Brain Rules

In my last post I mentioned a few books that I have been reading. Of these, probably the the one that has had the biggest impact on how I think about teaching has been Brain Rules by John Medina. I think about it as the owner's manual that we were never given on how to operate our own brains.

Medina is not alone in his focus on brain-centered learning practices. Robert Marzano and his colleagues had begun working on research-based practices in the late 80's. However, he breaks down the function of the brain with regard to learning into 12 discreet rules, each of which has huge implications for teachers and learners.

His book states the 12 rules and then goes into detail about each (that's why I am not going to do that here.) Even if you don't want to buy the book, there is a companion website that does a great job of supporting the book with videos and images. The book comes with a DVD that has even more content than that on the site.

Dr. Medina is also interviewed on one of my favorite podcasts, FitnessRocks, by Dr. Monte Ladner and they touch on the effect of exercise on learning.

Here are my personal take home points:

• In the Attention chapter, where I think teachers will get the most bang for their reading buck, he discusses the importance of putting emotional important into his lessons, he does this with stories. However, he breaks up his lectures into 10 minutes segments, beginning each with an emotional hook. His own personal experience as a professor has shown this to be a good interval to work with.
• In the Exercise chapter, he stated that research indicates that exercise actually helps both grow new neurons and new connnections between existing ones. This is a function of the substance BDNF (brain derived neurotropic factor). This is a throwback to our evolutionary past. We evolved as highly mobile, active problem solvers on the savannah of East Africa. The average early human traveled 20 km per day. Our brains thrive under similar stimulation today.

• Medina ends each chapter with a list of "ideas" for real world exploration of the topics in each chapter. I found this feature both interesting and frustrating. While I agree with his desire for more research in these areas, I am a teacher and teachers are very practical people. In a future edition, assuming there has been more research in these areas, perhaps he will include more concrete suggestions.

He mentioned the need for classroom teachers to collaborate with brain researchers to break through to the next level of understanding on these topics.

Is this something you would be interested in?

My summer reading

I like to do some professional development reading over the summer. So far this summer, I have read 2 great books and am working on several more.

I have read

Brain Rules by John Medina and The Four Hour Work Week by Tim Ferriss. I am also working on Death By Black Hole by Neil DeGrasse Tyson, What are you Optimistic About by John Brockman and Getting Past No by William Ury.

A long walk

I just walked 17.4 miles. I went from Becket, MA to Lenox. I had always wanted to do a really long walk. This qualified, but I would even like to do longer. Apparently paleolithic people averaged 20 km (12.4 miles) per day. As I walked I thought about this blog and a changing of the gears. I think that it needs to be more of a reflection than a prescription. Let's face it, I am writing this to benefit myself and, hopefully, my teaching practice. If others can gain from it, all the better.

I filmed my walk on my Flip Video camera. I got one from my school earlier in the spring and I am trying to figure out how to use it and ultimately use it in class.

I have a lot to talk about given all the reflection time I have had this summer. Stay tuned...