The Art of Changing the Brain, James E. Zull
The Art of Changing the Brain helped me think of learning in a biological way. It provided a scientific explanation of why learning occurs, what can prevent us from learning, and how we can help make it happen in students. I think this may be helpful in defending standards based learning for those who are still skeptical.
The first idea I took away from the book was the need for change in neuronal networks. Zull emphasizes the need for this when he writes, “The knowledge of our minds consists of neuronal networks in our brains, so if that knowledge is to grow, the neuronal networks must physically change” (112). He then goes on to explain the need for teachers to help create these networks and oftentimes re-construct networks that have been formed. One way teachers do this is by building on what students already know. This idea is aligned with standards based learning because when we know where students begin, we can better activate their prior knowledge. We will also quickly quickly recognize misconceptions if practice is frequent, and we will be better able to correct them when feedback is immediate.
The discussion about the amygdala was also fascinating to me. It made me think of all the students who struggle with emotional challenges, and how the amygdala could actually be preventing them from learning. Emotion impacts learning a great deal, but sometimes as teachers we forget what students bring into the classroom. Standards based learning allows for some interruption from the amygdala because in a standards based classroom students are given multiple opportunities to show what they know. If the amygdala is particularly active one day, or even for several days, the student will still be provided with additional opportunities to learn. This is so important because if we only provide one opportunity for learning, the student could miss his/her chance!
The Art of Changing the Brain helped me think of learning in a biological way. It provided a scientific explanation of why learning occurs, what can prevent us from learning, and how we can help make it happen in students. I think this may be helpful in defending standards based learning for those who are still skeptical.
The first idea I took away from the book was the need for change in neuronal networks. Zull emphasizes the need for this when he writes, “The knowledge of our minds consists of neuronal networks in our brains, so if that knowledge is to grow, the neuronal networks must physically change” (112). He then goes on to explain the need for teachers to help create these networks and oftentimes re-construct networks that have been formed. One way teachers do this is by building on what students already know. This idea is aligned with standards based learning because when we know where students begin, we can better activate their prior knowledge. We will also quickly quickly recognize misconceptions if practice is frequent, and we will be better able to correct them when feedback is immediate.
The discussion about the amygdala was also fascinating to me. It made me think of all the students who struggle with emotional challenges, and how the amygdala could actually be preventing them from learning. Emotion impacts learning a great deal, but sometimes as teachers we forget what students bring into the classroom. Standards based learning allows for some interruption from the amygdala because in a standards based classroom students are given multiple opportunities to show what they know. If the amygdala is particularly active one day, or even for several days, the student will still be provided with additional opportunities to learn. This is so important because if we only provide one opportunity for learning, the student could miss his/her chance!
Fair Isn't Always Equal, Rick Wormeli
I had a ton of "aha" moments when I read this book. Many of the idea presented in the book were things I intuitively always knew were "right", but Wormeli did such a fantastic job of articulating them. Here are a few things I took away:
I had a ton of "aha" moments when I read this book. Many of the idea presented in the book were things I intuitively always knew were "right", but Wormeli did such a fantastic job of articulating them. Here are a few things I took away:
- Grades should reflect what a student knows and is able to do. It should not be a reflection of a student’s efforts or lack of effort.
- Students should be given multiple opportunities to demonstrate their learning. Students should be able to revise their work. Just because a student doesn't know something today doesn't mean he/she will never learn it.
- In order to make progress, we need to meet students where they are at. It is out job as teachers to determine their current skill level and move them forward.
- Assessment is ongoing and it drives our instruction. We provide practice, give feedback, adjust our instruction, provide more practice, give feedback, adjust our instruction again and repeat over and over again. The summative is really just another opportunity for students to show what they know. It should be thought of as a celebration for all their hard work!