuse him
with Martin Luther King Jr. We can choose to become
frustrated about that. Or we can exploit this saying
something like, "Yes! Martin Luther King was a lot like
Martin Luther. In fact, why do you think Martin Luther
King's parents named him that? Why didn't they name him Sam
King?"
AF: Thanks. And what would you suggest for us who want to
become better learners?
JZ: Learning is critical at all ages, not only in the
school environment. We have brains precisely in order to be
able to learn, to adapt to new environments. This is
essential throughout life, not just in school. We now know
that every brain can change, at any age. There is really no
upper limit on learning since the brain neurons seem to be
capable of growing new connections whenever they are used
repeatedly. I think all of us need to develop the capacity
to self-motivate ourselves. One way to do that is to search
for those meaningful contact points and bridges, between
what we want to learn and what we already know. When we do
so, we are cultivating our own neuronal networks. We become
our own gardeners.
AF: Prof. Zull, many thanks for sharing your thoughts
through your book, and for your time today. You have
changed my brain-and probably will change the brains of a
number of readers.
JZ: My pleasure!
-----------------------------------------------------------
A final personal reflection: this Learning Cycle is very
similar to what people at McKinsey & Company (my first job
ever), and other strategic consulting firms, need to
develop very quickly, and constitutes the core for a very
successful Performance Review system. Interesting to
understand the neurobiological basis for it. Brain Fitness
starts with Learning. Brain and Mind Fitness means being
able, and ready, to learn. Not just an Education issue, but
a Health and Wellness and Fitness one.
----------------------------------------------------
SharpBrains, http://www.sharpbrains.com , provides the best
science-based information, programs and support for Memory
and Brain Fitness. Dozens of publications, such as CBS,
Forbes, MSNBC, Seattle Times, Birmingham News, San
Francisco Examiner, New York Post, Oakland Tribune, and
more, have highlighted our organization and offerings.
We continue the conversation on Learning with Dr. James
Zull, Professor of Biology and Biochemistry at Case Western
University and author of The Art of Changing the Brain:
Enriching the Practice of Teaching by Exploring the Biology
of Learning.
...
AF: Fascinating. Given what you just said, how do you help
your students become better learners?
JZ: Despite the fact that every brain is different, let me
simplify and say that I usually observe 2 types of
students, with different obstacles to learning and
therefore benefiting from different strategies.
A) Students who have an introversion tendency can be very
good at the Reflection and Abstract hypothesis phases, but
not so at the Active Testing one. In order to change that,
I help create small groups where they feel safer and can
take risks such as sharing their thoughts aloud and asking
more questions.
B) More extroverted students can be very good at having
constant Concrete experiences and Active Testing, but may
benefit from increased Reflection and Abstract hypothesis.
Having them write papers, maybe predicting the outcome of
certain experiments or even current political affairs,
helps.
AF: Very useful. What other tips would you offer to
teachers and parents?
JZ: Always provoke an active reaction, ensuring the student
is engaged and sees the connection between the new
information and what he or she already knows. You can do so
by asking questions such as "What does this make you think
of? Is there some part of this new material that rings a
wild bell for you?" To ensure a safe learning environment,
you have to make sure to accept their answers, and build on
them. We should view students as plants and flowers that
need careful cultivation: growing some areas, helping
reduce others.
AF: Please give us an example.
JZ: Well, an example I use in my books is that middle
school students often have a hard time learning about
Martin Luther and the Reformation because they confuse him
with Martin Luther King Jr. We can choose to become
frustrated about that. Or we can exploit this saying
something like, "Yes! Martin Luther King was a lot like
Martin Luther. In fact, why do you think Martin Luther
King's parents named him that? Why didn't they name him Sam
King?"
AF: Thanks. And what would you suggest for us who want to
become better learners?
JZ: Learning is critical at all ages, not only in the
school environment. We have brains precisely in order to be
able to learn, to adapt to new environments. This is
essential throughout life, not just in school. We now know
that every brain can change, at any age. There is really no
upper limit on learning since the brain neurons seem to be
capable of growing new connections whenever they are used
repeatedly. I think all of us need to develop the capacity
to self-motivate ourselves. One way to do that is to search
for those meaningful contact points and bridges, between
what we want to learn and what we already know. When we do
so, we are cultivating our own neuronal networks. We become
our own gardeners.
AF: Prof. Zull, many thanks for sharing your thoughts
through your book, and for your time today. You have
changed my brain-and probably will change the brains of a
number of readers.
JZ: My pleasure!
-----------------------------------------------------------
A final personal reflection: this Learning Cycle is very
similar to what people at McKinsey & Company (my first job
ever), and other strategic consulting firms, need to
develop very quickly, and constitutes the core for a very
successful Performance Review system. Interesting to
understand the neurobiological basis for it. Brain Fitness
starts with Learning. Brain and Mind Fitness means being
able, and ready, to learn. Not just an Education issue, but
a Health and Wellness and Fitness one.
----------------------------------------------------
SharpBrains, http://www.sharpbrains.com , provides the best
science-based information, programs and support for Memory
and Brain Fitness. Dozens of publications, such as CBS,
Forbes, MSNBC, Seattle Times, Birmingham News, San
Francisco Examiner, New York Post, Oakland Tribune, and
more, have highlighted our organization and offerings.