& Teaching with Poverty in Mind by Eric Jensen
Solorio Assignment for Wednesday, July 18th
1. What
do we mean when we say the brain has the capacity to change? Looking at the big
picture, what are the implications of neural plasticity and gene expression for
educators and students?
2. Identify
several strategies you can use to increase fluid intelligence in your students.
Students' brains change all the time. Factors such as chronic stress, pain and/or boredom have a negative impact on students' brain development. Fortunately, we, as teacher, have the power to engage students in rigorous learning experiences that will have a positive impact on behavior and cognition. If intense learning and attention are the primary elements that improve IQ and thinking skills, then teachers have the greatest power to change the trajectory of a child living in poverty.
ReplyDeleteJensen even points to research that says "Learning to play music may cause changes in several sensory, motor, and higher-order association areas of the brain that result in improved attention, sequencing, and processing" (Stewart, 2008). What a great motivator to know that when we plan engaging, diverse, high quality instruction that meets students where they are - we can make a physical difference in their brain development that will increase their chances of successfully completing high school and moving on to higher education.
We can increase students' fluid intelligence by providing many opportunities for applying critical thinking skills to real-life situations. Through modeling the transfer of strategies (just as we model comprehension strategies in a variety of settings) we can help our students develop a fluid "tool kit" of thinking and problem solving strategies that will become automatic through practice.
DeleteLaura,
DeleteI fully expected you to jump all over the musical aspect of this article. I think it's great how music can address multiple components of what student need. Including the deferred gratification which can be so difficult an attitude to instill in young people.
Deferred gratification . . . say whaaat? Tell me who these days loves deferred gratification. We are a culture of instant gratification. We want things now and I myself am guilty of this. I cannot tell you how many leftovers I have eaten lukewarm because I got tired of waiting for the microwave to heat the food up. Notice I was already using a microwave which was faster than reheating something on the stove and I still couldn’t wait. If our cultures desire for instant gratification is so high it will be that much harder to teach students this attitude. However, it is vital part of the academic “operating system” needed in the brain. What ways can we teach our students deferred gratification? I have seen it through multiple day incentive programs, but what other ways are there? Students need to develop this in order succeed in school.
ReplyDelete