I was thankful to find out you can teach an old dog a new trick!!! It was profound to learn that the brain is highly adaptive and remains active all throughout life. I was encouraged to read that the supply of brain cells is continually being regenerated. When you've reached your 40s you feel like you've peaked and how can my mind possibly learn something completely new?? I guess that's why the 40th hits so hard. You feel like you are stuck and stagnant.
When children come to the classroom they already have these complex thinking patterns established due to the digital world they have been accustomed. When they enter a nondigital classroom they are bored and their brains are lacking stimulation. It's as though they've trained their brains and are completely unstimulated with today's teaching styles.
So the question is, "How far do we move to the right?" We are a left brain teaching society focusing on a linear, logical, left to right, top to bottom, talking, reading, writing, and numeracy. The right brain society of today handles analysis, problem solving,creativity, and big picture learning. The right brain learner is seeking a higher level of thinking and processing. It seems this is the direction our school system is trying to head. I think about how much our math philosophy has evolved from rote memorization of skills and facts to solving, explaining, and exploring. The gap here is... are we effectively using technology to facilitate the movement in this direction??? As the book says, "We have to educate the whole new mind."
I am thrilled to know that all is not lost and that my brain is capable of learning new things, especially the technology in today's world. Although the amount of time required to "retrain" the brain is daunting, research on neuroplasticity shows that it is not only possible, but happening all the time. I have always believed in the use it or lose it philosophy in regards to keeping my body in shape and now I am much more motivated to get my brain up to speed as well.
The overriding theme of this book so far is the gap between the way students learn today and the outdated teaching methods our teachers continue to use. Digital bombardment has changed the way children process information. Therefor, teachers must change the way they present it so students can become fully engaged and gain the knowledge they need to succeed. Research states that most students today are visual or visual/kinesthetic learners. Most teachers teach in a text based auditory way so students are bored and unengaged in learning. I love the statement in this chapter that says, "if teachers continue to do things in the classroom that we already know don't work, then who has the learning problem? Is it the kids, or is it us?" It looks like we, as educators, have a lot of work to do to close the gap!
I also wonder as Melinda did in her comments how far do we move to the right to better engage our students. Problem solving, analysis, and big picture thinking are most definitely required in today's world, but what happens to all the information that we just have to memorize? Are multiplication tables and spelling words out the window? I realize we have spell check and calculators, but wouldn't it be nice to not need them? Finding balance is going to be a big issue as we progress. I can't imagine that a lot of these basic skills will not always be necessary.
More than ever before students have become visual learners. The book explains that the biology of the human brain is wired so that we learn and process information better visually versus text based and or auditory learning. The authors explain that students of the digital generation, their brains are developing in a different way than ours due to the extreme exposure to digital media. As a result, they have developed different cognitive skills, a much different way of learing than the teaching methods of the industrial age are accustom to. While chapters 3 and 4 call for a change in teaching methods, I think the challenge is much greater than that. Without the support of the US educational school system and without policy in place, teachers will be left with little classroom resources and little training to effectively reach and engage the digital generation in the classroom. With little to no support, in order for the needs of the digital generation to be met, to prepare the for life after school, with little to no resources the teachers still need to try to bridge the gap. If we wait for the policy makers to make real changes, we will most definelty be falling further and further behind in reaching the students needs. Real change could, lets hope, will need to occur from the bottom up.
In response to what Kylie posted... I agree that most teachers are aware that changes need to made to meet the needs of our ever changing digital students. The problem is who will support the teachers to make these changes. We need more funding so that each school has a full time on site technology coordinator. We also need colleges to start addressing these needs and making sure that new teachers have the tools to be successful as digital teachers. Some schools don't even have the funding for the actual equipment to begin trying to use technology. With out proper support all the way around, it will be impossible for teachers to be successful in teaching our new digital learners.
Funny that the book touches on the plasticity of the brain because the psychology course I am currently taking just covered a chapter on the biology of the brain. What I have learned is that while the brain is capable of restructing its learning processing and regeneration, studies have shown that the brain's plasticity is greater in children than in adults. The book also quotes "use it or lose it" philosophy which in some cases in untrue. For example, an individual that goes blind, the section of the brain that was used for visual understanding/sending and receiving information then restructures automatically changes it's functions to be used for reading brail, nothing to do with visual senses. My point is that because children's brains are more adaptable to change than an adult brain, it will be much more difficult on teachers with industrial age teaching methods to adapt to meeting their current students needs in the classroom. Can it be done, of course but lots of resources and training will be needed for the teachers. It might be more realistic for students and teachers to find a happy medium. Teachers can adapt their teaching methods to engage the digital learners, encorporating the visual experiences of the new generation with the nostalgia of the the past generations.
I have learned that it is extremely important for teachers to “know your students”. When reading Chapter 3, specifically the implications of the changes in wiring within the brain that technology is bringing about for the digital generation, the biggest challenge it seems presented to teachers today is in reaching every student in the classroom. Today's digital realities introduce yet another variable which teachers must address in teaching and assessing their students, and the resulting teaching approach used for each.
Given that research indicates exposure to technology permanently alters the way the brain processes information, and because it appears likely that there will be varying levels of exposure within the student populations, teachers will have to close the gap created by the varying levels of exposure, while maintaining and stimulating the minds of those at the far end of the “high exposure” spectrum. In other words, it seems teachers today not only need to be equipped to incorporate technology and present information “graphically”, teachers must know each student so as to have an understanding of where that student is on the digital learning curve.
In this chapter, the author focuses on the fact that children today are different than children of the past. There is a direct correlation between the amount of digital experiences and the way these children think, interact and process information. There is a change in scientific theories of the brain. It was once thought that a person is born with a limited amount of knowledge and they would only be as smart as what they were born with. This has been proven wrong with the idea of neuroplasticity, which says that the brain changes to react to the stimulation it experiences. Research has proven that neural circuits are constantly being strengthened or weakened depending on the experienced stimuli. In other words our brain needs constant stimuli in order to grow and become more complex. If the brain is not used in certain areas it will become deficient. This can be proven by the idea of evolution or the strong will survive.
For our brain to change it has to be subjected to stimulation that is not only intense but over a long period of time and progressive. With the world becoming more and more digital, our children are being bombarded with more and more digital devices. This is leading to a change in the brain of children due to the fact that these digital devices are intense and our children are around them all of the time. Thus, there is a rewiring of the brain of a child.
There is even a change in the way a child of the digital age reads and handles a page filled with words. People of older generations handle a paper filled with words starting at about one third of the way down the page and one third from the left. This is known a a Z curve. Children of the digital generations read in a F pattern which means that they start at the bottom and skim to the edges. This is leading to a generation of visual and kinesthetic learners.
With a class full of visual and kinesthetic learners educators are now going to have to change the way material is presented to students. There is going to have to be a major change to education to properly prepare children for the world they are growing up in. It is imperative for educators to understand the differences in children of today as well.
In Chapter 3, I was the most interested to learn that because of the increase in technology and day-to-day activities, kids today really do think and process information differently than we did when we were their age. Although we have discussed in class and we hear and see on a regular basis that this digital generation uses technology for nearly everything, and it has particularly impacted the way kids learn and interact with one another, it was still a bit mind boggling to read about how much kids today really use technology. I heard a statistic on television this weekend that stated that on average, teens text at least 100 times a day. For pre-teens/tweens, the average was 200+. That really took me by surprise, I suppose because I don’t spend time with teens on a daily basis to see this for myself. However, if this is what students are doing outside of the classroom non-stop, it is no wonder that they have such a difficult time sitting still in class and learning in the traditional way. As the book points out, many students today are visual or kinesthetic learners, but these learning styles are not how their knowledge and performance is being tested in most cases. As teachers, that means that if we expect our students to come in each day and learn something new, we should also remember that we can also do the same. As the book points out, doing an activity repeatedly, such as reading and writing or using some kind of technology daily, reprograms our brains. Since we know that with repetition we can learn new things, teachers cannot just use the excuse that they cannot use technology because it is not what they are used to or it is too late for them to learn. It is very possible for even the most seasoned teachers to learn to integrate technology into their classroom, even though it may be new, different, and for some, a bit overwhelming. As a new teacher, this will be an important lesson for me as well because I know that if I plan to teach my students effectively, I will have to be open to using technology.
Re: Kylie’s post I agree with Kylie’s posts that although the as teachers it is our job to make sure we are meeting the needs of our digital generation students, the issue is certainly much bigger than that. In order to teach students most effectively and cater to the fact that they do indeed learn differently than we did at their age, that means that all teachers, old and new, have to be willing to change the way they teach. For teachers who have been successfully educating students for years, I can certainly see why that would be an issue because they are comfortable teaching the way they always have. However, it is apparent that as technology continues to increase, it just won’t be possible to continue teaching in the traditional method for much longer. Technology is part of our present, and it is definitely going to be a part of our future, so if we are to truly prepare students for the real world, we have to remember that it is a world that requires much more than what has been taught in the past. It is clear that changes must be made, but as Kylie pointed out, it cannot happen all at once so it's good to find the balance between traditional and technology. It has to come in steps so that everyone can make the adjustment overtime.
I was very interested in the section "Changes in Digital Readers" on page 27. Due to vast exposure to digital content, our students are now reading in a very nontraditional way. For example, the digital generation is used to seeing numerous links to the material they need. This causes the digital reader to scan text for the information he or she considers most useful. This new scanning technique has also caused unusual eye-tracking patterns when physical text is read. Digital readers are now reading in an "F-pattern" as opposed to the traditional "Z-pattern" used by those of our generation. Although I found this interesting, it was definitely easier for me to understand the Z-pattern.
I was also intrigued to learn that a majority of our students are now visual learners. This makes sense when one thinks about how much time is spent in front of a computer monitor, video game, etc.
In response to Melinda:
I was also surprised to hear that brain cells are regenerating. It seems that I have always been told that once your brain cells die, they will never be able to grow back. It is important for teachers to remember that we can always teach our students something new!
I agree with this chapter in the way that it points out that children learn differently today than they did in the past. I also relate it a lot to what Mrs. Stone said about children not having to wait on the teachers anymore for answers. They have a plethora of options to find the answer they are looking for.
It is crazy to me that recent research even suggests that students read differently now in a result of the digital generation. I guess I have never really sat down to think about it in that much depth but I can definitely see how that is true.
I like that the chapter suggests that video games and related devices are not all bad. They sometimes do sharpen the brain. Most older people think that they are all bad and I like that it challenges that thought process. I believe they can have some positive consequences.
I don't think there is anything wrong with the way that the different generations learn, they are just that: different. We cannot teach students that learn best by technology in a way that we used to learn. I think they will shut down and won't be able to grasp whatever we are trying to teach them. It is best for us to be knowledgeable about as much as we can, including technology. This will continue to make us better teachers.
I agree with what Nicole said about educators needing to change the way the material is presented to students. We cannot expect students to adapt to the way we are used to teach. That is not going to work. They will block out all of the information and won't learn as much as we want them to. We need to find a way to present the information in a technologically advanced way. They will engage in the material and it will have a very positive result!
Chapter 3- What We Know About the Digital Generation
I found it surprising and comforting to read that our brains are "plastic in nature". The idea that neurons are constantly rearranging themselves and making new connections is great news to someone who is quickly approaching the dementia stage! On page 21, research is cited telling us that,"neural circuits are constantly being strengthened or weakened based on the intensity and duration of the inputs. Brain cells and their circuits operate on a use-it-or-lose-it, survival of the fittest principle." On page 23, Daniel Pink's work is used to explain how the left-side of the brain specializes in logic and literalness while the right-side of the brain handles pattern analysis and problem solving. Pink then goes on to say that if our children are going to survive and excel in the 21st century, they must move from being left-brain thinkers to "whole-brain" thinkers. If this is to happen, then students today must be taught in such a way as to incorporated both sides of the brain, developing not only the logical side, but the creative, intuitive side, as well.
As a teacher, I must realize that the majority of my students, members of this digital generation, do not learn and process information the same way I do. There is a huge gap between those of us that teach and those that are learning- a gap that is only getting wider by each passing day. As educators, we must be committed to closing that gap (or huge gulf as stated on page 30!) , re-evaluating our teaching strategies, and connecting with our students in a way that will ensure their educational success.
Haley, I would agree with the fact that kids don’t want to have to wait on the teacher for answers anymore. I see this in my classroom every day. My students are so eager to absorb information. They also know how to quickly find the answers to their questions. It drives me crazy when I work with a teacher that does not understand how information hungry these children are. The issue with this comes though is that students are not wanting to read the whole bit of information in front of them. They are so used to having the answers at their fingertips. Reading long bits of information becomes an arduous task when researching a question. It is our job as educators to understand the change in children and adapt our teaching styles to how they learn.
In one section, the book discusses how new research shows that “measurable intellectually rises and falls depending on the duration of stimulation are brains are exposed to”. It explains that cognitive performance can be enhanced and neural disorders can be reversed. This is amazing to me. I have personally seen a small child diagnosed with autism (about mid-range) seemingly ‘grow out of it’ in a relatively short period of time because of therapy and intensive work with his parents. I was a bit confused with the z-pattern versus F-pattern way of reading and what that implies to learners, but for the most part, it does make sense to me that children’s brains are developing differently that they did in earlier generations. Since I am technically in the middle of the “older generation” and the digital generation, I don’t feel such a strong difference from either, but even in my years, technology has grown so fast and become so pertinent in our lives, that I sometimes have a hard time remembering not having a computer, using our computer without internet, or not having a cell phone. Children today receive information so much faster than in the past, it only make sense that the brain will have to develop to process that information at a much faster rate. Since the digital generation is a relatively new term, I think research is just now beginning to scrape the surface of what our brains are capable of and how we are changing as humans.
I was thankful to find out you can teach an old dog a new trick!!! It was profound to learn that the brain is highly adaptive and remains active all throughout life. I was encouraged to read that the supply of brain cells is continually being regenerated. When you've reached your 40s you feel like you've peaked and how can my mind possibly learn something completely new?? I guess that's why the 40th hits so hard. You feel like you are stuck and stagnant.
ReplyDeleteWhen children come to the classroom they already have these complex thinking patterns established due to the digital world they have been accustomed. When they enter a nondigital classroom they are bored and their brains are lacking stimulation. It's as though they've trained their brains and are completely unstimulated with today's teaching styles.
So the question is, "How far do we move to the right?" We are a left brain teaching society focusing on a linear, logical, left to right, top to bottom, talking, reading, writing, and numeracy. The right brain society of today handles analysis, problem solving,creativity, and big picture learning. The right brain learner is seeking a higher level of thinking and processing. It seems this is the direction our school system is trying to head. I think about how much our math philosophy has evolved from rote memorization of skills and facts to solving, explaining, and exploring. The gap here is... are we effectively using technology to facilitate the movement in this direction??? As the book says, "We have to educate the whole new mind."
Melinda Evans
I am thrilled to know that all is not lost and that my brain is capable of learning new things, especially the technology in today's world. Although the amount of time required to "retrain" the brain is daunting, research on neuroplasticity shows that it is not only possible, but happening all the time. I have always believed in the use it or lose it philosophy in regards to keeping my body in shape and now I am much more motivated to get my brain up to speed as well.
ReplyDeleteThe overriding theme of this book so far is the gap between the way students learn today and the outdated teaching methods our teachers continue to use. Digital bombardment has changed the way children process information. Therefor, teachers must change the way they present it so students can become fully engaged and gain the knowledge they need to succeed. Research states that most students today are visual or visual/kinesthetic learners. Most teachers teach in a text based auditory way so students are bored and unengaged in learning. I love the statement in this chapter that says, "if teachers continue to do things in the classroom that we already know don't work, then who has the learning problem? Is it the kids, or is it us?" It looks like we, as educators, have a lot of work to do to close the gap!
Denise Ingram
I also wonder as Melinda did in her comments how far do we move to the right to better engage our students. Problem solving, analysis, and big picture thinking are most definitely required in today's world, but what happens to all the information that we just have to memorize? Are multiplication tables and spelling words out the window? I realize we have spell check and calculators, but wouldn't it be nice to not need them? Finding balance is going to be a big issue as we progress. I can't imagine that a lot of these basic skills will not always be necessary.
ReplyDeleteMore than ever before students have become visual learners. The book explains that the biology of the human brain is wired so that we learn and process information better visually versus text based and or auditory learning. The authors explain that students of the digital generation, their brains are developing in a different way than ours due to the extreme exposure to digital media. As a result, they have developed different cognitive skills, a much different way of learing than the teaching methods of the industrial age are accustom to. While chapters 3 and 4 call for a change in teaching methods, I think the challenge is much greater than that. Without the support of the US educational school system and without policy in place, teachers will be left with little classroom resources and little training to effectively reach and engage the digital generation in the classroom. With little to no support, in order for the needs of the digital generation to be met, to prepare the for life after school, with little to no resources the teachers still need to try to bridge the gap. If we wait for the policy makers to make real changes, we will most definelty be falling further and further behind in reaching the students needs. Real change could, lets hope, will need to occur from the bottom up.
ReplyDeleteIn response to what Kylie posted... I agree that most teachers are aware that changes need to made to meet the needs of our ever changing digital students. The problem is who will support the teachers to make these changes. We need more funding so that each school has a full time on site technology coordinator. We also need colleges to start addressing these needs and making sure that new teachers have the tools to be successful as digital teachers. Some schools don't even have the funding for the actual equipment to begin trying to use technology. With out proper support all the way around, it will be impossible for teachers to be successful in teaching our new digital learners.
ReplyDeleteMelinda Evans
Re: Denise's post
ReplyDeleteFunny that the book touches on the plasticity of the brain because the psychology course I am currently taking just covered a chapter on the biology of the brain. What I have learned is that while the brain is capable of restructing its learning processing and regeneration, studies have shown that the brain's plasticity is greater in children than in adults. The book also quotes "use it or lose it" philosophy which in some cases in untrue. For example, an individual that goes blind, the section of the brain that was used for visual understanding/sending and receiving information then restructures automatically changes it's functions to be used for reading brail, nothing to do with visual senses. My point is that because children's brains are more adaptable to change than an adult brain, it will be much more difficult on teachers with industrial age teaching methods to adapt to meeting their current students needs in the classroom. Can it be done, of course but lots of resources and training will be needed for the teachers. It might be more realistic for students and teachers to find a happy medium. Teachers can adapt their teaching methods to engage the digital learners, encorporating the visual experiences of the new generation with the nostalgia of the the past generations.
I have learned that it is extremely important for teachers to “know your students”. When reading Chapter 3, specifically the implications of the changes in wiring within the brain that technology is bringing about for the digital generation, the biggest challenge it seems presented to teachers today is in reaching every student in the classroom. Today's digital realities introduce yet another variable which teachers must address in teaching and assessing their students, and the resulting teaching approach used for each.
ReplyDeleteGiven that research indicates exposure to technology permanently alters the way the brain processes information, and because it appears likely that there will be varying levels of exposure within the student populations, teachers will have to close the gap created by the varying levels of exposure, while maintaining and stimulating the minds of those at the far end of the “high exposure” spectrum. In other words, it seems teachers today not only need to be equipped to incorporate technology and present information “graphically”, teachers must know each student so as to have an understanding of where that student is on the digital learning curve.
In this chapter, the author focuses on the fact that children today are different than children of the past. There is a direct correlation between the amount of digital experiences and the way these children think, interact and process information. There is a change in scientific theories of the brain. It was once thought that a person is born with a limited amount of knowledge and they would only be as smart as what they were born with. This has been proven wrong with the idea of neuroplasticity, which says that the brain changes to react to the stimulation it experiences. Research has proven that neural circuits are constantly being strengthened or weakened depending on the experienced stimuli. In other words our brain needs constant stimuli in order to grow and become more complex. If the brain is not used in certain areas it will become deficient. This can be proven by the idea of evolution or the strong will survive.
ReplyDeleteFor our brain to change it has to be subjected to stimulation that is not only intense but over a long period of time and progressive. With the world becoming more and more digital, our children are being bombarded with more and more digital devices. This is leading to a change in the brain of children due to the fact that these digital devices are intense and our children are around them all of the time. Thus, there is a rewiring of the brain of a child.
There is even a change in the way a child of the digital age reads and handles a page filled with words. People of older generations handle a paper filled with words starting at about one third of the way down the page and one third from the left. This is known a a Z curve. Children of the digital generations read in a F pattern which means that they start at the bottom and skim to the edges. This is leading to a generation of visual and kinesthetic learners.
With a class full of visual and kinesthetic learners educators are now going to have to change the way material is presented to students. There is going to have to be a major change to education to properly prepare children for the world they are growing up in. It is imperative for educators to understand the differences in children of today as well.
In Chapter 3, I was the most interested to learn that because of the increase in technology and day-to-day activities, kids today really do think and process information differently than we did when we were their age. Although we have discussed in class and we hear and see on a regular basis that this digital generation uses technology for nearly everything, and it has particularly impacted the way kids learn and interact with one another, it was still a bit mind boggling to read about how much kids today really use technology. I heard a statistic on television this weekend that stated that on average, teens text at least 100 times a day. For pre-teens/tweens, the average was 200+. That really took me by surprise, I suppose because I don’t spend time with teens on a daily basis to see this for myself. However, if this is what students are doing outside of the classroom non-stop, it is no wonder that they have such a difficult time sitting still in class and learning in the traditional way. As the book points out, many students today are visual or kinesthetic learners, but these learning styles are not how their knowledge and performance is being tested in most cases.
ReplyDeleteAs teachers, that means that if we expect our students to come in each day and learn something new, we should also remember that we can also do the same. As the book points out, doing an activity repeatedly, such as reading and writing or using some kind of technology daily, reprograms our brains. Since we know that with repetition we can learn new things, teachers cannot just use the excuse that they cannot use technology because it is not what they are used to or it is too late for them to learn. It is very possible for even the most seasoned teachers to learn to integrate technology into their classroom, even though it may be new, different, and for some, a bit overwhelming. As a new teacher, this will be an important lesson for me as well because I know that if I plan to teach my students effectively, I will have to be open to using technology.
Re: Kylie’s post
ReplyDeleteI agree with Kylie’s posts that although the as teachers it is our job to make sure we are meeting the needs of our digital generation students, the issue is certainly much bigger than that. In order to teach students most effectively and cater to the fact that they do indeed learn differently than we did at their age, that means that all teachers, old and new, have to be willing to change the way they teach. For teachers who have been successfully educating students for years, I can certainly see why that would be an issue because they are comfortable teaching the way they always have. However, it is apparent that as technology continues to increase, it just won’t be possible to continue teaching in the traditional method for much longer. Technology is part of our present, and it is definitely going to be a part of our future, so if we are to truly prepare students for the real world, we have to remember that it is a world that requires much more than what has been taught in the past. It is clear that changes must be made, but as Kylie pointed out, it cannot happen all at once so it's good to find the balance between traditional and technology. It has to come in steps so that everyone can make the adjustment overtime.
I was very interested in the section "Changes in Digital Readers" on page 27. Due to vast exposure to digital content, our students are now reading in a very nontraditional way. For example, the digital generation is used to seeing numerous links to the material they need. This causes the digital reader to scan text for the information he or she considers most useful. This new scanning technique has also caused unusual eye-tracking patterns when physical text is read. Digital readers are now reading in an "F-pattern" as opposed to the traditional "Z-pattern" used by those of our generation. Although I found this interesting, it was definitely easier for me to understand the Z-pattern.
ReplyDeleteI was also intrigued to learn that a majority of our students are now visual learners. This makes sense when one thinks about how much time is spent in front of a computer monitor, video game, etc.
ReplyDeleteIn response to Melinda:
I was also surprised to hear that brain cells are regenerating. It seems that I have always been told that once your brain cells die, they will never be able to grow back. It is important for teachers to remember that we can always teach our students something new!
I agree with this chapter in the way that it points out that children learn differently today than they did in the past. I also relate it a lot to what Mrs. Stone said about children not having to wait on the teachers anymore for answers. They have a plethora of options to find the answer they are looking for.
ReplyDeleteIt is crazy to me that recent research even suggests that students read differently now in a result of the digital generation. I guess I have never really sat down to think about it in that much depth but I can definitely see how that is true.
I like that the chapter suggests that video games and related devices are not all bad. They sometimes do sharpen the brain. Most older people think that they are all bad and I like that it challenges that thought process. I believe they can have some positive consequences.
I don't think there is anything wrong with the way that the different generations learn, they are just that: different. We cannot teach students that learn best by technology in a way that we used to learn. I think they will shut down and won't be able to grasp whatever we are trying to teach them. It is best for us to be knowledgeable about as much as we can, including technology. This will continue to make us better teachers.
I agree with what Nicole said about educators needing to change the way the material is presented to students. We cannot expect students to adapt to the way we are used to teach. That is not going to work. They will block out all of the information and won't learn as much as we want them to. We need to find a way to present the information in a technologically advanced way. They will engage in the material and it will have a very positive result!
ReplyDeleteChapter 3- What We Know About the Digital Generation
ReplyDeleteI found it surprising and comforting to read that our brains are "plastic in nature". The idea that neurons are constantly rearranging themselves and making new connections is great news to someone who is quickly approaching the dementia stage! On page 21, research is cited telling us that,"neural circuits are constantly being strengthened or weakened based on the intensity and duration of the inputs. Brain cells and their circuits operate on a use-it-or-lose-it, survival of the fittest principle." On page 23, Daniel Pink's work is used to explain how the left-side of the brain specializes in logic and literalness while the right-side of the brain handles pattern analysis and problem solving. Pink then goes on to say that if our children are going to survive and excel in the 21st century, they must move from being left-brain thinkers to "whole-brain" thinkers. If this is to happen, then students today must be taught in such a way as to incorporated both sides of the brain, developing not only the logical side, but the creative, intuitive side, as well.
As a teacher, I must realize that the majority of my students, members of this digital generation, do not learn and process information the same way I do. There is a huge gap between those of us that teach and those that are learning- a gap that is only getting wider by each passing day. As educators, we must be committed to closing that gap (or huge gulf as stated on page 30!) , re-evaluating our teaching strategies, and connecting with our students in a way that will ensure their educational success.
Haley, I would agree with the fact that kids don’t want to have to wait on the teacher for answers anymore. I see this in my classroom every day. My students are so eager to absorb information. They also know how to quickly find the answers to their questions. It drives me crazy when I work with a teacher that does not understand how information hungry these children are. The issue with this comes though is that students are not wanting to read the whole bit of information in front of them. They are so used to having the answers at their fingertips. Reading long bits of information becomes an arduous task when researching a question. It is our job as educators to understand the change in children and adapt our teaching styles to how they learn.
ReplyDeleteIn one section, the book discusses how new research shows that “measurable intellectually rises and falls depending on the duration of stimulation are brains are exposed to”. It explains that cognitive performance can be enhanced and neural disorders can be reversed. This is amazing to me. I have personally seen a small child diagnosed with autism (about mid-range) seemingly ‘grow out of it’ in a relatively short period of time because of therapy and intensive work with his parents.
ReplyDeleteI was a bit confused with the z-pattern versus F-pattern way of reading and what that implies to learners, but for the most part, it does make sense to me that children’s brains are developing differently that they did in earlier generations. Since I am technically in the middle of the “older generation” and the digital generation, I don’t feel such a strong difference from either, but even in my years, technology has grown so fast and become so pertinent in our lives, that I sometimes have a hard time remembering not having a computer, using our computer without internet, or not having a cell phone.
Children today receive information so much faster than in the past, it only make sense that the brain will have to develop to process that information at a much faster rate.
Since the digital generation is a relatively new term, I think research is just now beginning to scrape the surface of what our brains are capable of and how we are changing as humans.