Making Learning More Likely

Maybe someday, the mystery of how kids learn will be unraveled. Perhaps. For the time being, though, the mechanism is largely shrouded in mystery. We know that it involves physical alteration of physiology, the literal rewiring of the brain, and there has been considerable research into how we can make this rewiring more likely to occur. We also know that while there are global commonalities to this wiring process, there is also a good deal of particularity to how each individual learns most effectively. Plainly, how and why learning happens is complicated. That said, I believe there are a few widely agreed-upon concepts that are useful in helping us better understand the conditions, attitudes, and intentional strategies that make learning more likely.

 

We have all had the experience of sitting in front of material that we should learn and getting nowhere. This sometimes has to do with our unfamiliarity with what we are supposed to learn, and at other times it is because of our wandering attention or disinterest. On the other hand, when we want to learn, are focused and putting our full attention on the task, we are much more likely to be able to memorize, internalize and connect what we are studying to what we already know. One idea that fleshes out this concept in helpful ways is: Mindset (Dweck). Mindset refers to a student’s underlying beliefs about his/her ability to learn and the relationship between practicing something and getting better at it. According to the research, not everyone has the same “mindset” toward learning. Some believe that every individual has a certain amount of ability and that this preset amount sets a limit on what can be achieved (fixed mindset).

 

Others believe that practice matters more than native ability and that we can alter our brain physiology through intentional effort and approach mastery over time through dint of perspiration (growth mindset).

 

Having the right mindset is not enough, but it is a great beginning when coupled with the concept of “Deep Practice.” (Coyle)

 

Deep Practice refers to the type of practice we are doing to make it more likely that growth occurs. While there is certain universality in what constitutes deep practice, there is also considerable variation depending on the particulars of an individual’s brain chemistry and learning style. In other words, wanting to learn something combines with intensive effort and focus over time under the right conditions to achieve the greatest strides.

 

What deep practice looks like depends upon the nature of the learning. How to make the largest step forward as a tennis player looks quite different from how one becomes a better biochemist; yet, there is also an overlapping set of practices in common. Immersion, time on task, iterative improvement, apprenticeship to expertise, understanding of your own strengths and weaknesses as a learner, acceptance of feedback, movement from lesser to greater approximation of expert understanding.

We sometimes forget that the brain is an organ made of tissue that needs care and tending. In this sense the brain needs to be kept healthy to maximize learning. The best current research indicates that it is not rocket science to maintain your brain at peak efficiency. Like the rest of your body, it needs nutrients found in a balanced diet. It also benefits and operates more optimally when it receives exercise (daily use) AND when the rest of your body receives exercise. It also needs to be hydrated and to get plenty of sleep. Research indicates that a fifth grader who receives two hours less sleep than is recommended is likely to function much like a 3rd grader, a sizable developmental difference.

 

Stress, too, influences our ability to learn. Too much stress is clearly deleterious, but a certain amount can lead to increased focus. In other words, not all stress is the same. Feeling truly unsafe, managing the psychological fallout of family upheaval, the loss of a family member or other major trauma can dramatically disadvantage learning. On the other hand, an optimal amount of “positive stress,” the sincere desire to learn, correlates in many cases to improved outcomes.

 

It would be great if all we needed to do was change our mindset, put in a little bit of deep practice, and take care of our brain/body. If this were all there was to it, we would all be the “Michael Jordan” of our chosen field. There is another ingredient, a secret sauce, which involves time, patience, persistence, feedback and iteration. Gladwell reminds us that if we want to achieve greater mastery, we must earn it over time through intense effort. He simplifies this into the “rule of 10,000 hours.” His insight is the simple reminder that it takes time to make progress and that we need to be patient with our children as they, little by little, move from novice to greater expertise. It is not an easy journey and takes grit and commitment over an extended period. It is metaphorically the slow boat to China, not the hovercraft to Martha’s Vineyard. It also takes the ability to accept feedback and the willingness to make mistakes, lots of them.

 

This is, by the very nature of the task, a gross oversimplification of the research on learning; still, I hope it is helpful in clarifying why we place emphasis as a school on the things we do. We want to encourage our students to believe in themselves and their ability to grow, and teach mindset directly, challenging each student to become increasingly skilled through a wide variety of age-appropriate deep practice strategies in the classroom. It is also why we have an advisory program that exposes students to the idea of mindfulness and gives students practice in a variety of coping skills. It is also why we encourage students to eat right, drink lots of water and get enough sleep each night. Most broadly, we try to be patient with each student and believe that the right mix of teachers and curriculum can make it much more likely for students to fall in love with the mystery that is learning in such a way that it will become a life-long passion.