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The Environment of Achievement, Part 3

March 23rd, 2011

Hope. Humility. Determination. How do these characteristics contribute to an atmosphere of achievement?

The dictionary describes determination as a “firmness of purpose,” “perseverance,” “intentness,” “a state of indefatigableness.”

As with most tone-related aspects of the classroom, an atmosphere of determination begins with the teacher. I believe every great—and bygreat I mean not just instructive, but inspiring—teacher is him or herself a determined learner. An excellent professor I had in college beat this drum in almost every class: “The true professional never stops growing. He or she is always learning, always growing.” As Karen Cushman puts it, “…expertise is a process, not a product…”1

 

Why? Because being a determined learner keeps learning an ever-recent experience. And when we are engaged in learning, we experience failure. We experience the need for feedback. We experience the need to adopt and maintain a learning mindset. We engage in targeted practice. We maintain a passion for learning and a fresh awareness of how it benefits the learner. These experiences translate in two ways. First, as a learner ourselves, we better understand the needs of our students. Second, as we work to meet the needs of students, we are more likely to engage in methods and practices that we know to be effective, such as increasing instructive feedback during learning. By  consistently engaging in learning, we become more mindful of ways we can optimize student learning.

We can also help establish a classroom environment where determination can flourish. Here are a few ways I see this happening:

  1. The teacher targets practice according to individual needs. No one likes doing the same thing over and over just to complete a task. Certainly there are things in life that must be done according to a system just so they are accomplished (e.g., mowing the lawn). However, learning does not progress if activity is only directed toward what is already understood. In fact, if such activity deepens anything it’s a student’s resentment for “busy work.” Masterful teachers direct students to activity that will sufficiently challenge each individual while also keeping success in each one’s sight. Targeted practice helps students recognize a purpose in their activity, and that fosters motivation for completing it. When combined with instructive feedback, such activity taps into the brain’s perception of movement:

    Professor of biology James E. Zull suggests that providing teacher feedback triggers the learner’s sense of progress. This sensation ignites activity in the brain’s basal structures, neural regions associated with pleasure and reward. Such “active learning,” claims Zull, makes learning “pleasurable and effective for developing concepts and applications.”2

    Blanket activity, often the norm in many classes, does little to foster student determination in students. Determination is more likely to flourish when a learner can see purpose in activity and witness progress toward a goal. Since not all learners begin at the same point in learning, what they need to progress will vary.
    With her team of student researchers, Karen Cushman3 identified characteristics of “practice that gets the desired result of increasing mastery”:

    • It has an express purpose. Knowing why they are engaging in practice helps students direct their attention and actions.
    • It demands attention and focus. Without attention to what they are doing and the results, students will fail to process the data that will actually strengthen their learning. In other words, mindless practice is worthless practice.
    • It involves conscious repetition or rehearsal. Repetition is not the enemy unless repeating the actions does nothing but keep a student busy. Mindful repetition, in which the student frequently analyzes and adjusts his practice, leads to mastery.
    • It is geared to the individual. Helping a student attack a weakness prompts improvement.
    • It is not inherently enjoyable. However, feedback during practice helps students recognize its value. To summarize Daniel Pink4, authentic learning = meaning + feedback.
    • It develops new skills and knowledge. It is challenging enough to require true effort.
    • It applies to new endeavors. There is a recognition that meeting the challenge will enable the student to accomplish something more than is currently within reach.
  2. Relatedly, the teacher helps students notice their learning. Little feeds determination like recognizing results from effort. I once observed a middle school math teacher who understood the motivation and determination such recognition can generate. Each student had a file folder with a graphic representation of the various skills in the current unit of study. The skills built on one another until students would be able to solve complex problems that would require the combined use of the individual skills. As she observed evidence of mastery, the teacher would have the student pull out the file folder and fill in the next section of the graphic. As the students did this, they became aware of their progress, both of how far they’d “moved” from the start and how much closer they were to the goal. This simple tool helped each student become aware of progress without the burden of comparing with classmates’ achievements. With a goal clearly in sight and a way to track progress, these students were doggedly determined learners.
    This shouldn’t be surprising. As adults, we grow more determined when we’re given such awareness and feedback. For example, I’m a runner. I use a gizmo that tracks details of all my runs, such as my distance, pace, and total time. When I upload this data, I can compare it to all my previous runs and note my progress. No matter the results, noting my progress (and even lack of it sometimes) delivers a dose of determination—to run faster, farther, more faithfully, etc.

    Researchers often refer to this as something like the “gamer effect,” gamer being the player of video games. When you play a video game and reach the end of a challenge, you move on to the next level. You always know where you are in relation to the game’s ultimate challenge and conclusion. You can “see” progress. Seeing progress deepens determination.

Determination combines focus and intentional action. It is a willingness, even an eagerness, to engage in “practice that gets the desired result of increasing mastery.” A classroom where mastery increases can certainly be considered an atmosphere of achievement.
Hope. Humility. Determination. Are these the characteristics of my classroom and school?

Sources

  1. Cushman, K., Fires in the Mind (San Francisco: Jossey-Bass, 2010), 87.
  2. Washburn, K.D., The Architecture of Learning: Designing Instruction for the Learning Brain (Pelham, AL: Clerestory Press, 2010) 163.
  3. Cushman (2010), 71-85.
  4. Pink, D.H., Drive: The Surprising Truth Behind What Motivates Us (New York: Riverhead Books, 2009).

Image

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Posted in Education, Kevin Washburn, teaching

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Smart MOVES

October 18th, 2010

I’m convinced: our schools need to give fitness a place in the curriculum.

Let me clarify one thing. By an emphasis on fitness, I’m not recommending more or longer recess periods (though they may help), nor more or longer physical education classes (though, again, they may help). I fear some schools may reach these conclusions and implement changes without additional thought. Such an approach would be a mistake as schedule changes are only part of a good response to the growing body of research.

An emphasis on fitness is different from merely increasing unstructured play time or adding more days of dodgeball into the schedule. (Forgive me, PE Teachers. I know that many of you do not consider dodgeball to be a beneficial way to spend a physical education class. I’m speaking to the erroneous perception, not your work!)

Dr. John Ratey, who literally wrote the book on this subject, uses a school in Naperville, IL to illustrate an emphasis on fitness. During one physical education session Ratey observed, students ran a mile while wearing heart rate monitors. In addition to completing the distance, students focused on reaching a target heart rate and on improving their times recorded in earlier previous sessions. Ratey then explains this focus:

The essence…is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What’s being taught, really, is a lifestyle. The students are developing healthy habits, skills, and a sense of fun, along with knowledge of how their bodies work…[The] effects [of this emphasis] have shown up in some unexpected places—namely, the classroom.1

Sure, I’m concerned about the childhood obesity rate (estimates put the number around 23 million children in the US—more than thirty times the number during my youth). Being overweight influences movement, both physical AND cognitive, and it’s this latter impact that interests me.

Consider these recent findings:

Fit children possess more of the neural geography used in learning and thinking. For example, in-shape children have “significantly larger basal ganglia, a key part of the brain that aids in maintaining attention and ‘executive control,’ or the ability to coordinate actions and thoughts crisply.”2 (Executive function is “an umbrella term for the complex cognitive processes that serve ongoing, goal-directed behaviors,” including goal setting, planning, organizing and initiating behavior over time, flexibility, attention, working memory capacity, and self-regulation. It comprises abilities to plan for the future, control impulses, and make sense of incoming data.3) In a similar study, fit children possessed larger hippocampi—more than 10% larger— and scored significantly higher on tests of associated memory than their less fit peers. (The hippocampus is a brain structure associated with memory, both encoding and retrieval.) The researchers concluded that “interventions to increase childhood physical activity could have an important effect on brain development.” 4 In short, fitter children develop brains with the potential for better learning and thinking.

Childhood fitness also affects capacities that uphold and empower learning. For example, children engaged in regular fitness activity score higher on tests of self-regulation, an executive function that provides critical support for learning. Self-regulation is the ability to consciously suppress or delay responses in order to work for a higher goal. It predicts academic success better than IQ. It also better predicts GPA, standardized test achievement, homework completion, the potential for GPA gains during the course of a year, and even SAT scores. Self-regulation is like the support struts of a bridge; it is not the roadway to learning, but without it, an individual lacks the emotional and cognitive control that optimize learning.

Researchers have also discovered relationships of fitness and academic achievement. A recent study focused on students representing four different categories: 1) children who possessed high physical fitness levels in fifth grade and maintained those levels in seventh grade, 2) students who were fit in fifth grade but lost their fitness by seventh grade, 3) students who were not fit in fifth grade but were physically fit by seventh grade, and (sadly) 4) students who were not physically fit in fifth grade and remained not fit in seventh grade. In reading, math, science and social studies, the fit in fifth, fit in seventh group outscored their peers. The students who gained fitness between fifth and seventh grades had the second best scores. The students who lost fitness from fifth to seventh grades had the next to lowest scores, with the never fit group scoring the lowest. Researchers conclude that physical fitness actually shows up in academic performance.5 Schools minimizing physical education classes to spend more time on academic subjects may actually dampen the academic performance of their students.

However, not all types of fitness show similar results. Teenage boys with higher cardiovascular fitness outperformed their peers in intelligence, education, and even income as adults. The researchers from this study stress the importance of cardiovascular fitness: “In every measure of cognitive functioning they analyzed—from verbal ability to logical performance to geometric perception to mechanical skills—average test scores increased according to aerobic fitness.”6 Weight training alone did not provide the same effect.

What do we do with such convincing evidence—evidence that suggests the best tool to improving learning may be a pair of running shoes for each child? What do we need to change besides perceptions and schedules? Since physical movement seems to improve cognitive “movement,” how do we help our students get smarter by moving more?

I’m going to ponder these questions as I head out for a run. Anyone care to join either the run or conversation? Looking forward to your comments! For now, I’ll give John Ratey the last word:

The notion that [fitness can influence learning] is supported by emerging research showing that physical activity sparks biological changes that encourage brain cells to bind to one another. For the brain to learn, these connections must be made; they reflect the brain’s fundamental ability to adapt to challenges. The more neuroscientists discover about this process, the clearer it becomes that exercise provides an unparalleled stimulus, creating an environment in which the brain is ready, willing, and able to learn…”7.

References

  1. Ratey, J., SPARK: The Revolutionary New Science of Exercise and the Brain (New York: Little, Brown & Co., 2008), 12.
  2. Parker-Pope, T., Phys Ed: Can Exercise Make Kids Smarter? http://well.blogs.nytimes.com/2010/09/15/phys-ed-can-exercise-make-kids-smarter/?emc=eta1
  3. Meltzer, L., Executive Function in Education: From Theory to Practice (New York: Guilford Press, 2007), 1.
  4. ScienceDaily., Children’s Brain Development Is Linked to Physical Fitness, Research Finds. http://www.sciencedaily.com/releases/2010/09/100915171536.htm.
  5. ScienceDaily., Students’ Physical Fitness Associated With Academic Achievement; Organized Physical Activity. http://www.sciencedaily.com/releases/2010/03/100302185522.htm.
  6. ScienceDaily., Fit Teenage Boys Are Smarter—But Muscle Strength Isn’t the Secret, Study Shows. http://www.sciencedaily.com/releases/2009/12/091207143351.htm.
  7. Ratey, 10.

Images

  • ‘Running Shoes’ http://www.flickr.com/photos/64015205@N00/46324600
  • ‘Morro Bay, CA High School Physical Education+class+-+teen+girls+run+up+and+down+the+Morro+Strand+State+Beach’ http://www.flickr.com/photos/72825507@N00/3253894179

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Posted in Education, instructional time, Kevin Washburn

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Authors, Illustrators, and Teaching: Part 2

October 15th, 2009

Authors and illustrators get treated like rock stars at the National Book Festival. Readers crowd into tents, some literally with standing room only, to see and hear the people behind favorite narratives and artwork. The payoff is worth the effort. Many authors and illustrators are as interesting in person as they are on paper.

In the last post, I discussed three authors and illustrators who provided insights related to teaching. Here are three more who similarly challenged and inspired me.

Sharon Creech was, in honesty, quite different from what I expected. I’m not sure what I expected, but it wasn’t an author who would embody one of her characters so perfectly that you felt like you were in theater with an accomplished actress rather than under a tent with a writer. Her editor shared the stage and played a role as Mrs. Creech read and enacted a section from her latest book, The Unfinished Angel. With drama and humor, the two wordsmiths captivated the crowd, even those beyond the tent’s borders. (By the way, for the record, unfinished angels speak in English with an Italian accent and make up words when necessary!)

Drama and humor. Tension and laughter. What a great combination for teaching. When I prepare to teach, do I look for the drama and humor in new material? Do I use these tools to not only keep attention but make material more memorable? Do I go the extra mile to bring such creativity to my teaching? I love this quote from Saul Bellow: “No school without spectacular eccentrics and crazy hearts is worth attending.” Do I allow myself to be the “spectacular eccentric” or “crazy heart” when doing so would promote learning?

Up next, another Newbery-winning author, Kate DiCamillo. I must highlight the perseverance DiCamillo personified. When rain knocked out power to the sound system, she continued to take questions and shout answers to the audience. This sounds less of an accomplishment than it actually was. The tent was jam packed and people wandered through steady rain falling outside.

But it was DiCamillo’s anecdote about the origins of The Tale of Despereaux that captivated my thoughts. A young boy suggested a story about a hero with large ears. At first, DiCamillo didn’t give the suggestion much thought. It certainly wasn’t much to go on when trying to write a whole book! But the idea stayed with her, and about five years later, The Tale of Despereaux was published.

Simply listening to students can sometimes provide substantial professional development! In trying to teach a group new concepts recently, one individual kept asking for examples. Every time I’d thoroughly explain something, at least in my own thinking, I’d get asked for an example—sometimes more than one. Listen to the suggestion, I told myself. Keep it in mind. Use it to improve your teaching. As I responded with examples, I could see the a-ha! moments multiply. The request, when fulfilled, made me a better teacher.

Sometimes a suggestion, even one focused on a hero with large ears, is all the you need to communicate in fresh and effective ways.

Finally, my favorite presentation came from Jerry Pinkney. Mr. Pinkney is a five-time Caldecott Honor medalist, and his latest book, a retelling of the Lion and the Mouse fable through illustrations, should catch the committee’s attention this year.

Mr. Pinkney shared his childhood with the audience. Growing up in the Philadelphia area, his parents, neither of whom possessed artistic talents, encouraged all their children to draw. It was something to do—something to keep the children occupied. While young Jerry manned a newspaper stand, an artist caught a glimpse of his sketches. Impressed, the artist invited Jerry to his studio. Before that visit, Pinkney was unaware that art was something you could do for a living, and oh!, the world of colors and artist’s tools that he encountered for the first time.

One caring adult—that’s it, just one caring adult opened up the world that would become Jerry Pinkney’s focus and passion. There’s a thought for teachers, but that’s not the one that I carried away with me.

Almost in passing, this successful, revered, and award-winning illustrator mentioned that he still takes drawing lessons. “You can always improve some aspect of what you do,” he explained, “and it’s important that you do so.”

While I can’t sign up for weekly teaching lessons, I can seek out professional development opportunities that will stretch some aspect of my teaching. Such continual growth is what Jerry Pinkney claims has empowered his success for several decades. My relevance and influence as a teacher may, likewise, depend on my willingness to continue growing professionally.

Drama, humor, wisdom, and growth. Sounds like a good recipe for teaching. In fact, it’s not a bad recipe for life.

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Posted in Jerry Pinkney, Kate DiCamillo, Kevin Washburn, National Book Festival, Sharon Creech, teaching

Authors, Illustrators, and Teaching: Part 1

October 1st, 2009

Authors and illustrators recently challenged my thinking about teaching.

The National Book Festival is an annual event held on the Mall in Washington, D.C. This year my wife and I attended for the first time. As I listened to various children’s authors and illustrators, I was struck by how much relevance the ideas they communicated had for educators.

First up was Charles Santore. Mr. Santore has illustrated several well-known children’s books, including The Camel’s Lament and versions of classics, such as the poem “Paul Revere’s Ride” and the fantasy The Wizard of Oz. He also illustrated this year’s National Book Festival poster.

Because he moved from advertising illustration to children’s literature, many of Mr. Santore’s comments contrasted the two. For example, in illustration, Santore explained, you have to synthesize all the ideas into one, attention-grabbing illustration. However, in illustrating children’s literature, the artist can attend to pacing, even drawing “quiet” pictures that allow the reader to pause and ponder.

This pacing, giving the reader time to imagine and think, mirrors a pace the brain needs for optimal learning. Often called “down-time,” the brain needs to process new content in manageable chunks.1 A teacher who lectures for 45 minutes straight promotes less learning than a teacher who presents information for 10 minutes, engages students in processing new material, and then resumes presenting information for another brief period. To learn, the brain needs to pause and ponder—it needs the story of learning to include “quiet” illustrations.

Up next was one of my favorites: Nikki Grimes. Miss Grimes has authored several of my favorite children’s books, including The Road to Paris. With gifts in both poetry and prose, Miss Grimes captivated the audience with a colorful, poetic journey through several of her works. I cannot explain this sufficiently to help you appreciate it. She used poetry to introduce a color and its affective associations, then illustrated the concepts with passages from her writings. She created a hush in the tent and no one wanted her to stop.

What does this have to do with teaching? It made me think about how little thought I often give to my actual presentation of information. Sure, I think long and seriously about the activities I use to introduce or engage students in processing new information, but Nikki Grimes put that kind of thought into how she actually presented the information.

Hmm, how could I simulate this? Could I combine communication forms to better articulate critical concepts for students? Would a poetic journey through the Pythagorean theorem promote better understanding? One thing is certain: by challenging myself to consider the approach, I’d think more deeply about how I would actually explain the concept, and that would likely improve the words and phrases I used to teach it.

Finally, for this first of two posts, we heard and observed illustrator Kadir Nelson. Without exaggeration, Mr. Nelson is an artistic genius as evidenced in all his books, including the recent Testing the Ice.

A quiet individual, Mr. Nelson let his pens do most of the “talking.” He called two children up to the stage and recreated one of his illustrations with the children filling the roles of the original characters. Two young girls became Jackie Robinson and Yogi Berra, and their faces lit up with excitement and recognition. He actively involved the children, taking their minds to the scene he wanted them to imagine. Wow! In one illustration, he captured an entire narrative—a narrative to which two young girls could emotionally connect.

Narrative is a powerful teaching tool. Stories frame experience. Mark Turner suggests stories are actually fundamental, organizing structures: “Parable is the root of the human mind—of thinking, knowing, acting, creating, and plausibly even of speaking.”2 Neurologist and author Alice W. Flaherty agrees, suggesting metaphors, such as stories, contribute to memory formation and understanding:

…metaphors are cognitively useful because they rephrase an abstract concept in more physical terms. This engages the cortex with its visual, auditory, tactile, and olfactory maps, and the limbic system with its emotional charge…[Metaphors] create a sense of understanding by an analogous mechanism. By giving abstract concepts tastes, colors, smells, and emotional resonance, metaphors fix them in our minds and make us feel like we understand them.3

The human mind frequently thinks in terms of stories, communicates in stories, and converts new learning into stories. By framing experience, stories provide a structure for exploring and making sense of experience. Can I structure any of my teaching as narrative? Again, just challenging myself to try will likely improve my teaching.

Pondering pauses, poetic presentations, and narrative frames can inspire and inform my teaching. What I learn from authors and illustrators can become personal professional development if I’m willing to accept the challenges their ideas present.

In Part 2, insights from authors Sharon Creech, Kate DiCamillo, and illustrator Jerry Pinkney.

  1. Sousa, D., How the Brain Learns, 2nd ed., (Thousand Oaks, CA: Corwin Press, Inc., 2001).
  2. Turner, M., The Literary Mind: The Origins of Thought and Language (New York: Oxford University Press, 1996), i.
  3. Flaherty, A. W., The Midnight Disease: The Drive to Write, Writer’s Block, and the Creative Brain (Boston: Houghton Mifflin, 2004), 230.

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Posted in Charles Santore, Education, Kadir Nelson, Kevin Washburn, narrative, National Book Festival, Nikki Grimes, teaching

Making the Shift, Part 4: From "Target Future" to Teaching

September 22nd, 2009

In this series of posts, I’ve tried to raise awareness of executive function processes, examine their role in successful learning and thinking, and begin exploring how they can receive greater emphasis in education. In this final post, I want to investigate these ideas within the framework of a commonly taught topic. I’m choosing my verbs carefully, and I’m using investigate because I hope the results spark input from others. I’m still incubating all this material, very much in the learning stage of understanding and the novice stage of application. The thoughts that follow merely represent one way of engaging student learning that also engages and develops executive function processes.

Working with the story from the previous post, one “target future”1 pictures a current student capable of recognizing what needs to be accomplished and what is needed to accomplish it, of formulating a plan and prioritizing and executing its steps, of evaluating the results and of shifting focus as needed, and of presenting the information and conclusions with confidence.

With that target future in mind, a teacher may turn to the required content for the American History class she teaches and note colonial America’s movement toward revolution as a topic. She has a focus.

The teacher reviews the focus with a critical question in mind: What form will engage students in interacting with and acting on this content? Keeping in mind the “target future,” the teacher decides to require students to demonstrate their learning as collections of evidence for a pending trial. Who’s on trial? The Sons of Liberty—visionary revolutionaries or radical extremists? Students will build cases for both conclusions, collecting facts, first-person accounts, expert insights, and anything else that may support either extreme. Thus, the form takes shape; students will develop convincing but opposing arguments.

While this challenge directs attention to several critical concepts, it may not address all the required content. Since this is a high school class, she decides to list the few other elements that must be addressed and take suggestions from the class about how to integrate them into the given form.

The teacher also decides to work with the students to develop a rubric for the form. She has some ideas, but to engage student thinking and motivation, she decides to involve them in defining what a complete project will look like, what elements will be assessed, and what will define achievement for each element.

With a focus and form established, the teacher consider the frame. What timeframe will enable the students to produce excellent results and be appropriate for the content’s importance in the year’s study? She teacher selects ten class sessions as the frame.

Focus: The Sons of Liberty within colonial/pre-Revolution America Form: Presentation of arguments for Sons of Liberty to be considered visionary revolutionaries and, in opposition, as radical extremists. Frame: 10 class sessions.

A rough outline begins to form:

Session 1: Presentation of focus and discussion of form. Discussion of what completing the arguments will require. Initial discussion of steps for planning. Homework, complete list of steps needed to complete the challenge.

Session 2: Discussion of planning steps. Discussion and formation of rubric. Homework: Students complete plans, assigning timeframes to each step. Teacher puts rubric into a distributable form.

Session 3: Review of plans. Mini-presentation by librarian and ed-tech specialist on potential resources. Initial research begins.

Session 4-7: Review of findings, continued monitoring of plans and execution of identified steps, mini-presentations by teacher on key concepts or research tools. Throughout, the teacher monitors student progress and provides instructive feedback, referencing the rubric to help students improve their work and attain the highest possible level of achievement.

Session 8: Discussion of findings and potential tools for presentation. Final steps of plan executed.

Session 9: Rubric review and presentation refinement.

Session 10: Presentations.

The presentations may be electronic “portfolios,” in-person presentations, “hard copy” portfolios, dramatic role-plays (the prosecution vs. the defense?) or whatever form the teacher and students agree as being effective. Also, the teacher and students may determine together whether the form will be completed as individuals, groups, or some combination. The more the teacher can engage the students in active planning and executing of the work required for learning, the more experience the students gain in successfully applying executive function processes. And the more successfully they learn to apply executive function processes, the closer the teacher moves them toward the “target future.”

Answering Some Objections

I know, it sounds idealistic and our classrooms are firmly grounded in the realistic. Can a teacher “give up” that much control and maintain an instructional environment? I’d say that depends on your definition of instructional environment. If you think students taking notes from one designated expert constitutes learning, then no, you can’t even consider such an approach. But if you recognize that authentic understanding is constructed by the brain, and that executive function processes play critical roles in working memory’s constructing of understanding, then you may see this ideal as representing a potentially real instructional, or better yet, an effective learning environment. Students are still accountable for their work and learning, but they get a say in how that work and learning will develop. They become participants in the learning, not merely recipients.

Some may think this sounds great for upper high school classrooms but not for lower levels of education. I agree that not everything can be taught in this way, but I disagree with the age-limit argument, and so do researchers. A 2004 study of students as young as third grade found that children could grasp the concept of experimental design, design experiments, differentiate cause and effect, and even make models and symbols.2 With the proper scaffolding and active formative assessment and instructive feedback, even young students can learn to engage executive function processes while learning.

Wait, you may be thinking, what about my master’s degree in history, or science, or literature, or…? You still will have opportunities to share your knowledge, but the delivery will be different. You may present mini-sessions on some key elements, share your knowledge with individuals or small groups, and use it to guide students to discover some of the same concepts. Your content expertise will need to be accompanied with expertise in guiding student LEARNING. Think “coach,” not “talking head.” A coach still has expertise, but the players master the skills, and actually play the game. The coach is not diminished by the players but serves as the guide who empowers their success. Likewise, the teacher empowers students to learn.

In conclusion, I recognize that not everything can be taught this way. But I challenge readers to consider how much of this approach could be effectively used within what they teach. If you teaching something that is heavily skill-focused, could an occasional focus, form, and frame that engages students in applying several of those skills help them connect what you are teaching with the executive function processes they’ll use to determine when and where to use the learned skills? Could similar approaches with far narrower foci and greater teacher scaffolding be effective in early childhood education? All I’m asking is this: consider the possibilities before dismissing the idea.

You may discover that a “target future,” a focus, a form, and a frame are all you need to supercharge student learning.

1. Hurson, T., Think Better, (New York: McGraw Hill, 2008), 127-141.
2. McGinnis, J. R., & Roberts-Harris, D., “A New Vision for Teaching Science,” Scientific American Mind, 20 (5), 62-67.

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Posted in executive function, instructional design, Kevin Washburn, Sons of Liberty, Tim Hurson

Making the Shift, Part 3: A Focus, a Form, and a Frame

September 7th, 2009

Let’s begin with a story.

Once upon a time, twenty years in the future, Jaime works in the office of an influential nonprofit. The organization is regularly consulted by local and state officials on matters related to the nonprofit’s focus. One day the organization’s leader explains that the governor just called to request an analysis of legislation being considered by the state legislature. Not aware of the issues and implications, the leader promises the governor a return call in three days and gives Jaime the task of identifying and presenting the organization’s analysis of the legislation’s pros and cons.

Confidently, Jaime tackles the task, first recognizing what needs to be accomplished and what is needed to accomplish it. Jaime formulates a plan, prioritizes and executes its steps, evaluates the results and shifts focus as needed, and progresses toward a presentation. Three days later, Jaime informs the governor and impresses the nonprofit’s leader with a confident and thorough command of the legislation, its issues, and the implications of both passage and rejection of it. In fact, Jaime is well-informed enough to even offer suggested improvements to the legislation that would overcome the negatives associated with its passage.

What will the issue be? We have no way of knowing. What organization or business will Jaime work for (or start)? We can’t know yet. Will Jaime be able to accomplish the task? That depends, in part, on you. Why? Because Jaime is currently a student in your class.

Even with these unknowns, the story provides a “target future,” an “imagined future” so “powerful and compelling” that it generates motivation to achieve it.1 But what, exactly, should we be developing in students to make this “target future” a reality, or at least a possibility? Jaime’s success was not powered by typical school subjects but by executive function processes.

Executive function processes that researchers describe as “core” include:

  • planning and goal setting
  • organizing
  • prioritizing
  • self-monitoring/assessing
  • shifting flexibly2

All of these are evident in Jaime’s success, but few, if any, appear in school curriculum guides. How can the target future represented in our story become reality if we overlook the very capacities students need for success? And how can we develop those capacities if we need to teach what is in the curriculum guides? The answer: instructional design. How we teach may be more important than what we teach, or, stated better, how we engage students in learning may be more important than the material they learn in the process. For possible guidance, let’s examine Jaime’s journey from not knowing to confident command of material.

Jaime was given three essential pieces of information: a focus (the pending legislation), a form for communicating knowledge (the presentation), and a frame of time between assignment and presentation.

A focus: Jaime was given something to learn. This is what we typically find in curriculum guides—the what, the facts, the specifics. However, it’s worth noting that Jaime was not given a textbook and a schedule of lectures to attend. These frequent and unfortunate shortcuts between not knowing and recalling long enough to pass a multiple choice test too often compose our instructional methodology.

A form: Jaime had to act to move from not knowing to confident command of the material. As I mentioned in Part 2, simply knowing, that is merely recalling material, does not require the level of executive function activation that doing does. Again, note what Jaime had to do: plan in accordance with the goal; identify, organize, and prioritize action steps; self-assess the success of each completed action; shift flexibly to improve incomplete or ineffective actions and move forward to next actions; and organize an effective presentation, the evidence of a confident command of the material. All this activity engaged executive function processes. It’s worth noting that Jaime was given no resources except whatever was available to the organization. Jaime could use technology, printed material, interviews with experts—anything that would provide the necessary information. If a textbook existed, it could have been used as one among many resources. If a teacher with expertise were available, she could have been one among many human resources. Any portal to information was open for Jaime’s use, but Jaime had to select and exploit those resources in accordance with the focus, form, and frame that had been given. Likewise, in developing the presentation, Jaime could use any resources that were available and make decisions based on what would communicate what had been learned most effectively.

A frame: As is often the case in the real world, things have to be done on a schedule. Jaime’s task had to be completed by a set time or the organization risked losing influence and damaging its reputation for reliability.

Could we design learning similarly? Could we provide students with a focus, a form, and a frame and provide whatever coaching they needed to engage their executive function processes sufficiently to accomplish the learning? What would such instructional design involve? What would it look like? How would it be assessed?

In the final post of this series, we’ll apply these ideas to an actual discipline and topic and deal with these remaining questions.

As always, comments and insights are welcome!

1. Hurson, T., Think Better, (New York: McGraw Hill, 2008), 127-141.
2. Meltzer, L. & Krishnan, K. “Executive Functions Difficulties and Learning Disabilities,” in Meltzer, L. (ed.), Executive Function in Education: From Theory to Practice, (New York: The Guilford Press, 2007), 81.

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Posted in executive function, focus, form, frame, instructional design, Kevin Washburn, Lynn Meltzer, target future, Tim Hurson

Making the Shift, Part 1: No More Objectives

August 6th, 2009

The following statement preoccupied my thoughts for several hours: “As a result, a large gap separates the skills and strategies taught in school from the executive function processes needed for success there and in the workplace.” The basis for this conclusion, the cause, is education’s focus “on the content, or the what, rather than the process, or the how, of learning.” Our teaching frequently fails to emphasize executive functions—the cognitive processes that enable goal setting, problem solving, organizing, attention shifting, and metacognition.1

In introducing the Purview Project, I wrote about the shift to a more thinking-centric emphasis in education, and in a recent post focused on thinking within the disciplines, I described how researchers illustrated the difference between knowing what and knowing how by contrasting AP social studies’ students and practicing historians results on differing types of assessment. Despite the recent discussion of national standards in the US, I believe this shift is underway, necessary, and inevitable.

A shift in what we emphasize requires shifts in our own thinking about teaching and learning. If we teach more process and less content, textbooks will either change or become obsolete. If we emphasize how rather than what, assessment will need to engage students in demonstrating how to do rather than what to memorize. If we want to develop students’ executive functions, we need to reexamine every aspect of our practice. We need to close the “large gap,” beginning with one of our most ingrained ideas: objectives.

What we know and believe about objectives depends somewhat on how long we’ve been educators. I was trained to develop “behavioral” objectives that specified what students would specifically do and to what percentage of accuracy they would do it. Wording was a major concern and everything had to be measurable. (You can still see this philosophy being emphasized in current discussions.) Researchers then divided behavioral objectives into three types: cognitive, psychomotor, and affective. We were told to display the objectives for students to see. Then, for a time, behaviorism and its objectives became “yesterday’s news” and “outcomes” became the focus. These were followed by objectives addressing student “emotional quotient” or “EQ.” Next came different objectives for each of the learning styles and/or multiple intelligences, and objectives based on various taxonomies of thinking. In many schools, more emphasis was placed on form and wording than imagination.

That’s right, imagination. Einstein famously said, “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.”2 School-based learning happens as a teacher’s envisioned future becomes a student’s reality. If we are shifting to a greater focus on developing students’ executive functions, our notions of objectives need to be replaced with something more imaginative, something more forward looking than what we can measure tomorrow.

But what? What can provide a guiding vision that will focus our teaching?

In his book Think Better, Tim Hurson introduces the concept of “Target Future,” an “imagined future” so “powerful and compelling” that it generates motivation to achieve it. It generates “Future Pull.”3

That sounds great, but how do you develop one? Hurson suggests an act of imagination; he suggests telling yourself a story. Before you succumb to the temptation to write this off as too involved or requiring too much time, allow me ask a simple question: When you envision your students using the thinking processes you’ve taught them, when they’re applying such thinking on their own, what do you see? Stretch that vision, seeing your students utilizing the thinking they’ve learned in multiple scenarios outside of the classroom. Hurson suggests making this vision, this story as “vivid and sensory” as possible. How would your students feel? How would their use of the thinking influence their work and their interactions with others? Imagine all this as reality. That’s a “Target Future.” That’s what you’re teaching for—what you work to make real.

What’s the difference? Objectives tie us to schools, to classrooms, to limited contexts for our students to put their learning to use. “Each student will be able to answer two-digit addition problems with 85% accuracy.” See how that pulls you into the classroom. We feel like we are teaching for a classroom-based assessment that features an easily determined rate of accuracy. The problem is that we are not educating students to live successful lives in a classroom. We’re trying to close the “large gap” between school and successful living in the real world.

Wording a “Target Future” so that it satisfies those who insist on objectives may be a challenge. (Something for which you can offer suggestions in the comments!) However, we won’t educate for the real world until we envision our students operating within it, using the executive functions we’ve helped them develop.

In future posts, I hope to explore additional shifts we as teachers can make that will aid the inevitable shift to more thinking-centric education. For now, consider opening your next lesson with, “Students, let me tell you a story, a story in which you are the main characters…” Then use all your teaching ability to make that story their reality.

  1. Meltzer, L. (ed.), Executive Function in Education, (New York: The Guilford Press, 2007), xi-xiii.
  2. Einstein, A. Albert Einstein Quotes, http://thinkexist.com/quotation/imagination_is_more_important_than_knowledge-for/260230.html
  3. Hurson, T., Think Better, (New York: McGraw Hill, 2008), 127-141.

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Posted in Kevin Washburn

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Thinking in the Seams: Engaging Interdisciplinary Thinking

July 29th, 2009

It was ingenious. So much so that some listeners wished to be high school history teachers so they could “borrow” the analogy. Even though my first listen was is in a semi-awake state, I understood enough to be informed, entertained, and left wanting to hear it all again. What caught my ear and interest was an NPR interview with Marc Lynch, author of an article that explained world politics through the analogy of a rappers’ feud. The clarity the analogy brought to the more complex issue of foreign policy and “rogue” nations amazed me. It truly was ingenious.

Such analogies are products of what I call “thinking in the seams,” thinking that merges ideas from different disciplines to generate something novel and beneficial. Researchers use varying terms for such thinking—cross-disciplinary thinking, multi-disciplinary thinking, and interdisciplinary thinking—and define it as the use of frameworks from one discipline as “points of departure for discovering or confirming similar structures and relations in other disciplines.”1 It stitches together perspectives or modes of inquiry from two or more disciplines to explore ideas. It is thinking “in the seams.”

Creativity, innovation, and deepened understanding can result from interdisciplinary thinking. Despite these potential benefits, schools rarely cultivate the “mental dexterity” required for thinking in the seams.2

Many education systems emphasize departmentalization, especially as students progress through the grade levels. Each subject is taught by an “expert” who specializes in the discipline and who rarely, if ever, designs instruction that engages students in interdisciplinary thinking. Specialization, while valuable in some contexts, prevents interdisciplinary thinking.

However, specialization should not be confused with deep understanding of a discipline. In fact, deep disciplinary understanding can foster interdisciplinary thinking if the understanding includes the recognition of patterns within the discipline. Patterns play a critical role in enabling interdisciplinary thinking.

According to researchers, interdisciplinary thinking often follows a sequence of mental actions: relationships between ideas within a discipline are recognized→the relationships are recognized as forming pattern(s)→the pattern(s) are decontextualized/generalized→examples of the same pattern(s) are recognized in other disciplines→ideas from one discipline “overlay” with another, generating new ideas.3

How can we foster such thinking?

First, teach the disciplines through patterns. By using patterns as entry-points to material, teachers can connect students’ prior experiences to new content. This helps students construct deeper understanding of the content and alerts them to associations between major ideas.

Second, teach to understanding. Moving from simple recall to understanding is moving from being able to answer a trivia question to possessing “usable knowledge”—knowledge that “is connected and organized around important concepts” and “supports transfer (to other contexts) rather than only the ability to remember.”4 Engaging students in connecting new content and patterns fosters understanding.

Third, challenge students to recognize other patterns within new content. Challenge students to explore how else the major ideas may be organized, identify the new patterns that result, and to generalize those patterns so cross-disciplinary possibilities can be explored. (This is a process of thinking that will need to be delineated and modeled for students.)

Fourth, engage in interdisciplinary thinking with colleagues. Explore patterns within the material you will be teaching and see if any possesses potential for engaging students in interdisciplinary thinking. Work collaboratively to design instruction in which patterns from both disciplines can be used to encourage interdisciplinary thinking.

Finally, encourage interdisciplinary thinking by designing time for thinking “in the seams.” Designate a period of time (daily? weekly?) in which students reexamine material to identify potential overlays of two or more disciplines. One relatively easy way to engage such thinking is to identify analogies, explaining Concept A from Discipline A by referencing Concept B from Discipline B. As students develop and express such analogies, they reprocess the content from both disciplines, deepening their understanding of both. By structuring time for it, students recognize that you value such thinking. That understanding may motivate additional interdisciplinary thinking throughout the school day.

Several teachers have expanded their own capacity for interdisciplinary thinking and for designing instruction that fosters thinking “in the seams” through instructional design models, such as the Architecture of Learning, that emphasize patterns. Teachers find their own thinking about teaching and material changes as they work with such models. Changing our approaches to material can lead to improvements in our teaching. Personal growth and professional growth are not mutually exclusive.

Do rappers and foreign policy elements share significant similarities? Yes, and examining one can truly enlighten thinking about the other. Interdisciplinary thinking is an effective tool for understanding and interacting effectively with our world. And isn’t that part of what we seek to equip students to do?

  1. van Leer, O. in Perkins, D. N. (ed), Thinking: the Second International Conference (Philadelphia: Lawrence Erlbaum, 1987), 405.
  2. Ibid.
  3. Ibid., 407.
  4. Bransford, J. D., Brown, A. L., & Cocking, R. R., eds., How People Learn: Brain, Mind, Experience, and School (Washington, DC: National Academy Press, 1999), 9.

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Posted in architecture of learning, cross-disciplinary thinking, interdisciplinary thinking, Kevin Washburn, Marc Lynch, multi-disciplinary thinking, NPR

TMI! Information Overload and Learning

July 6th, 2009

“Too much information—TMI!”

More than just a retort when conversations turn personal, TMI also describes a common student experience. When one period of steady information flow follows another, the rising data tide does not lift all boats. It overwhelms them.

We can maintain a quick and steady pace when we enter information into a database or spreadsheet, simply pushing “return” or “tab” to move to the next entry, but the brain is not a computer. It has limits. Data funneled endlessly through the senses prevents the processing required for learning.

What do students’ brains need to do to construct new learning? Let’s listen in as the neural “Data Manager” oversees the processing…

Okay, we got incoming data here. Everyone look alive!

Get that bit there and put it with the other that’s like it. Those two bits there, move them to the right. Move those others across the room to that grouping there.

Is that it? Do we have all the data? Okay, let me get up to the observation platform to see what we’ve got here. Hmm, okay. Put this label on that grouping there. And give that group to the right this label. That last group needs this label.

Okay, let’s see what’s really going on here. Seeing some patterns! Get the librarians searching for past records with these patterns.

Got something? Great. Let’s overlay it with this new data.

A-ha! The new data is like this past experience in some ways. Get the insights to the consciousness office and tell them to hit the “Give a lift” button! We’re constructing understanding right now!


Obviously no such director exists for cognitive activity, but the processing illustrated by the imagined “Data Manager’s” actions do reflect the brain’s approach to constructing new learning. Incoming data gets sorted and labeled as the brain engages in comprehension. The sorted and labeled data reveals emerging patterns that trigger recall of similar past experiences as the brain engages in elaboration. These cognitive processes empower learning.

But TMI floods the brain with data, preventing comprehension and elaboration, and thus, preventing learning. Jonah Lehrer suggests the danger of too much information is “it can actually interfere with understanding.” Why? Because the brain has a do-it-yourself attitude toward learning.

As teachers, we think through material when we plan its delivery. But students’ brains need to engage in that same process to learn for themselves. In short, we process the new material to teach it. Students must process the information similarly to learn it. As Daniel Willingham, author of Why Don’t Students Like School?, explains, “Good teachers design lessons in which students unavoidably think about the meaning or central point” [emphasis added]. Thinking cannot overcome TMI, but TMI quickly overwhelms thinking. In short, TMI prevents learning while unavoidable thinking promotes it.

When you stop informing and engage students in thinking, you empower learning. In other words, you truly teach.

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Posted in comprehension, Daniel Willingham, data manager, elaboration, Jonah Lehrer, Kevin Washburn, learning, teaching, thinking, TMI

"What" and "Where" Enable Learning and Higher Thinking

June 2nd, 2009

By Dr. Kevin Washburn, Contributing Editor

While their research and associated technology can be complicated, the discoveries of neuroscientists often reveal simple principles of brain functioning.

For example, neuroscientists recently traced the flow of auditory data through the brain. As sound waves spark our nervous system into action, auditory data gets sent from lower functioning areas of the brain to higher functioning areas via two “routes.” One route, the “low road,” carries data through the temporal lobe and enables us to identify what we are hearing. Simultaneously, data traveling the other route, the “high road,” moves through the parietal lobe and enables us to identify where the sound was produced.1

Visual data follows very similar routes. The “low road” flows through the temporal lobe and extracts information about what is being seen. The “high road” flows through the parietal lobe and extracts information about where objects are located.2 What and where precede deeper thinking about new data.

What does this have to do with learning? If students are asked to think critically about or apply new information without an opportunity to establish what and where, their efforts will likely yield poor results.

For example, I often observe teachers presenting a sequence of steps that students need to follow to achieve some result. As students practice, the teacher roams the room and checks student work. A student with an incorrect result is often reminded that the steps “are listed on the white board,” and directed to look there to find his mistake. But whose brain processed what and where as the teacher wrote the steps in order on the board? The teacher’s. The student’s brain focused on the what and where of the teacher’s movement and voice, not the material. As a result, the student still lacks the processing of the material necessary to enable higher functioning, such as using the sequence of steps to achieve a result.

However, if the teacher has the students write the steps of the sequence onto index cards and then arrange them in the correct order, the students process the what and where of the new material. Additionally, the teacher can assess the students’ knowledge before they begin making application. Instructive feedback at this point prevents incorrect practice.

Professional literature often refers to this processing of what and where as comprehension (not to be confused with reading comprehension), and some instructional design models recognize its role in effective teaching. Including opportunities for students to identify and sort new instructional material—to identify what and where—enables the higher functioning, such as constructing understanding and engaging in critical thinking, that we’re pursuing.

A simple principle of brain functioning; a necessary element of learning.

1. How Brain Processes Speech. ScienceDaily. http://www.sciencedaily.com /releases/2009/05/090526140733.htm
2. Berns, G., Iconoclast: A Neuroscientist Reveals How to Think Differently (Boston: Harvard Business School Publishing, 2008).

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Posted in auditory, comprehension, Education, Gregory Berns, instructional design, Kevin Washburn, learning, parietal lobe, teaching, temporal lobe, visual

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