“You Must Remember This…As Time Goes By?”

would like to explore and discuss how kids RECEIVE and RETAIN what they hear.

I recently came across a book by James Zull, a Biology professor at Case Western, called  The Art of Changing the Brain – Enriching Teaching by Exploring the Biology of Learning. I have only read excerpts from the book, which considers the positive and negative role of emotions, motivation (both extrinsic and intrinsic), and  feelings in the learning process. He points to the importance of “changing data into knowing” and how it can be transformative in three important ways:

“• by using past experience we determine and carry out plans for the future

• rather than remain a passive “receiver” of information, we become a “producer” of knowledge

• we take control of our learning by figuring out what we need to know and actively pursue finding it out”

He then goes on to lay out three factors necessary for effective learning that ultimately can affect what students retain in long-term memory versus what gets lost/discarded in the very short term. –

a.  the student having some sense of control

b.  his/her understanding of the reason for learning

c.  recognition of the student’s affective approach to the task

I often wonder how much the lack of control that many of our juniors and seniors experience in their lives runs counter to the ideals that Zull articulates.  I am certainly seeing students struggle more with retention and portability of knowledge and skills. As kids apparently see the college process becoming ever more competitive, is extrinsic motivation threatening to overwhelm intrinsic, and is the ‘passive’ receiver of information eclipsing the ‘producer’ of knowledge?   How can we best figure out if all our talents and tools will have a deep and lasting impact in our students’ knowledge and skill development?