Today's Neuroscience, Tomorrow's Classrooms

Advances in neuroscience will bring about earlier identification of individual differences in how children learn,  predicted Judy Willis, a neurologist and teacher who is the author of the ASCD books Research-Based Strategies to Ignite Student Learning and Brain-Friendly Strategies for the Inclusion Classroom. Speaking to an audience of hundreds at her session, "What Today's Neuroscience Means for Tomorrow's Classroms," Willis described how scientific knowledge about the brain is growing and speculated about the implications for educators and students.

As individual differences that stem from genetics and brain structure are more readily identified, Willis said, educators will be better able to individualize instruction. Brain scans of children who are just learning to read, for example, might suggest what approach to instruction--what blend of phonics and whole language--would yield the best results for a particular child.

In addition, giving students information about their own brains--helping them to understand their own "brain power"--will enable students to take more ownership and pride in their learning, Willis said.

Comments

[Autumn Welch]

In response to Today's Neuroscience, Tomorrow's Classrooms, understanding more about the ways in which the brain functions can only lead to improved teaching strategies. But just how costly are these "brain scans." I fear that the population being served with this advancement in technology may only serve a certain socio-economic group.
I feel it is crucial for students to also be aware of their "brain power" as the article puts it. However, teachers and students alike need to be aware of the proper terminology and functions of the brain in order to truly grasp its' power.

[Tammy]

I also wonder about the cost of this new technology, and also the safety of repeatedly scanning children for non-medical reasons. I wonder if there are not already effective methods in place for learning the above information. Perhaps the neuroscience could be used for studies and generalizations and then applied to broader groups.

[Kev Murray]

Autumn, it is interesting to think about where funding would come from for brain scans. I imagine, like any other resource, that urban schools may not receive similar funding as high-income schools.

Perhaps neuroscience could find a way to eliminate the need for the scan and focus on "tells" of the brain. Neuroscience provides a window into the mind previously covered; although this information would be discovered by talented teachers regardless of brain scan data.

Tammy, I like you thought of applying brain science data to broad groups, much like we can apply the 7-8 learning styles.

[Judy Willis, M.D., M.Ed]

As the presenter of this ASCD lecture with the designated topic, "What today’s neuroscience might mean for the classrooms of tomorrow" that is discussed in these thoughtful blogs, I'd like to offer anyone interested a copy of the text of that presentation.
I was asked to speak of future possibilities and enjoyed the opportunity to envision the future, but most of my books, articles, and presentations are about how the brain appears to learn best and what strategies are most neuro-logical, based on my experience as a neurologist, neuroscientist, and classroom teacher.
For those interested in that more practical information I can send you a handout from my RAD (Reticular activating system, Amygdala, Dopamine strategies for active learning and memory retension) presentations with much of that information.
Also, my website www.RADTeach.com has links to quite a number of articles I've written on the topic, links to free chapters from my ASCD books (Research-Based Strategies to Ignite Student Learning, Brain Friendly Strategies for the Inclusion Class, and my soon to be released, How the Brain Learns to Read), and links to my presentations.
As to the cost of brain scans for each student - YES they would be too costly. My hope for the future is that with enough data from neuroimaging and brain mapping there can be definitive correlations between yet to be created cognitive tests (written, oral, and other alternative assessments) that match with the scans that match with the way the particular student can learn best, what his possible future difficulties will be, and what her special gifts might be. All of this is a possible vision of the future - a future where individualization is not only beneficial, but also practical.

Keep Igniting!
Judy Willis, MD, M.Ed
jwillisneuro@aol.com
website: RADTeach.com

[Natalia]

Dr. Willis:

As a third grade teacher with Special Education students, I want to say that yes, I would love to receive more information reagrding brain function and strategies. I often feel as if we are sometimes thrown into situations without any background knowledge. And we are also expected to make sure that ALL the children learn the same materials and they do well on the state tests. This is sometimes a very frustrating matter and we are doing as much as we possible can to make sure that these children get an education. But at the same token, all we do is sometimes not enough. We need more strategies, more ways to help these struggling students.

Thank you so much!

Natalia

[Shawna Hastings]

Dr. Willis,
I find this subject facinating and would like to learn more about connecting neuroscience and the classroom. I agree that scanning could not be afforded in inner-city schools, like the one in which I work. However, this science could lead to teachers who are more aware of their students' capacity to learn. Please send me as much information as you can. Thank you.
Shawna
Fourth Grade Teacher

[Katrina]

Dr. Willis
I am curious about your background. You are a neurologist and a teacher. How did these two paths cross? What do you teach and at what level? I have read a few articles about brain scans and the information they gleen. I am currently searching for more information to share with the teachers I supervise to help them reach our students in a better and more efficient manner. I appreciate the information you provided about your books and website. If your handout is not available at your website, please send me a copy. Do you know of any current cognitive tests based on brain mapping that could be used with students?
Katrina

[Judy Willis, M.D., M.Ed.]

Dear Katrina, Shawna, and Natalia (and other readers),
Thank you for your interest and enthusiasm about brain-research and its impact on education. My website www.RADTeach.com has links to lots of my articles and book chapters. If you see an article listed in my publications without a link, email me and I'll send it to you. As to my road from neurologist to classroom teacher I have an article about that I will email you if you write to me at jwillisneuro@aol.com and request it and include your email address. Same goes for a handout I created from my ASCD presentation powerpoint as the audience was too large for the preparation of handouts at the conference itself.
Keep igniting!
Judy Willis
www.RADTeach.com

[Patti]

Dr. Willis,

In your article, "Today's Neuroscience, Tomorrow's Classrooms, I noticed how you mentioned ways to better individualize instruction. In my six years as a grade 5 language arts/ math teacher, I have often struggled with finding or matching that best instuctional method. Just today, I was involved in a PPT discussing a student who struggles with decoding words, his comprehension is low grade level, and his fluency is weak. I do not feel that our traditional methods have made the impact in learning we hoped for. Since the neuroscience /learning connection is evolving, are there alernative instructional strategies that could be used
currently that do not require complex brain scans? Have methods been used that have proven effective in addressing these kinds of literacy challenges? I know sometimes the smallest steps can lead to powerful results. I would appreciate any ideas or resources.

Thank you,
Patti

[Kim]

Dr. Willis,

Thank you for the helpful information you provided in the recent postings and in your books that I was able to access online and view. As a requirement for my college class, I have read a couple of other articles on brain research and neuroscience, but once I found this site which led me to your books, I have been completely fascinated with the information you are presenting. As a teacher, I appreciate your insight into how utilizing different strategies in the classroom will benefit all students. In the Introduction of your Brain-Friendly Strategies for Inclusion in the Classroom, you stated "brain research has confirmed that strategies benefiting learners with special challenges are suited for engaging and stimulating all learners." I think it is wonderful how neuroscience research is helping define possible ways to better educate our children.

The staff at the elementary school where I teach participate in a whole group study of reading one or two books a year. I plan on presenting your two books to our principal as choices for our next book study. From what I have read so far in your Introduction and chapters you have available online, the information is helpful, interesting, and easy to read. I personally like the strategies you are presenting. I will be visiting your website and searching out your books.

Thanks again,
Kim
5th Grade Teacher in Montana

[Judy Willis, M.D., M.Ed]

Thanks Kim and Patti,
In response to your excellent questions about reading, Patti, my ASCD book called, "Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension" will come out in April and will also have free chapters on their website. The strategies I suggest are differentiated for a variety of reading problems and based on my interpretation of the neuroscience and brain scan literature. To implement the best strategy for each student you won't need a brain scan because the book describes the brain scan findings that correlate with reading difficulties, how those difficulties manifest in reading, and what strategies appear neuro-logically suited to the needs of the student.
Kim, your book study group might enjoy the free down-loadable study guide for each of my ASCD books you can connect to on their website under publications.
I'm so glad we have teachers like you and the passionate, knowledge-hungry bloggers that preceded you in this posting.
Carpe diem,
Judy
www.RADTeach.com

[Michelle]

Dr. Willis,

I enjoyed reading your beneficial information. I would like to receive more information from you. Eventhough it is costly, the positives outway the negatives. This individualized testing would work great with all students, but expecially low achieving students. This information might aid low achieving students to get above the goal of proficient. Knowing what stimulates their thinkging is a major breakthrough.

Thanks,

Michelle

[A. Redmond]

Dr. Willis,
I am really interested in brain research and how it relates to learning. I feel that the strategies we are currently implementing are not enough. I hope that through this research we will be able to better educate our students. I am looking forward to reading more about your research findings. Thanks for all you are doing!
Amy
4th grade teacher

[Judy Willis, M.D., M.Ed]

Hi Michele and other readers,
To read more information on strategies for individualizing instruction and increasing proficiency, check out the free chapters from ASCD of my second book, Brain Friendly Strategies for the Inclusion Class. The references for that book are also available through my website link to ASCD and be additional sources of information. Also if you find titles of articles I've written on my website that don't have direct links, let me know and I'll send you the articles.
Keep on caring, the kids need you!
Judy

[Donna]

Dr. Willis,
After reading the article, "Today's Neuroscience, Tomorrow's Classrooms," I immediately wanted to go to your website for more interesting information about the functioning of the brain. Because I firmly believe that students need to take ownership of their learning and some responsibility for the successes and failures they encounter along the way, I was enchanted by the notion that students and their teachers may one day know exactly how each individual brain functions in a classroom. As educators, we often expect students to know which study skills to employ so that they can successfully retain the skills and information. Teachers need to assist students with this concept, and if written tests or scans can allow schools to achieve this goal, I am all for it!

I fully anticipate referencing your works and am hopeful that they will further enable me to aid students in their learning resulting in more productive, quantifiable outcomes. Thank you for your meaningful contributions to the field of education!

[Karen G. (Walden University Student)]

Dear Dr. Willis,

After the research, scan, or alternative assessment is complete for each child, do you suggest homogeneous or heterogeneous class environments?

Thank you,
Karen
Second Grade Teacher
Florida

[Kristi]

It seems that the number one concern among everybody, including myself, is the cost of the brain scans that may be available to certain students. Of course if the school district is willing to pay the cost any parent and teacher would be willing to see the individual learning style of the child. However it is unlikely school districts will be able to handle the cost of these tests for the students. If the test was made available I wonder if it would be for any student or just those students who seem to be struggling?
I just recently had a concerned mother ask me how she can go about having her daughter tested, because she has a difficult time spelling and reading. She is a very bright girl but is in the "lower" reading and spelling groups in my class. When I put the mother's request in to the proper people they thought I was joking because of her state test scores from last year. I don't see many people willing to test her due to the fact the she did well on the test. With neuroscience in the classroom, it may be an easier task to assess this student's problem areas and not push her aside because she was able to perforrm to the proper level on a standardized test.

[Susan Williams]

Scanning brains to see how students learn? Kind of remainds me of when Xrays were taken to see if shoes fit children. How much harm might we be doing to these children that we are unaware of?

What information might be found and used against people? Perhaps the predisposition of crime could used to discriminate similar to the movie "Minority Report".

If students are labelled as certain kinds of learners, won't we then be tracking them?

[Kim]

Responding to Susan

Referring to Dr. Willis's post on March 24 at 8:34 pm, she points out that "to implement the best strategy for each student you won't need a brain scan because the book describes the brain scan findings that correlate with reading difficulties, how those difficulties manifest in reading, and what strategies appear neuro-logically suited to the needs of the student." Research has been happening in this area for years now. I don't see where every child or even a handful from any given school district or school will be testing children in the future using fMRIs or other types of scans. The studies that have been done are revealing what appears to me to be helpful information in helping children to learn.

I don't believe we are labeling students as certain kinds of learners by utilizing the knowledge we gain from the study of neuroscience. When multiple intelligences became popular, were we labeling students then, or were we identifying ways they learn best? I haven't heard about any cases where there has been tracking done of students who have been identified as bodily kinesthetic intelligence learners or logical-mathematical intelligence learners.

Kim

[Jen W]

Dr. Willis,

I just finished reading your article "Highlighting for Understanding of Complext Text". Your research fascinated me, because, as an English teacher, I often have my students highligh different parts of a text. However, I saw it more as a visual que for them, as well as an indicator for me about their thinking and learning. Never before had I considered that the more students connect reading with colors, the more their brains will retain information. But your findings make sense. I've heard that if you want to create a habit, you have to continue an exercise or activity for three week. The same could be true for the classroom. In order for neurons to make a path connecting meaning to a book, play, or poem, the information paths must be revisited several times in various shapes, methods, and colors.

Your article has given me several new options to consider when teaching a mini lesson involving shared reading. Thank you for your insight!

[Susan Williams]

Kim,
By your tone I sense a bit of defensiveness. I was simply echoing the skepticism of Kev & Tammy's previous postings. Also, Karen posted a question about homogeneous classes which prompted my concern over tracking. It is easier to teach homogeneous groups but isn't always legal!

[Judy Willis, M.D., M.Ed]

Responding to Kim and Susan,
Susan-you got it in the sentences you quoted from me. The scans are for research and will hopefully give us the most valid cognitive tests or other classroom assessments that correlate with differences in scans that themselves correlate with specific challenges that are likely to need interventions in some children. With those inexpensive tests it is my hope that we will be able to gather information on how each child will learn best and then differentiate, and even individualize, instruction and curriculum to be most neuro-logical for each child in heterogeneous, inclusion classes.
Kim, I am completely in favor of heterogeneous classes and that is the subject of the second book I wrote for ASCD, Brain Friendly Strategies for the Inclusion Class. You can access several free chapters through my website thanks to ASCD providing the chapters on line.
I'm delighted that we care enough to read and debate these important issues!
Judy
www.RADTeach.com

[Donna]

In response to a comment made by Jen W.:

I too have found that when teaching students to correctly identify parts of speech in a given sentence, that using colored pencils to underline or circle certain words or phrases helps tremendously. Additionally, as we continue to add more parts of speech to our sentences, students remember underlining with colored pencil the original subject, verb, etc... and can more easily identify the newly added components. Thank you. I am going to follow up by reading the article you mentioned.

Donna

[Robert Sylwester, Emeritus Professor of Education, University of Oregon]

Relative to the concerns some have expressed about brain scans, the history of neuroimaging technology is that it tends to get cheaper, less invasive, and more powerful over time.

The most promising technologies for educational use are probably within the advances in EEG technology. The sensors are embedded in a cap the subject wears, and pick up the electromagnetic kinds of information that emerge from neuronal transmission activity. It's no more invasive than a blood pressure cuff, and relatively inexpensive.

I advised 66 doctoral students in Education during my career, and all gathered their information via questionnaires, interviews, checklists, and behavioral observations. It was the only research show in town.

How wonderful to be a bright young potential PhD candidate in the coming years -- to have access to the amazing kinds of information that new advances in neuroimaging technology will provide for educators. My advice: inform yourself about brain organization and maturation, and about an important teaching/learning issue that intrigues you -- and then get into a graduate program that will help you to research it.

This is a wonderful time to be an educator, to be part of the the first generation with a shot at really understanding the neurobiology of the teaching and learning activities that define our profession. Best wishes!

Robert Sylwester
Emeritus Professor of Education
University of Oregon

[Judy Willis, M.D., M.Ed]

There is no classroom strategy, curriculum, or computer program that at this point in time is “proven” by neuroimaging, confirmed by double blind, full variable-controlled, large-scale field testing, to be directly correlated with predictable individual student response in the classroom. I have written about the importance of building a bridge from neuroscience research, such as fMRI scans and EEG studies, to teaching strategies and activities that are neuro-logical. This temporary bridge would allow educators access to interpretations of current lab research by qualified experts, such as a collaboration of specialists in other related fields of science, education, and curriculum development (assuming we can determine what are the qualifications of a qualified expert).

These interpretations can then guide educators to develop strategies and interventions that teachers, especially those who have or acquire knowledge of the how the brain processes information into learning, can use with confidence and flexibility to improve the quality of each child’s individualized learning experience.

An example of one such neuro-logical teaching strategy is student-centered, interest-based Inquiry. (I have found the on-line resources on the NSDL.com website very useful in developing inquiry activities). In inquiry-centered learning students can start with questions relevant to the topic of academic study and then formulate their own investigative questions, obtain and analyze data, judge what information is factual and relevant, plan a course of action, make decisions, and communicate and support their conclusions and further questions. Through inquiry students are stimulated to use executive functions and stimulate their high cognitive neural networks through the prefrontal cortex. The goal is to promote knowledge acquisition along with critical thinking by having students actively construct knowledge and long-term memory instead of passively receiving, memorizing, and soon forgetting rote material “memorized” with drill.

Inquiry in any subject is consistent with my R.A.D. considerations to help students process sensory input (all information initially enters the brain from our senses) into knowledge (read more about R.A.D. considerations on my website http://www.RADTeach.com). One challenge is to incorporate inquiry-centered learning in an increasingly structured curriculum. I’ll be elaborating more on these ideas in future blog postings at http://expertvoices.nsdl.org/radteach and invite you to share how you’ve used inquiry-centered instruction successfully.

[Janice Whitford]

Hello Everyone,
This is my first attempt at responding to a blog! The conversation around brain research has caught my attention because we are currently reading articles on the subject for my on-line course at Walden University! How exciting this is and what a great deal of information I can gather.Thanks Judy!

[Elizabeth Johnson]

Hi Dr. Willis,
I have to thank you for your unending dedication to brain research and teaching. I have been a teacher now for two years, but my undergraduate degree is in human development. I specialized in the biological aspect of human development, particularly the brain. I strive to run a "brain compatible" classroom. I use a variety of strategies to address all learning modalities. I am eager to get your book and learn more about what science says can help in the classroom. My question is, does neuroscience research help teachers work with students who are years below grade level? I know there is a great deal of research being done on how kids learn to read and the implications for teaching reading, but what about the upper grade teachers who are focusing on more advanced skills and need to get students "caught up?" I am a fifth grade teacher, and I have found my strategies to help students master fifth grade standards, but when it comes to reading and writing, I feel as though I hit a wall because there is no foundation to build upon. Any suggestions? I also heard of a brain-compatible reading program called Fast ForWord. Do you have any experience with this program or words of wisdom? Thank you again for all that you do!