Distracted? These Four Learning Strategies Can Help
Why It’s Easy to Forget the Several Things You Tried to Remember at Once
Why Daydreaming is Critical to Effective Learning
2013 Big Ideas in Education
Age of Distraction: Why It's Crucial for Students to Learn to Focus
Eight Ways of Looking at Intelligence
The Case for Preserving the Pleasure of Deep Reading
Teaching Respect and Responsibility -- Even to Digital Natives
With Tech Tools, How Should Teachers Tackle Multitasking In Class?
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These Four Learning Strategies Can Help","publishDate":1619421730,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction. ","status":"publish","parent":0,"modified":1619539876,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1690},"headData":{"title":"Distracted? These Four Learning Strategies Can Help - MindShift","description":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57734 https://ww2.kqed.org/mindshift/?p=57734","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/distracted-these-four-learning-strategies-can-help/","disqusTitle":"Distracted? These Four Learning Strategies Can Help","path":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_108","mindshift_21207","mindshift_20512","mindshift_20562","mindshift_873","mindshift_20790","mindshift_380","mindshift_20942"],"featImg":"mindshift_57735","label":"mindshift"},"mindshift_41120":{"type":"posts","id":"mindshift_41120","meta":{"index":"posts_1591205157","site":"mindshift","id":"41120","score":null,"sort":[1436792915000]},"guestAuthors":[],"slug":"why-its-easy-to-forget-the-several-things-you-tried-to-remember-at-once","title":"Why It’s Easy to Forget the Several Things You Tried to Remember at Once","publishDate":1436792915,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Our days are full of things to remember, and they don't always arrive in an orderly fashion. Perhaps you begin your commute home and remember that you need to pick up milk. But then immediately, another to-do springs to mind: You never called back your friend last week. You may try to hold both in your head, but in the end the milk, the phone call or both still sometimes fall away, forgotten.\u003c/p>\n\u003cp>A new scientific model of forgetting is taking shape, which suggests keeping multiple memories or tasks in mind simultaneously can actually erode them.\u003c/p>\n\u003cp>Neuroscientists \u003ca href=\"http://bit.ly/1HSttVr\">already knew that memories can interfere with and weaken each other\u003c/a> while they are locked away in the recesses of long-term memory. But this new model speaks to what happens when multiple memories are coexisting front and center in our minds, in a place called \"working memory.\"\u003c/p>\n\u003cp>It argues that when we let multiple memories come to mind simultaneously, those memories immediately lock into a fierce competition with each other. The milk and the phone call fight to each be remembered more than the other.\u003c/p>\n\u003cp>\"When these memories are tightly competing for our attention the brain steps in and actually modifies those memories,\" says Jarrod Lewis-Peacock, a neuroscientist at UT Austin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The brain crowns winners and losers. If you ended up remembering the milk and forgetting the phone call, your brain strengthens your memory for getting milk and weakens the one for phoning your friend back, so it will be easier to choose next time you're faced with that dilemma.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2951848/\">Previous research\u003c/a> has demonstrated this competition-based weakening of memories over very short periods of time, but Lewis-Peacock and his colleagues recently \u003ca href=\"http://www.nature.com/ncomms/2014/141218/ncomms6768/full/ncomms6768.html\">put it to the test again\u003c/a>, to see if it could cause long-term forgetting. They decided to force two memories to compete: pictures of human faces and pictures of scenes.\u003c/p>\n\u003cp>First they used an advanced type of MRI technology to get a window into the minds of the study's participants.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Aq5XJyEv00sByCl7yz3yyI6SzOBKn7HP\"]\u003c/p>\n\u003cp>\"We're starting to get to the point where we can pretty reliably sort of read out what a person is thinking about, seeing [and] trying to remember. And we're doing this on a moment-to-moment basis,\" says Lewis-Peacock. His team's MRI machine learned to recognize the unique pattern that emerges when each participant thinks of faces, scenes or both at the same time.\u003c/p>\n\u003cp>Then, while participants were loaded in the MRI, they were shown pictures of faces and scenes. They were then repeatedly asked to recall the pictures — in most cases just the images of scenes. \"Most of the time, I'll show you both [then] test you on the scene. You can basically forget the face at that point,\" Lewis-Peacock told them.\u003c/p>\n\u003cp>The minds of participants were now presumably focusing on the memories of the scenes alone. \"But occasionally I'm going to sort of trick you and say 'Aha, no: On this trial I'm actually going to test your memory for the face item,' \" which forces your brain to quickly pull the face item back to mind, Lewis-Peacock says.\u003c/p>\n\u003cp>For many participants this meant suddenly both the scene and the face memories existed in their heads at once — competing with each other.\u003c/p>\n\u003cp>The research team used their MRI to verify that both memories were present at once, and 30 minutes later they did another test for memory of that scene. Indeed, in the trials where competition had taken place, memory for scenes weakened significantly. The upshot: people had more trouble recalling a memory when it had earlier been simultaneously active with another one.\u003c/p>\n\u003cp>Jarrod Lewis-Peacock cautions that more testing is required before researchers can strongly recommend certain memory-enhancing techniques. Still, he says one interpretation of this is that \"switching between thoughts cleanly or efficiently is a good thing.\"\u003c/p>\n\u003cp>\"When you're done thinking about something you totally pack it away. Don't let it sit in the back of your head,\" he says. \"Because if you do, it might thrust it accidentally into competition with what you're moving on to think about.\"\u003c/p>\n\u003cp>Lewis-Peacock also says this competition theory of forgetting points to the limitations of our own minds.\u003c/p>\n\u003cp>\"I think what this data is suggesting is that there might be these unintended consequences to the way that we're juggling thoughts in our head,\" he says. \"Maybe it's not just a whole big free lunch that you can try to do as many things as you can try to without any repercussions.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Remember+Multiple+Things+May+Be+The+Best+Way+To+Forget+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"When you have to remember many things at once, you might try to juggle all those to-do items in your head simultaneously. But new scientific research suggests there might be a better approach.","status":"publish","parent":0,"modified":1436793048,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":783},"headData":{"title":"Why It’s Easy to Forget the Several Things You Tried to Remember at Once | KQED","description":"When you have to remember many things at once, you might try to juggle all those to-do items in your head simultaneously. But new scientific research suggests there might be a better approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41120 http://ww2.kqed.org/mindshift/?p=41120","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/13/why-its-easy-to-forget-the-several-things-you-tried-to-remember-at-once/","disqusTitle":"Why It’s Easy to Forget the Several Things You Tried to Remember at Once","nprByline":"Chris Benderev, \u003ca href=\"http://www.npr.org/sections/health-shots/2015/07/11/421749669/trying-to-remember-multiple-things-may-be-the-best-way-to-forget-them\">NPR\u003c/a>","nprStoryId":"421749669","nprApiLink":"http://api.npr.org/query?id=421749669&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2015/07/11/421749669/trying-to-remember-multiple-things-may-be-the-best-way-to-forget-them?ft=nprml&f=421749669","nprRetrievedStory":"1","nprPubDate":"Mon, 13 Jul 2015 08:52:00 -0400","nprStoryDate":"Sat, 11 Jul 2015 08:11:00 -0400","nprLastModifiedDate":"Mon, 13 Jul 2015 08:52:16 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/wesat/2015/07/20150711_wesat_trying_to_remember_multiple_things_may_be_the_best_way_to_forget_them.mp3?orgId=1&topicId=1024&d=249&p=7&story=421749669&t=progseg&e=422008425&seg=9&ft=nprml&f=421749669","nprAudioM3u":"http://api.npr.org/m3u/1422008479-9cfd25.m3u?orgId=1&topicId=1024&d=249&p=7&story=421749669&t=progseg&e=422008425&seg=9&ft=nprml&f=421749669","path":"/mindshift/41120/why-its-easy-to-forget-the-several-things-you-tried-to-remember-at-once","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/wesat/2015/07/20150711_wesat_trying_to_remember_multiple_things_may_be_the_best_way_to_forget_them.mp3?orgId=1&topicId=1024&d=249&p=7&story=421749669&t=progseg&e=422008425&seg=9&ft=nprml&f=421749669","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our days are full of things to remember, and they don't always arrive in an orderly fashion. Perhaps you begin your commute home and remember that you need to pick up milk. But then immediately, another to-do springs to mind: You never called back your friend last week. You may try to hold both in your head, but in the end the milk, the phone call or both still sometimes fall away, forgotten.\u003c/p>\n\u003cp>A new scientific model of forgetting is taking shape, which suggests keeping multiple memories or tasks in mind simultaneously can actually erode them.\u003c/p>\n\u003cp>Neuroscientists \u003ca href=\"http://bit.ly/1HSttVr\">already knew that memories can interfere with and weaken each other\u003c/a> while they are locked away in the recesses of long-term memory. But this new model speaks to what happens when multiple memories are coexisting front and center in our minds, in a place called \"working memory.\"\u003c/p>\n\u003cp>It argues that when we let multiple memories come to mind simultaneously, those memories immediately lock into a fierce competition with each other. The milk and the phone call fight to each be remembered more than the other.\u003c/p>\n\u003cp>\"When these memories are tightly competing for our attention the brain steps in and actually modifies those memories,\" says Jarrod Lewis-Peacock, a neuroscientist at UT Austin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The brain crowns winners and losers. If you ended up remembering the milk and forgetting the phone call, your brain strengthens your memory for getting milk and weakens the one for phoning your friend back, so it will be easier to choose next time you're faced with that dilemma.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2951848/\">Previous research\u003c/a> has demonstrated this competition-based weakening of memories over very short periods of time, but Lewis-Peacock and his colleagues recently \u003ca href=\"http://www.nature.com/ncomms/2014/141218/ncomms6768/full/ncomms6768.html\">put it to the test again\u003c/a>, to see if it could cause long-term forgetting. They decided to force two memories to compete: pictures of human faces and pictures of scenes.\u003c/p>\n\u003cp>First they used an advanced type of MRI technology to get a window into the minds of the study's participants.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"We're starting to get to the point where we can pretty reliably sort of read out what a person is thinking about, seeing [and] trying to remember. And we're doing this on a moment-to-moment basis,\" says Lewis-Peacock. His team's MRI machine learned to recognize the unique pattern that emerges when each participant thinks of faces, scenes or both at the same time.\u003c/p>\n\u003cp>Then, while participants were loaded in the MRI, they were shown pictures of faces and scenes. They were then repeatedly asked to recall the pictures — in most cases just the images of scenes. \"Most of the time, I'll show you both [then] test you on the scene. You can basically forget the face at that point,\" Lewis-Peacock told them.\u003c/p>\n\u003cp>The minds of participants were now presumably focusing on the memories of the scenes alone. \"But occasionally I'm going to sort of trick you and say 'Aha, no: On this trial I'm actually going to test your memory for the face item,' \" which forces your brain to quickly pull the face item back to mind, Lewis-Peacock says.\u003c/p>\n\u003cp>For many participants this meant suddenly both the scene and the face memories existed in their heads at once — competing with each other.\u003c/p>\n\u003cp>The research team used their MRI to verify that both memories were present at once, and 30 minutes later they did another test for memory of that scene. Indeed, in the trials where competition had taken place, memory for scenes weakened significantly. The upshot: people had more trouble recalling a memory when it had earlier been simultaneously active with another one.\u003c/p>\n\u003cp>Jarrod Lewis-Peacock cautions that more testing is required before researchers can strongly recommend certain memory-enhancing techniques. Still, he says one interpretation of this is that \"switching between thoughts cleanly or efficiently is a good thing.\"\u003c/p>\n\u003cp>\"When you're done thinking about something you totally pack it away. Don't let it sit in the back of your head,\" he says. \"Because if you do, it might thrust it accidentally into competition with what you're moving on to think about.\"\u003c/p>\n\u003cp>Lewis-Peacock also says this competition theory of forgetting points to the limitations of our own minds.\u003c/p>\n\u003cp>\"I think what this data is suggesting is that there might be these unintended consequences to the way that we're juggling thoughts in our head,\" he says. \"Maybe it's not just a whole big free lunch that you can try to do as many things as you can try to without any repercussions.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Remember+Multiple+Things+May+Be+The+Best+Way+To+Forget+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41120/why-its-easy-to-forget-the-several-things-you-tried-to-remember-at-once","authors":["byline_mindshift_41120"],"categories":["mindshift_192"],"tags":["mindshift_20651","mindshift_20784","mindshift_1040","mindshift_20556","mindshift_380"],"featImg":"mindshift_41121","label":"mindshift"},"mindshift_37711":{"type":"posts","id":"mindshift_37711","meta":{"index":"posts_1591205157","site":"mindshift","id":"37711","score":null,"sort":[1412602852000]},"guestAuthors":[],"slug":"why-daydreaming-is-critical-to-effective-learning","title":"Why Daydreaming is Critical to Effective Learning ","publishDate":1412602852,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38005\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped-640x360.png\" alt=\"Brynja Eldon/Flickr\" width=\"640\" height=\"360\" class=\"size-large wp-image-38005\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brynja Eldon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There’s no doubt there are more distractions bombarding students than there were 50 years ago. Most kids have cellphones, use social media, play games, watch TV and are generally more “plugged in” than ever before. This cultural shift means that in addition to helping students gain the transferable skills and knowledge they’ll need later in life, teachers may have to start helping them tune out the constant buzz in order to get their message across. It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.\u003c/p>\n\u003cp>Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking -- the process of doing more than one thing at the same time -- doesn’t exist.\u003c/p>\n\u003cp>“The brain doesn’t multitask,” said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s \u003cem>\u003ca href=\"http://www.kqed.org/a/forum/R201409021000\">Forum\u003c/a>\u003c/em> program. “It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.” The brain is actually fracturing time into ever smaller parts and focusing on each thing individually.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/aside>\n\u003cp>People often think they are being more productive when they try to juggle tasks, but Levitin says not only is sequential unitasking detrimental to productivity, but it produces less creative work as well. Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.\u003c/p>\n\u003cp>\u003cstrong>Tip 1: Prioritize and Manage Time\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day,” Levitin said.\u003c/p>\n\u003cp>While researching his new book, “\u003ca href=\"http://www.daniellevitin.com/theorganizedmind/\">The Organized Mind\u003c/a>,” Levitin spent time with very successful people to try and figure out what they did differently from others that allowed them to get more done. While many of these people had a legion of employees working to organize their schedules and set priorities for them, the basic principle of focusing in on one task at a time holds true for anyone.\u003c/p>\n\u003cp>“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”\u003c/p>\n\u003cp>\u003cstrong>Tip 2: Take Breaks\u003c/strong>\u003c/p>\n\u003cp>Resting the mind is extremely important for productivity and the ability to focus. “People who take regular breaks -- and naps even -- end up being more productive and more creative in their work,” Levitin said. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”\u003c/p>\n\u003cp>The brain has a natural way of giving itself a break -- it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” Levitin said. The brain will do this kind of daydreaming naturally when it is fatigued. The experience of reading a book and suddenly realizing the eyes have moved several paragraphs ahead, but the mind hasn’t retained any of the information, is the brain checking out for a break.\u003c/p>\n\u003cp>This point is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class “learning” over a more nuanced view of how and why kids learn.\u003c/p>\n\u003cp>“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.” Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/p>\n\u003cp>\u003cstrong>Tip 3: Analyze Information Critically\u003c/strong>\u003c/p>\n\u003cp>Five times more information comes at an individual today than it did in 1986, Levitin said. At the same time, human brains are optimized for the amount of stimulus experienced 10,000 years ago, when humans likely interacted only with 100 or so other people. The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.\u003c/p>\n\u003cp>“What we have to start teaching children, from the age of 8 or so, is how to tell the difference between information and misinformation,” Levitin said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5eOvCBMJYErdJSty0XWpXAYPW7SEoDtM\"]\u003c/p>\n\u003cp>He says it’s imperative that every child learn the difference between a fact, a pseudo-fact and hierarchies of evidence. When it comes to something as simple and commonplace as looking up a medication, any 8-year-old should be able to tell what kind of website he’s looking at and to ask questions like: Is this the site for the company that makes the medication? Or for their competitor? Or for a shill company set up to advocate for the medication? These are the types of discerning, critical questions that students will need to ask to carefully navigate life.\u003c/p>\n\u003cp>\u003cstrong>Tip 4: Externalize Memory\u003c/strong>\u003c/p>\n\u003cp>It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.\u003c/p>\n\u003cp>This strategy might also be a good one to share with students, who often have a long list of homework to prioritize and many distractions pulling them away from focusing on any one task.\u003c/p>\n\u003cp>\u003cstrong>Tip 5: Pair People With Different Learning Styles\u003c/strong>\u003c/p>\n\u003cp>Educators often consider the kids who can’t sit still in class to be troublemakers, constantly distracting other children from their work. Sometimes these kids are diagnosed with ADHD and prescribed drugs to help them focus. But the same kids who have a hard time focusing in school could be tremendously creative, Levitin said. Rather than dismissing them as troublemakers, pair those students with more organized, less distracted students. The hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea to fruition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Levitin points to companies in Silicon Valley that regularly use this method to capitalize on the great ideas of their less conventional employees.\u003c/p>\n\n","blocks":[],"excerpt":"Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.","status":"publish","parent":0,"modified":1412603288,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1211},"headData":{"title":"Why Daydreaming is Critical to Effective Learning | KQED","description":"Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37711 http://blogs.kqed.org/mindshift/?p=37711","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/","disqusTitle":"Why Daydreaming is Critical to Effective Learning ","path":"/mindshift/37711/why-daydreaming-is-critical-to-effective-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38005\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped-640x360.png\" alt=\"Brynja Eldon/Flickr\" width=\"640\" height=\"360\" class=\"size-large wp-image-38005\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brynja Eldon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There’s no doubt there are more distractions bombarding students than there were 50 years ago. Most kids have cellphones, use social media, play games, watch TV and are generally more “plugged in” than ever before. This cultural shift means that in addition to helping students gain the transferable skills and knowledge they’ll need later in life, teachers may have to start helping them tune out the constant buzz in order to get their message across. It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.\u003c/p>\n\u003cp>Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking -- the process of doing more than one thing at the same time -- doesn’t exist.\u003c/p>\n\u003cp>“The brain doesn’t multitask,” said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s \u003cem>\u003ca href=\"http://www.kqed.org/a/forum/R201409021000\">Forum\u003c/a>\u003c/em> program. “It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.” The brain is actually fracturing time into ever smaller parts and focusing on each thing individually.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/aside>\n\u003cp>People often think they are being more productive when they try to juggle tasks, but Levitin says not only is sequential unitasking detrimental to productivity, but it produces less creative work as well. Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.\u003c/p>\n\u003cp>\u003cstrong>Tip 1: Prioritize and Manage Time\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day,” Levitin said.\u003c/p>\n\u003cp>While researching his new book, “\u003ca href=\"http://www.daniellevitin.com/theorganizedmind/\">The Organized Mind\u003c/a>,” Levitin spent time with very successful people to try and figure out what they did differently from others that allowed them to get more done. While many of these people had a legion of employees working to organize their schedules and set priorities for them, the basic principle of focusing in on one task at a time holds true for anyone.\u003c/p>\n\u003cp>“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”\u003c/p>\n\u003cp>\u003cstrong>Tip 2: Take Breaks\u003c/strong>\u003c/p>\n\u003cp>Resting the mind is extremely important for productivity and the ability to focus. “People who take regular breaks -- and naps even -- end up being more productive and more creative in their work,” Levitin said. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”\u003c/p>\n\u003cp>The brain has a natural way of giving itself a break -- it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” Levitin said. The brain will do this kind of daydreaming naturally when it is fatigued. The experience of reading a book and suddenly realizing the eyes have moved several paragraphs ahead, but the mind hasn’t retained any of the information, is the brain checking out for a break.\u003c/p>\n\u003cp>This point is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class “learning” over a more nuanced view of how and why kids learn.\u003c/p>\n\u003cp>“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.” Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/p>\n\u003cp>\u003cstrong>Tip 3: Analyze Information Critically\u003c/strong>\u003c/p>\n\u003cp>Five times more information comes at an individual today than it did in 1986, Levitin said. At the same time, human brains are optimized for the amount of stimulus experienced 10,000 years ago, when humans likely interacted only with 100 or so other people. The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.\u003c/p>\n\u003cp>“What we have to start teaching children, from the age of 8 or so, is how to tell the difference between information and misinformation,” Levitin said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He says it’s imperative that every child learn the difference between a fact, a pseudo-fact and hierarchies of evidence. When it comes to something as simple and commonplace as looking up a medication, any 8-year-old should be able to tell what kind of website he’s looking at and to ask questions like: Is this the site for the company that makes the medication? Or for their competitor? Or for a shill company set up to advocate for the medication? These are the types of discerning, critical questions that students will need to ask to carefully navigate life.\u003c/p>\n\u003cp>\u003cstrong>Tip 4: Externalize Memory\u003c/strong>\u003c/p>\n\u003cp>It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.\u003c/p>\n\u003cp>This strategy might also be a good one to share with students, who often have a long list of homework to prioritize and many distractions pulling them away from focusing on any one task.\u003c/p>\n\u003cp>\u003cstrong>Tip 5: Pair People With Different Learning Styles\u003c/strong>\u003c/p>\n\u003cp>Educators often consider the kids who can’t sit still in class to be troublemakers, constantly distracting other children from their work. Sometimes these kids are diagnosed with ADHD and prescribed drugs to help them focus. But the same kids who have a hard time focusing in school could be tremendously creative, Levitin said. Rather than dismissing them as troublemakers, pair those students with more organized, less distracted students. The hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea to fruition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Levitin points to companies in Silicon Valley that regularly use this method to capitalize on the great ideas of their less conventional employees.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37711/why-daydreaming-is-critical-to-effective-learning","authors":["234"],"categories":["mindshift_1"],"tags":["mindshift_20757","mindshift_20754","mindshift_1040","mindshift_380","mindshift_20758","mindshift_20755","mindshift_20756"],"featImg":"mindshift_38005","label":"mindshift"},"mindshift_33055":{"type":"posts","id":"mindshift_33055","meta":{"index":"posts_1591205157","site":"mindshift","id":"33055","score":null,"sort":[1387378804000]},"guestAuthors":[],"slug":"mindshifts-big-ideas-of-2013-focus-on-learning","title":"2013 Big Ideas in Education","publishDate":1387378804,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to learn in a changing world.","status":"publish","parent":0,"modified":1387559722,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1418},"headData":{"title":"2013 Big Ideas in Education | KQED","description":"A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to learn in a changing world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33055 http://blogs.kqed.org/mindshift/?p=33055","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/18/mindshifts-big-ideas-of-2013-focus-on-learning/","disqusTitle":"2013 Big Ideas in Education","path":"/mindshift/33055/mindshifts-big-ideas-of-2013-focus-on-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33055/mindshifts-big-ideas-of-2013-focus-on-learning","authors":["234"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_1040","mindshift_20512","mindshift_70","mindshift_797","mindshift_380","mindshift_256","mindshift_20557","mindshift_125"],"featImg":"mindshift_33129","label":"mindshift"},"mindshift_32826":{"type":"posts","id":"mindshift_32826","meta":{"index":"posts_1591205157","site":"mindshift","id":"32826","score":null,"sort":[1386255636000]},"guestAuthors":[],"slug":"age-of-distraction-why-its-crucial-for-students-to-learn-to-focus","title":"Age of Distraction: Why It's Crucial for Students to Learn to Focus","publishDate":1386255636,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6ba4a183aa702c7129d7f2e089f511db\"]\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\n","blocks":[],"excerpt":"Learning to focus on one task while tuning out the many distractions vying for attention is a crucial life skill that some students are missing.","status":"publish","parent":0,"modified":1386446575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1065},"headData":{"title":"Age of Distraction: Why It's Crucial for Students to Learn to Focus | KQED","description":"Learning to focus on one task while tuning out the many distractions vying for attention is a crucial life skill that some students are missing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32826 http://blogs.kqed.org/mindshift/?p=32826","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/","disqusTitle":"Age of Distraction: Why It's Crucial for Students to Learn to Focus","path":"/mindshift/32826/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32826/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20588","mindshift_1040","mindshift_380","mindshift_943"],"featImg":"mindshift_32829","label":"mindshift"},"mindshift_29252":{"type":"posts","id":"mindshift_29252","meta":{"index":"posts_1591205157","site":"mindshift","id":"29252","score":null,"sort":[1370885939000]},"guestAuthors":[],"slug":"eight-ways-of-looking-at-intelligence","title":"Eight Ways of Looking at Intelligence","publishDate":1370885939,"format":"aside","headTitle":"GROWTH MINDSET | MindShift | KQED News","labelTerm":{"term":20659,"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n","blocks":[],"excerpt":"The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of \"smart,\" relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.","status":"publish","parent":0,"modified":1373572893,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2248},"headData":{"title":"Eight Ways of Looking at Intelligence | KQED","description":"The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of "smart," relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29252 http://blogs.kqed.org/mindshift/?p=29252","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/10/eight-ways-of-looking-at-intelligence/","disqusTitle":"Eight Ways of Looking at Intelligence","path":"/mindshift/29252/eight-ways-of-looking-at-intelligence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29252/eight-ways-of-looking-at-intelligence","authors":["4355"],"series":["mindshift_20659"],"categories":["mindshift_192"],"tags":["mindshift_796","mindshift_1040","mindshift_20512","mindshift_20511","mindshift_380"],"featImg":"mindshift_29265","label":"mindshift_20659"},"mindshift_29045":{"type":"posts","id":"mindshift_29045","meta":{"index":"posts_1591205157","site":"mindshift","id":"29045","score":null,"sort":[1370282758000]},"guestAuthors":[],"slug":"the-case-for-preserving-the-pleasure-of-deep-reading","title":"The Case for Preserving the Pleasure of Deep Reading","publishDate":1370282758,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n","blocks":[],"excerpt":"The deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. ","status":"publish","parent":0,"modified":1370968828,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1182},"headData":{"title":"The Case for Preserving the Pleasure of Deep Reading | KQED","description":"The deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29045 http://blogs.kqed.org/mindshift/?p=29045","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/03/the-case-for-preserving-the-pleasure-of-deep-reading/","disqusTitle":"The Case for Preserving the Pleasure of Deep Reading","path":"/mindshift/29045/the-case-for-preserving-the-pleasure-of-deep-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29045/the-case-for-preserving-the-pleasure-of-deep-reading","authors":["4355"],"categories":["mindshift_192"],"tags":["mindshift_380","mindshift_550"],"featImg":"mindshift_29052","label":"mindshift"},"mindshift_28841":{"type":"posts","id":"mindshift_28841","meta":{"index":"posts_1591205157","site":"mindshift","id":"28841","score":null,"sort":[1369412451000]},"guestAuthors":[],"slug":"teaching-respect-and-responsibility-even-to-digital-natives","title":"Teaching Respect and Responsibility -- Even to Digital Natives","publishDate":1369412451,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28944\" class=\"wp-caption center\" style=\"max-width: 633px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/ipadkid.jpg\" alt=\"ipadkid\" width=\"633\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid.jpg 633w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-320x182.jpg 320w\" sizes=\"(max-width: 633px) 100vw, 633px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“We’re about to give your fourteen-year-old a computer,” Michael Allen recently told a group of parents attending a new student orientation, “and here’s why it could scare you.” Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears -- the new sites and technologies that crop up all the time, kids \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a> while doing schoolwork, the reality of parents’ lack of control over what their kids see and how they behave online.\u003c/p>\n\u003cp>But for Allen and many like him who are integrating technology in schools, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/#more-23569\">guiding the behaviors\u003c/a> that accompany a new way of learning is just as important as the content they’ll be covering in school -- if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way.\u003c/p>\n\u003cp>Parents sometimes say that today’s students are so far ahead in the technological realm, that the older generations can turn to them for help, writes \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/teaching-kids-to-be-digital-citizens-not-just-digital-natives/2012/03/04/gIQALdFiqR_blog.html\">education journalist John Merrow\u003c/a>, author of \u003cem>The Influence of Teachers\u003c/em>. He worries that this kind of thinking will resign adult responsibility. “But being a ‘digital native’ is not the same as being a ‘digital citizen.’ Young people have always needed ethical guidance and the security of rules and boundaries.”\u003c/p>\n\u003cp>Allen also believes adults should set the boundaries for where and when not to use tech. He cites a recent example of taking biology students on a field trip to a nearby river. After some discussion, he and the teachers decided to leave all the technology at school, including cell phones. \"The kids were fine with it,\" he said. \"We have to be able to have a conversation with the kids where we say, you'll be losing [part of the experience] if you take it with you.\"\u003c/p>\n\u003cp>But how do parents and teachers work together to set the boundaries? Educator and school leader Matt Levinson, author of \u003cem>\u003ca href=\"http://fromfeartofacebook.com/\">From Fear to Facebook\u003c/a>\u003c/em>, says that parents and schools equipped with technology are, in effect, challenged with overseeing two worlds: the real and the virtual. “The Internet is vast, and as one parent said to me, ‘You can't take down the Internet.’\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">While the basic tenets of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">digital citizenship\u003c/a> attempt to protect kids from cyberbullying, misconduct, and harassment, Allen is also interested in teaching the positive behaviors that will make successful students and workers for the future: teaching students how to find and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">analyze reliable sources for research\u003c/a>, how to verify whether information is biased and/or credible, and how to be a responsible user.\u003c/p>\n\u003cp dir=\"ltr\">Teaching students how to \u003ca href=\"http://www.edutopia.org/blog/digital-teens-code-switching-matt-levinson\">code-switch\u003c/a> between tech inside and outside of school -- like deciding whether to send that all-school Tweet -- is one of the most critical and valuable behaviors for tech-savvy students to learn, Levinson said.\u003c/p>\n\u003cp dir=\"ltr\">“Outside of the school, the default is to share everything, whether it's a video or a song, even if the content is questionable,” he said. “Inside of school, there is a time a place to engage and share and kids have a hard time figuring out the ‘code,’ which can vary inside each classroom and across different grade levels. So, kids are confused and have a hard time shifting to new codes of behavior, especially when technology is so ubiquitous after school hours.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>NEED TO EXPERIMENT\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Both educators acknowledge that, as with any behavior involving teenagers, mistakes will be made with online behavior -- and that’s a vital part of the learning process. Levinson insists that parents should “lean into” the challenges brought by technology at home and school with patience, and says that keeping the conversation going between school and home will provide students with consistency as to what kind of behavior is expected.\u003c/p>\n\u003cp dir=\"ltr\">Michael Allen has seen a couple of kids \"crash and burn\" trying to manage their use of tech at home and school -- one incident involved a girl who had sent 8,000 texts in one month's time. When it came to his attention, Allen recounts what he said to the student: \"If you take all these texts - 8,000 - that's 30 seconds per text, 2.5 hours \u003cem>per day\u003c/em> with a phone in front of your eyes. Think of what you are missing in the world, not to mention what it could mean for your learning experience.\" Allen said that when he broke it down to her in terms of what she was missing, the student had a realization, and has since been texting less.\u003c/p>\n\u003cp dir=\"ltr\">Allen said that most parents come to understand that a computer is a neutral object -- it all depends on how students use it. A personal computer and smartphone are not to be taken lightly, and he said, \"Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.\"\u003c/p>\n\u003cp>Yet the better parents are able to understand technology’s role in kids’ lives, the easier it will be to find ways to use tech for learning without being fearful of it. “We need to keep our eyes on the prize,” Levinson says, “we are using technology in schools because we believe it can enhance teaching and learning and add depth and complexity to the design of learning experiences for students.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"As with any behavior involving kids, mistakes will be made with online behavior -- and that’s a vital part of the learning process. ","status":"publish","parent":0,"modified":1370969001,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":963},"headData":{"title":"Teaching Respect and Responsibility -- Even to Digital Natives | KQED","description":"As with any behavior involving kids, mistakes will be made with online behavior -- and that’s a vital part of the learning process. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28841 http://blogs.kqed.org/mindshift/?p=28841","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/","disqusTitle":"Teaching Respect and Responsibility -- Even to Digital Natives","path":"/mindshift/28841/teaching-respect-and-responsibility-even-to-digital-natives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28944\" class=\"wp-caption center\" style=\"max-width: 633px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/ipadkid.jpg\" alt=\"ipadkid\" width=\"633\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid.jpg 633w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-320x182.jpg 320w\" sizes=\"(max-width: 633px) 100vw, 633px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“We’re about to give your fourteen-year-old a computer,” Michael Allen recently told a group of parents attending a new student orientation, “and here’s why it could scare you.” Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears -- the new sites and technologies that crop up all the time, kids \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a> while doing schoolwork, the reality of parents’ lack of control over what their kids see and how they behave online.\u003c/p>\n\u003cp>But for Allen and many like him who are integrating technology in schools, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/#more-23569\">guiding the behaviors\u003c/a> that accompany a new way of learning is just as important as the content they’ll be covering in school -- if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way.\u003c/p>\n\u003cp>Parents sometimes say that today’s students are so far ahead in the technological realm, that the older generations can turn to them for help, writes \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/teaching-kids-to-be-digital-citizens-not-just-digital-natives/2012/03/04/gIQALdFiqR_blog.html\">education journalist John Merrow\u003c/a>, author of \u003cem>The Influence of Teachers\u003c/em>. He worries that this kind of thinking will resign adult responsibility. “But being a ‘digital native’ is not the same as being a ‘digital citizen.’ Young people have always needed ethical guidance and the security of rules and boundaries.”\u003c/p>\n\u003cp>Allen also believes adults should set the boundaries for where and when not to use tech. He cites a recent example of taking biology students on a field trip to a nearby river. After some discussion, he and the teachers decided to leave all the technology at school, including cell phones. \"The kids were fine with it,\" he said. \"We have to be able to have a conversation with the kids where we say, you'll be losing [part of the experience] if you take it with you.\"\u003c/p>\n\u003cp>But how do parents and teachers work together to set the boundaries? Educator and school leader Matt Levinson, author of \u003cem>\u003ca href=\"http://fromfeartofacebook.com/\">From Fear to Facebook\u003c/a>\u003c/em>, says that parents and schools equipped with technology are, in effect, challenged with overseeing two worlds: the real and the virtual. “The Internet is vast, and as one parent said to me, ‘You can't take down the Internet.’\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">While the basic tenets of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">digital citizenship\u003c/a> attempt to protect kids from cyberbullying, misconduct, and harassment, Allen is also interested in teaching the positive behaviors that will make successful students and workers for the future: teaching students how to find and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">analyze reliable sources for research\u003c/a>, how to verify whether information is biased and/or credible, and how to be a responsible user.\u003c/p>\n\u003cp dir=\"ltr\">Teaching students how to \u003ca href=\"http://www.edutopia.org/blog/digital-teens-code-switching-matt-levinson\">code-switch\u003c/a> between tech inside and outside of school -- like deciding whether to send that all-school Tweet -- is one of the most critical and valuable behaviors for tech-savvy students to learn, Levinson said.\u003c/p>\n\u003cp dir=\"ltr\">“Outside of the school, the default is to share everything, whether it's a video or a song, even if the content is questionable,” he said. “Inside of school, there is a time a place to engage and share and kids have a hard time figuring out the ‘code,’ which can vary inside each classroom and across different grade levels. So, kids are confused and have a hard time shifting to new codes of behavior, especially when technology is so ubiquitous after school hours.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>NEED TO EXPERIMENT\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Both educators acknowledge that, as with any behavior involving teenagers, mistakes will be made with online behavior -- and that’s a vital part of the learning process. Levinson insists that parents should “lean into” the challenges brought by technology at home and school with patience, and says that keeping the conversation going between school and home will provide students with consistency as to what kind of behavior is expected.\u003c/p>\n\u003cp dir=\"ltr\">Michael Allen has seen a couple of kids \"crash and burn\" trying to manage their use of tech at home and school -- one incident involved a girl who had sent 8,000 texts in one month's time. When it came to his attention, Allen recounts what he said to the student: \"If you take all these texts - 8,000 - that's 30 seconds per text, 2.5 hours \u003cem>per day\u003c/em> with a phone in front of your eyes. Think of what you are missing in the world, not to mention what it could mean for your learning experience.\" Allen said that when he broke it down to her in terms of what she was missing, the student had a realization, and has since been texting less.\u003c/p>\n\u003cp dir=\"ltr\">Allen said that most parents come to understand that a computer is a neutral object -- it all depends on how students use it. A personal computer and smartphone are not to be taken lightly, and he said, \"Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.\"\u003c/p>\n\u003cp>Yet the better parents are able to understand technology’s role in kids’ lives, the easier it will be to find ways to use tech for learning without being fearful of it. “We need to keep our eyes on the prize,” Levinson says, “we are using technology in schools because we believe it can enhance teaching and learning and add depth and complexity to the design of learning experiences for students.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28841/teaching-respect-and-responsibility-even-to-digital-natives","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_380"],"featImg":"mindshift_28944","label":"mindshift"},"mindshift_28719":{"type":"posts","id":"mindshift_28719","meta":{"index":"posts_1591205157","site":"mindshift","id":"28719","score":null,"sort":[1368626446000]},"guestAuthors":[],"slug":"with-tech-tools-how-should-teachers-tackle-multitasking-in-class","title":"With Tech Tools, How Should Teachers Tackle Multitasking In Class?","publishDate":1368626446,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28775\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28775\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/11_1.21_Ipad_Algebra_0238-620x412.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"620\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations.\u003c/p>\n\u003cp>Educators as well as students have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Many students, like Alex Sifuentes, who admit to multitasking while studying, know the consequences well. “When I was grounded for a couple of months and didn't have my phone, I got done extra early with homework,” Sifuentes wrote in response to Annie Murphy Paul's article, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a>\"\u003c/p>\n\u003cp>Parents also see a big difference in their kids' studying habits. Jenifer Gossman reported that her 17-year-old daughter asked her brother to hide her phone so she could study for several important exams. After hours of studying, Gossman’s daughter reappeared, amazed at how productive she’d been without her phone by her side.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Devices that once were just an entertainment tool are also becoming our educational and work tools.\"\u003c/strong>\u003c/aside>\n\u003cp>But for many, the solution isn't simply to do away with the gadgets -- mostly because they're the same tools that actually help do the work, and it can be confusing for young adults to distinguish the difference between work and everything else.\u003c/p>\n\u003cp>“We have a new problem forthcoming and that is our devices that once were just an entertainment tool are also becoming our educational and work tools,\" wrote commenter Des. \"And with this all combined into one, it's hard to put one away without the other being easy to access. With these things being integrated, we also start to lose sight of what is actually work and what is entertainment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While some teachers want to remove all digital distractions from the classroom, others say Generation M’s biggest challenges -- like giving schoolwork undivided attention -- require learning \u003c!--more-->a new set of behaviors that need to be taught and modeled. Besides, tasks like online research, communicating with teachers and other students, and sharing ideas and divvying up work online are mandatory parts of doing school work. So the question for educators is: what to do about it?\u003c/p>\n\u003cp>\u003cstrong>WHEN DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>At the totally wired, textbook-free New Tech Institute in Evansville, Indiana, high school students are online for all their assignments, working on Dell laptops in 90-minute subject blocks. Principal Michael Allen admits that keeping students simultaneously connected and focused for that length of time has been a big challenge. “It is very hard to manage teenagers with technology for 90 minutes of academic purpose,” he said.\u003c/p>\n\u003cp>But Allen emphasizes that, when dealing with new and emerging technologies, there will undoubtedly be new and emerging behaviors that will need guidance -- a responsibility he believes falls somewhat on schools. Much like Howard Rheingold’s call to name \u003ca href=\"http://rheingold.com/netsmart/\">attention\u003c/a> as a vital digital skill in his book \u003cem>NetSmart\u003c/em>, Allen thinks it’s important not only to teach kids how to use technology, it’s important to show them how to be aware of what they’re doing while using it, too.\u003c/p>\n\u003cp>Allen recently challenged some of his educators to sit with students and teach them how to watch a video math tutorial, piece by piece: “How do you structure watching a tutorial? How many times do you hit pause? How many times do you watch something before you get all the way through it? How do you put yourself in an environment where you can remain focused?” He hopes that teacher guidance can help shape the new behaviors required of students in the digital age, and that includes avoiding being distracted by texts and Facebook feeds.\u003c/p>\n\u003cp dir=\"ltr\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life,” Allen said about teens and tech distractions. “The article is timely and correct in so many ways: multitasking is one of the things that needs to be tackled about tech.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about tech.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Thirty-year veteran educator Elizabeth Smith, who teaches AP English at Hume-Fogg High School in Nashville, says that over the last decade, teens’ work has changed. “The things that I notice the most are the reduced transfer of knowledge discussed by Poldrack in the article, and the more shallow learning that Meyer mentions,” she said. Smith had a no-tech rule in her class until a few years ago, when school policy moved from prohibiting phones to allowing them in passing periods and in class, with teacher approval. “Of course, this is a constant problem, since they now have them legally at school -- their use filters into the classroom.”\u003c/p>\n\u003cp>In order to maintain student focus, especially during open-book tests, during which many students have the book stored on their iPhone, Smith takes extra precautions. “This is a much bigger issue than ever this year. I have to go around and disable wi-fi (which most of them use) on reading devices,” she said.\u003c/p>\n\u003cp>But as for the effects of multitasking on her students, as Smith sees it, the problem might be more complex than just teen brains being re-wired by technology interruptions. She also believes that many students aren’t being challenged and engaged enough to stimulate their brains in class. The result is kids who are looking for a welcome, exciting distraction. “I have recently discussed this with my colleagues, and we believe that this is a result of rote learning with much less focus on critical thinking,\" she said. \"Maybe it is a combination. Perhaps if we were given more leeway at all levels (which I have in my AP class) to teach important concepts in-depth, students would find the learning we are doing more intriguing and would be less likely to head to Facebook for a distraction.”\u003c/p>\n\u003cp>How will students stay focused? Where will teachers draw the line? For Elizabeth Smith, it’s a no-brainer; even though she can’t enforce it at home, she still has a strict no-tech policy during class. “I prefer talking to my students when they are actually in the room,” she said. “I want my students to boldly take risks. They cannot do this if their ideas come anonymously across an electronic device.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But even then, students sometimes get distracted. “Students sometimes Tweet things I say in class,” she said, “which, so far, has only been in good humor.”\u003c/p>\n\n","blocks":[],"excerpt":"Educators, students, and parents have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Read how teachers are responding.","status":"publish","parent":0,"modified":1369352872,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1152},"headData":{"title":"With Tech Tools, How Should Teachers Tackle Multitasking In Class? | KQED","description":"Educators, students, and parents have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Read how teachers are responding.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28719 http://blogs.kqed.org/mindshift/?p=28719","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/15/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/","disqusTitle":"With Tech Tools, How Should Teachers Tackle Multitasking In Class?","path":"/mindshift/28719/with-tech-tools-how-should-teachers-tackle-multitasking-in-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28775\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28775\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/11_1.21_Ipad_Algebra_0238-620x412.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"620\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations.\u003c/p>\n\u003cp>Educators as well as students have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Many students, like Alex Sifuentes, who admit to multitasking while studying, know the consequences well. “When I was grounded for a couple of months and didn't have my phone, I got done extra early with homework,” Sifuentes wrote in response to Annie Murphy Paul's article, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a>\"\u003c/p>\n\u003cp>Parents also see a big difference in their kids' studying habits. Jenifer Gossman reported that her 17-year-old daughter asked her brother to hide her phone so she could study for several important exams. After hours of studying, Gossman’s daughter reappeared, amazed at how productive she’d been without her phone by her side.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Devices that once were just an entertainment tool are also becoming our educational and work tools.\"\u003c/strong>\u003c/aside>\n\u003cp>But for many, the solution isn't simply to do away with the gadgets -- mostly because they're the same tools that actually help do the work, and it can be confusing for young adults to distinguish the difference between work and everything else.\u003c/p>\n\u003cp>“We have a new problem forthcoming and that is our devices that once were just an entertainment tool are also becoming our educational and work tools,\" wrote commenter Des. \"And with this all combined into one, it's hard to put one away without the other being easy to access. With these things being integrated, we also start to lose sight of what is actually work and what is entertainment.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers want to remove all digital distractions from the classroom, others say Generation M’s biggest challenges -- like giving schoolwork undivided attention -- require learning \u003c!--more-->a new set of behaviors that need to be taught and modeled. Besides, tasks like online research, communicating with teachers and other students, and sharing ideas and divvying up work online are mandatory parts of doing school work. So the question for educators is: what to do about it?\u003c/p>\n\u003cp>\u003cstrong>WHEN DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>At the totally wired, textbook-free New Tech Institute in Evansville, Indiana, high school students are online for all their assignments, working on Dell laptops in 90-minute subject blocks. Principal Michael Allen admits that keeping students simultaneously connected and focused for that length of time has been a big challenge. “It is very hard to manage teenagers with technology for 90 minutes of academic purpose,” he said.\u003c/p>\n\u003cp>But Allen emphasizes that, when dealing with new and emerging technologies, there will undoubtedly be new and emerging behaviors that will need guidance -- a responsibility he believes falls somewhat on schools. Much like Howard Rheingold’s call to name \u003ca href=\"http://rheingold.com/netsmart/\">attention\u003c/a> as a vital digital skill in his book \u003cem>NetSmart\u003c/em>, Allen thinks it’s important not only to teach kids how to use technology, it’s important to show them how to be aware of what they’re doing while using it, too.\u003c/p>\n\u003cp>Allen recently challenged some of his educators to sit with students and teach them how to watch a video math tutorial, piece by piece: “How do you structure watching a tutorial? How many times do you hit pause? How many times do you watch something before you get all the way through it? How do you put yourself in an environment where you can remain focused?” He hopes that teacher guidance can help shape the new behaviors required of students in the digital age, and that includes avoiding being distracted by texts and Facebook feeds.\u003c/p>\n\u003cp dir=\"ltr\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life,” Allen said about teens and tech distractions. “The article is timely and correct in so many ways: multitasking is one of the things that needs to be tackled about tech.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about tech.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Thirty-year veteran educator Elizabeth Smith, who teaches AP English at Hume-Fogg High School in Nashville, says that over the last decade, teens’ work has changed. “The things that I notice the most are the reduced transfer of knowledge discussed by Poldrack in the article, and the more shallow learning that Meyer mentions,” she said. Smith had a no-tech rule in her class until a few years ago, when school policy moved from prohibiting phones to allowing them in passing periods and in class, with teacher approval. “Of course, this is a constant problem, since they now have them legally at school -- their use filters into the classroom.”\u003c/p>\n\u003cp>In order to maintain student focus, especially during open-book tests, during which many students have the book stored on their iPhone, Smith takes extra precautions. “This is a much bigger issue than ever this year. I have to go around and disable wi-fi (which most of them use) on reading devices,” she said.\u003c/p>\n\u003cp>But as for the effects of multitasking on her students, as Smith sees it, the problem might be more complex than just teen brains being re-wired by technology interruptions. She also believes that many students aren’t being challenged and engaged enough to stimulate their brains in class. The result is kids who are looking for a welcome, exciting distraction. “I have recently discussed this with my colleagues, and we believe that this is a result of rote learning with much less focus on critical thinking,\" she said. \"Maybe it is a combination. Perhaps if we were given more leeway at all levels (which I have in my AP class) to teach important concepts in-depth, students would find the learning we are doing more intriguing and would be less likely to head to Facebook for a distraction.”\u003c/p>\n\u003cp>How will students stay focused? Where will teachers draw the line? For Elizabeth Smith, it’s a no-brainer; even though she can’t enforce it at home, she still has a strict no-tech policy during class. “I prefer talking to my students when they are actually in the room,” she said. “I want my students to boldly take risks. They cannot do this if their ideas come anonymously across an electronic device.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But even then, students sometimes get distracted. “Students sometimes Tweet things I say in class,” she said, “which, so far, has only been in good humor.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28719/with-tech-tools-how-should-teachers-tackle-multitasking-in-class","authors":["4445"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_380"],"featImg":"mindshift_28775","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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Helping them to develop a growth mindset can give girls the \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">motivation to persevere in areas of study they find challenging\u003c/a> because they understand through hard work they can improve and succeed.\r\n\r\nThe notion of \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">struggle as it pertains to learning\u003c/a> is also a big component of the growth mindset idea: in many cultures, the point of struggle is when learning happens, and studies have shown that students have \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn/\">bigger gains in learning and understanding\u003c/a> if they’re left to figure it out on their own without teachers’ help.\r\n\r\nTake a look at the posts below, which include ideas for fostering growth mindsets, an \u003ca href=\"http://blogs.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">educators guide to fostering perseverance\u003c/a> and a discussion of why \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">even geniuses struggle\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO GROWTH MINDSET\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">What’s Your Learning Disposition? 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