There's some fascinating research that challenges what we thought we knew about studying and learning. Robert Bjork at UCLA is claiming that the "always study in the same place" rule doesn't work as well as studying in different locations. His findings are complex, but it appears the brain "tags" the learning with the sights, sounds, and stimuli of the location. More locations with different stimuli make it easier for the brain to tag and store new learning. Make sense?
Have you had the experience of solving a really challenging problem when you moved to a different location, thought about it, even subconsciously somewhere else, and then "Aha!" a solution came to mind. Maybe you were on the beach, wheeling a shopping cart, or even driving home...not places you normally associate with doing your best thinking.
Bjork's other finding is that it's better to vary the materials you're teaching with and the concepts or skills you want students to master. Supposedly, far more was learned by research participants when they didn't focus on one subject or subtopic or concept for too long, but instead moved between multiple concepts. This finding not only challenges the wisdom of "skill and drill instruction" but pushes us to vary the kinds of tasks with choice as a crucial part of the mix.
This is really daunting for young teachers early in the year to put management systems in place, to be consistent and clear, yet still allow for the movement and flexibility students need to maximize their learning? How do you provide for choice and flexibility throughout the day, yet still remain focused on specific goals?
Click on the link and read the two page NY Times article for yourself. What do you think?
This post is adapted from a coaching newsletter I subscribe to and authored by Brenda Power.
Have you had the experience of solving a really challenging problem when you moved to a different location, thought about it, even subconsciously somewhere else, and then "Aha!" a solution came to mind. Maybe you were on the beach, wheeling a shopping cart, or even driving home...not places you normally associate with doing your best thinking.
Bjork's other finding is that it's better to vary the materials you're teaching with and the concepts or skills you want students to master. Supposedly, far more was learned by research participants when they didn't focus on one subject or subtopic or concept for too long, but instead moved between multiple concepts. This finding not only challenges the wisdom of "skill and drill instruction" but pushes us to vary the kinds of tasks with choice as a crucial part of the mix.
This is really daunting for young teachers early in the year to put management systems in place, to be consistent and clear, yet still allow for the movement and flexibility students need to maximize their learning? How do you provide for choice and flexibility throughout the day, yet still remain focused on specific goals?
Click on the link and read the two page NY Times article for yourself. What do you think?
This post is adapted from a coaching newsletter I subscribe to and authored by Brenda Power.
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