Learning and Instruction

Jensen, E.P. (2008). A fresh look at brain-based education, Phi Delta Kappan, 409-413.

Brain-based learning is basically engaging students with strategies that are based off principles through understanding the brain. It is based off knowing how the brain works and using that understanding in your teaching. The author makes a good point in that we all have strategies learned through experience, but not all of those strategies are successful and beneficial to student learning (Jensen, 2008).

Brain-based learning has a variety of facets involving how the brain works to the surroundings we live. They all affect the brain. Each day we have new neurons develop in our brain and many of those are associated with mood and memory. Teachers should take that into consideration when teaching a lesson or preparing for a school day; their mood and the mood of the classroom does make a difference on the brain. The social environment is also very important and teachers need to take into consideration the fact that they might need to be more aware and manage the social environment of students. Chronic stress can be very harmful to both staff and students, as it affects attendance, memory, and even social skills. Teachers should use caution in assigning tasks to stress a student even beyond scaffolding; it could cause a breakdown in the learning. As always, good nutrition and exercise play a huge role in student memory and cognition. I find it interesting that this information has been researched time and time again, and yet schools still omit physical education and sell junk food at an alarming rate.

What needs to happen is the following: neuroscience researchers need to meet with teachers practicing “best practices” and develop strategies that work best. Then, these strategies need to be shared with all teachers along with the research on WHY they will work. This will allow the scientists to do their part and teachers to do theirs.

Willingham, D.T., (2009). What will improve a student’s memory.  American Educator, 17-26.

The author addresses how students can learn information they are reading in order to apply them to life, their assessment, and remember what they are learning. This concept should be discussed with students around 6^th grade, as that is when the work load gets more demanding (Willingham, 2009). To concur, I am interested in reading this information because I myself was never taught how to really study. It’s like, good students just come up with a way that works for them; students who are a little weaker, just “get by.”

“Memories are formed as the residue of thought” (Willingham, 2009, 119.)  The more you think about something, the more you’ll remember it later. Making cues can help one remember something they have either studied or memorized. Tests do not often provide cues, but students who have prepared can create cues as they study to be prepared for each topic.   The cues must be distinctive, however, so they don’t get mixed up with other ideas or concepts prepared for or given on the assessment.

Forming memories can be done in various ways. Some strategies to help students form memories include: having students ask “why”? If they ask this question at the end of a paragraph or portion of a summary, they can then determine why something was written in the text and why it was important. They are then thinking about it more and have a better understanding of the concept. Another idea is to have students create some type of Thinking Map as they read to bring out the main points of the chapter and then take those main points and elaborate on them. I’d suggest a Tree Map with the chapter being the top, the main points the branches, and the ideas to back up the main points the “leaves.” Also, students could create an outline of the chapter and then ask them to create a different type of outline. This requires them to take the information they thought was important, think about the ideas and how they relate, and then rewrite what is necessary to add to their understanding or memory. Finally, mnemonics is also another way to retain this information. The ideas here include: rhymes, peg words, acronyms, etc.

Retrieving information can be one of the most frustrating aspects of studying. Many students say they study and feel they know the information, but then cannot retrieve it when necessary. Therefore, some strategies to help them include: studying over time and over studying. When we study over a good period of time, we learn the information. Rather than cramming the night before where we get some information in our head, but lose a lot during the night. This tactic just helps students get through the test and doesn’t really help them LEARN the information. Over studying includes studying material even after you think you have learned what you need. It is suggested that you study 20 percent more. This will make sure the information is truly learned and not just memorized for a short time. Finally, teach the material to another student, especially one who can ask powerful and meaningful follow-up questions. This will gauge understanding and allow one to determine if more study time is necessary. If one can teach the material, it is mastered.

Honigsfeld, A., and Dunn R. (2009). Learning-style responsive approaches for teaching typically performing and at-risk adolescents. The Clearing House, 220-224.

Basically, the author desires that teachers stop the “drill and kill” method that is ALL too common and start teaching students strategies that work.  I agree that with NCLB teachers feel such pressure to get good test scores that all they do is CRAM for constructed response and test prep a month before the CRT’s. That’s not teaching students how to be life-long learners; that’s teaching students to get through the test! Typically performing students are those who are basically on level. They are doing all they can, but stay on the average level in class. At risk students are those who have mental disabilities, special needs (physically or mentally), or just plain do not have their needs met at home/life. Teachers have found that those students with special needs respond much better to tactile/hands-on activities. Yet again, I have to address the idea that it is NOT just these students that respond well. The majority of students will respond to this type of teaching!  There are numerous resources on the internet and ideas for students to engage in learning through these modalities. Really, it just takes the time and effort for the teacher to plan and prepare for such lessons.

Marzano, R.J. (2009). Setting the record straight on “high-yield” strategies. Phi Delta Kappan, 30-37.

Marzano is an amazing author and educator who developed literature for teacher use on strategies that will encourage development, engagement, and learning. He is definitely a “big-wig” in the education field. However, he stresses that teachers must remember each student is different and they all require different strategies to learn and to be assessed. Therefore, the strategies he suggests are just suggestions and teachers need to rely on their expertise more than a piece of literature. He also notes that teachers tend to make some mistakes while using his strategies and this can be detrimental to student achievement. The mistakes include: focusing on a narrow range of strategies (teachers should not simply use a set of strategies, but a wide range of strategies to really reach all students); assuming that high-yield strategies should be used in every class (as stated before, it depends on the teacher and the students regarding when and how to use a strategy.); assuming that high-yield strategies will always work (the educator needs to determine if the strategy is producing a the result desired, if not, they need to adapt accordingly).

Schools should make sure they are using common language between teachers and students. This also means common language between grade levels and subject areas. If the language is the same, there is less confusion and frustration from students.  Administrators should also give teachers feedback as they walk through their rooms when they do see strategies that work and then suggest teachers to view each other.  This will allow them to share their teaching strategies and knowledge to improve themselves.

Basically, Marzano just wants teachers to use the strategies that work for their classroom and to pay attention to what their student needs include. The literature is not really a way to teach, it’s a guide to adapt and develop teaching strategies that work.

Mustacchi, J. (2009). R U safe? Educational Leadership, 78-82.

Cyber bullying is not a completely new concept, but new to our generation as well as former generations. Growing up, I was bullied until middle school. I found refuge from my home. These students now have no refuge; the various technological ways of the world have now provided a way for bullying to creep into the lives of students anywhere. The author provides a powerful way for learners to understand bullying. That is having them research an aspect of bullying and requiring them to present the information. This puts them right in the forefront of the problem, allows them to witness the situations, and create problem solving skills for those in need. I personally think this is a very insightful idea and a great way for students to not only learn about one another, but think critically about a problem that is relevant to them.

It is important to teach students and our own children the sly ways cyber bullying can be implemented and provide ways for them to discuss this with adults. It is just as important that victims have a way to share their thoughts and problems while feeling safe. The article goes on to share how 8^th grade students taught 6^th grade students through presentations about bullying. I find students will always rise to expectations when they are given: motivation, ownership, and purpose.