The entire environment of the school system and the administrative structure has changed rapidly in the past few years. Teachers are now being held more accountable and students are required to test more frequently. Many of these changes also happened nine years ago, with the introduction of the No Child Left Behind Act (NCLB).

1. How it started

The No Child Left Behind Act of 2001 was signed on January 8, 2002 by President Bush, according to Education Week. It is, “a reauthorization of the Elementary and Secondary Education Act,” which is, “the central federal law in pre-collegiate education.”

2. The act before NCLB

No Child Left Behind is an amended version of a previous act, The Elementary and Secondary Education Act (ESEA). This act, “emphasizes equal access to education, establishes high standards and accountability, and requires the inclusion of all students with disabilities in the student achievement system,” according to The Association of University Centers on Disabilities.

3. Changes to Education

With the amended act, many changes arose when new rules on annual testing and academic progress were established.

A few of those changes, according to Education Week, include:

• “By the 2005-06 school year, states must begin testing students in grades 3-8 annually in reading and mathematics”
• “States must bring all students up to the “proficient” level on state tests by the 2013-14 school year”
• “Starting with the 2002-03 school year, states must furnish annual report cards showing a range of information, including student-achievement data broken down by subgroup and information on the performance of school districts. Districts must provide similar report cards showing school-by-school data”
• “By the end of the 2005-06 school year, every teacher in core content areas working in a public school must be “highly qualified” in each subject he or she teaches. Under the law, “highly qualified” generally means that a teacher is certified and demonstrably proficient in his or her subject matter”
• “The act creates a new competitive-grant program called Reading First, funded at $1.02 billion in 2004, to help states and districts set up “scientific, research-based” reading programs for children in grades K-3”
• “Through an alteration in the Title I funding formula, the No Child Left Behind Act is expected to better target resources to school districts with high concentrations of poor children”

4. Weighing the pros and cons

The introduction of No Child Left Behind upset and infuriated some educators, who do not find the new stipulations fair for every student.

“Empirical research does not support the belief that all children can learn the same curriculum, in the same amount of time, and at the same level,” William Bainbridge wrote in his 2002 article, “Leaving Children Behind.” He is a Professor at the University of Dayton.

“The problem with such an unsubstantiated belief is that it may be used to deny differential financial support for those who come to school with environmental disadvantages. Not all children have high-quality nutrition, stimulating homes, and extensive learning opportunities prior to entering school,” he said in the article.

Others support NCLB because of the way it focuses on accountability. In many ways, the law made schools and districts more accountable for the instruction of their students.

“Accountability to parents, taxpayers and students themselves is a major objective of the law,” a news article in the Winfield Daily Courier said.

5. Is it working?

In recent news, there have been a few reports of the progress of NCLB.

“Four of every five Rhode Island public schools met all of the 2010-11 targets set by the federal No Child Left Behind Act (NCLB), according to annual school performance classifications,” GoLocalProv reported on May 6, 2011.

Other news stories don’t leave the reader so convinced. For many years, there have been reports that NCLB has taken away most of the funding for arts in the classroom, due to the fact that money is being put elsewhere—mainly into programs or private tutoring that increases test scores, some educators purport.

“It (NCLB) makes no provision for the arts, which are not part of the reading, math and other proficiency testing. The law is putting the arts on the endangered list nationwide in schools. With budget cutbacks, children aren’t getting exposed to other…art museums,” Louis Duiguid wrote in an April 2011 article for The Kansas City Star.

The next big test will arrive in the school year of 2013-14, when “states must bring all students up to the “proficient” level on state tests,” according to Education Week.

By Kelly McLendon. Kelly is studying Environmental Policy and Journalism. She can be reached at mclendon.kelly@gmail.com.

Once a young adult hits a certain age, several things kick into action. Not only is puberty raging, the brain is going through some amazing changes, too. The thought that the brain was finished developing in the early years is evolving as new studies are finding the teenage brain goes through one last push to keep the brain in tip-top condition, or lose certain functions forever.

The ever-evolving brain

The teenage years are full of egocentrism, dealing with external pressures, and trying to keep up in school. Everyone was a teenager at one point, so we can all relate in one way or another. But, it still seems that the teenage years are the ones that are still misunderstood and often generalized. For years, it was the understanding that the brain becomes moody during this time due to all those hormones running rampant. The reality is the adolescent brain is working hard to continue developing circuits. Studies determined the prefrontal cortex, which helps make the major decisions, aides in making judgments, and understanding consequences, is still not fully developed during the teenage years, and will not achieve total completeness until the early 20’s.

This does not mean all those hormones do not play a role in some of that out-of control-attitude and behavior that takes place in tweens and teens. Hormones can contribute to tipping the scales when it comes to decision-making and behavior.  Pediatrician and adolescent researcher Richard Dahl finds that at birth the brain has the most neurons, but the number of synapses, or the junctions that connect neurons, reaches its peak by adolescence.  The teenage brain may be at its best in some ways, but with all the other social pressures and internal angst, some teens may make bad decisions, and others may become highly motivated to achieve. Most will eventually outgrow that risky behavior and compulsive decision-making.

The temperamental teen

Not only are teens temperamental, they are developing in ways we cannot see. The brain is making big decisions, and if certain areas are not used during this important time, the teenager may be at risk of losing certain functions if neurons are not fired.  Through MRI studies, it has been determined that teens also process emotion differently than adults. It seems the amygdala is fired first, which is in charge of gut reactions, instead of the frontal lobe. As young adults age, the frontal and temporal lobe take charge, leaving the amygdala to take over during those random gut reaction situations.

Whether dealing with an adolescent in the home or educational setting, there are several things to keep in mind. It may seem it is you against the teen, but with patience and a bit of understanding, everyone can find a middle ground.

Stay strong: Remember that you are the adult. Even if the teen may be frustrated with boundaries, staying strong and sticking to your rules will encourage the teenager to make positive decisions later in life.  Understand there will be times everyone will butt heads, but to also consider how you as the adult are talking and listening to the teen. Keep a positive attitude, never resort to anger, and remember to stand your ground. As an adult, share stories from your teen years, which just might peak the teen’s interest and encourage them to understand where you are coming from.

Get the “big talk” out of the way earlier than later: Talking about what to expect during puberty helps set the groundwork for what is to come. Even though talking about our bodies and how they work may be uncomfortable for teens, it is better to hear the information from someone they respect than their peers, who may have facts incorrect. While having an open discussion about puberty and how our bodies work, it is not a bad idea to spend some time discussing sex. As an adult, if you are unsure how to begin the “big talk,” reach out to your local community of pediatricians, teachers, or a trusted friend for support.

Encourage them to sleep – and eat healthy: During the tween and teen years, changes are taking place both externally and internally. This translates to needing extra sleep and nutrients. Encourage the teenager to get a good night’s sleep and eat healthy, nourishing foods, which will also aide in development. Setting a good example by having good sleeping and eating habits as an adult also helps. Recent studies have even linked lack of sleep in teens to increased eating habits.

Understanding that we all grow out of the teenage years may help everyone feel better at the end of a trying day. All adults were teens at one point, and they survived!

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

As a parent, we want to encourage our kids to think for themselves and make smart, positive decisions. But, sometimes, we get stuck on wanting things to be done to our own expectations and a helping hand is offered before the child can think or do something or themselves. And there are those moments where we become “helicopter parents” where more time is spent focusing on directing the child’s behavior instead of nurturing it. The developing brain is an amazing thing, and all these aspects play a role on how it advances.

Self-Reliance

Self-reliant behavior is the concept of encouraging one to feel confident, able to make decisions, and do things for themselves. Ralph Waldo Emerson spent some time contemplating the understanding of self and the importance of trusting one’s self-being. For parents of toddlers, this can be a challenging concept – especially when preparing for preschool. Taking the time to nurture the child’s growing abilities and interests can be overwhelming and exhausting. But, it is an important step for creating self-reliance in toddlers and preparing them for what is to come in preschool

Most preschoolers are expected to accomplish simple tasks throughout the day.  From putting on their own jackets to knowing their numbers and letters, a preschooler is inherently interested and excited with new tasks and concepts. Sometimes the simplest mission an adult might take for granted, such as selecting a spot to sit for lunch, can be a big challenge to a child. As adults, offering children the opportunity to build their self-confidence and self-reliance makes those moments a bit easier for the child, and often with wonderful results.

Helping Your Toddler

Before heading to preschool there are a few simple ways you can help your child build his self-reliance. Understand that this may be a frustrating time for everyone involved, but with some dedication, and a lot of patience, the outcomes speak loud and clear.

-Encourage your child to do simple tasks on his own. As much as you might want to hurry things along and put those shoes on for your toddler, it is a good idea to let him do it himself – and the way he wants to. This means if he gets them on, but those shoes are on the wrong feet, do not correct him. While he is working through the task, offer lots of encouraging words as well as giving him some space. Instead of offering praise such as, “you are doing a good job, “ use direct words such as, “I am pleased you are spending so much time concentrating.”

-Let your child make decisions. This does not mean letting your child be the decision- maker on big things, but encourage him to pick out his own clothes in the morning (even if things do not match) or select dinner one night a week. When your child feels he makes decisions that are respected and taken seriously, he is building his self-confidence encouraging his self-reliance. As the child ages, he will continue making smart decisions, helping to build a well-rounded adult.

-Stand back. When your child is about to take a risk, stand back and watch what happens. Obviously, if your child’s well-being is in danger, step in and redirect his behavior. But, if he is making the decision to try his bike without training wheels, maybe it is time to see if he really can do it. Preschoolers are daredevils and are learning everyday what their bodies can and cannot do. By allowing your child to healthfully explore his abilities without hearing a constant, “NO,” he is learning you trust him and his decisions.

-Give your preschooler responsibilities. Even young kids are capable of doing small tasks. Allow your child to be in charge of doing something he can do regularly, like wiping the table after the family meal. Kids like to feel they are contributing successfully to day-to-day living. His sense of accomplishment is his reward, and the more he understands this, the more smart decisions he will make, along with wanting to take on more responsibilities.

-Be confident and model positive behavior. The first day of preschool is often hard on parent and child. Expect to endure separation anxiety at some point from your child. As an adult, model positive behavior and stay confident, even when feeling overwhelmed. Your child will be encouraged to do the same. Talk through concerns with your child before the first day including time for your child to share his worries, thoughts, and questions. By answering his concerns and talking out all his reservations, he is learning his thoughts are respected and heard, building his own self-confidence and understanding of what the preschool experience will be.

-Trust others. Remember, the preschool teachers are there for help as well as others in your community. Encouraging your child to trust others builds his understanding of community and his role within it. When he sees adults sharing and communicating, he understands he should, too. This will build his ability to make friends, continue making positive decisions, and build relationships he will have for the rest of his life.

As a parent, and a preschool teacher, I have experienced the ups and downs of both sides of this topic. I am no expert, but have had wondrous results encouraging self-reliant skills in my own child, and many others.

By Sarah Lipoff. Sarah is an art educator and parent.  Visit Sarah’s website here.

Standardized testing is the bane of some students’ existence as they go through school. Students start getting nervous in the weeks before, as their teachers are taking class time up with preparation worksheets and tips. Standardized tests have been in America for more than 50 years, according to Time Magazine‘s “A Brief History of Standardized Testing.”

Where did testing start?

Testing for students started in China. “The earliest record of standardized testing comes from China, where hopefuls for government jobs had to fill out examinations testing their knowledge of Confucian philosophy and poetry,” A Brief History of Standardized Testing said.

Today, testing may be done for a different purpose–to aid in efficiency.

“But as the Industrial Revolution (and the progressive movement of the early 1800s that followed) took school-age kids out of the farms and factories and put them behind desks, standardized examinations emerged as an easy way to test large numbers of students quickly,” TIME said. Large-scale testing is a quick way to test students over the same subject material.

How do schools use standardized tests?

Schools and school districts use tests for many different purposes.

“Schools use standardized tests to determine if children are ready for school, track them into instructional groups; diagnose for learning disability and other handicaps; and decide whether to promote, retain in grade, or graduate many students. Schools also use tests to guide and control curriculum content and teaching methods,” FairTest.org said.

Tests impact school statistics

FairTest.org also said that districts use the scores to show school improvement and changes in study habits.

“In many districts, raising test scores has become the single most important indicator of school improvement. As a result, teachers and administrators feel enormous pressure to ensure that test scores go up. Schools narrow and change the curriculum to match the test. Teachers teach only what is covered on the test. Methods of teaching conform to the multiple-choice format of the tests. Teaching more and more resembles testing,” the website said.

Test Taking Tips

1. Get positive about taking tests

2. Clear the brain for learning and testing

3. Prepare for the test “strategically”

4. Become familiar with test-taking techniques

5. Take a practice test-or even better, take several practice tests

From: “How to Do Your Best on Standardized Tests.”

How Teachers Feel About Testing

There  are many aspects of testing that might have teachers worried.  From preparing students to understanding how to administer the test, there are many things an educator might wonder or worry about, such as classroom performance.

For information about teachers’ merit pay from tests, check out this Funderstanding article.

“A student’s performance on a standardized test is influenced by many things: some obvious, some elusive, some over which educators have control, and others over which they do not,” an article on the education website TeacherCreated.com said.

To read more about testing perceptions, view this Funderstanding article by Bob Sullo.

Other testing strategies

TeacherCreated.com recommends a few ways to prepare students for the testing time of year. These include:

● “Begin talking about good habits at the beginning of the year. Talk about getting enough sleep, eating a good breakfast, and exercising before and after school. Consider sending home a letter encouraging parents to start these good routines with their children at home.

● Explain the power of positive thought to your students. Tell them to use their imaginations to visualize themselves doing well. Let them know that they have practiced all year and are ready for what is to come.

● Remember to let students stretch and walk around between tests. Try using “Simon Says” with younger students throughout the year to get them to breathe deeply, stretch, and relax so it won’t be a novel idea during test time,”

More resources for educators

If you’re feeling stressed about testing your students, a few sites are out there to help any last-minute worries:

-Combating Testing Pressures

-Standardized Testing and Its Victims

-The Dilemma of Testing

By Kelly McLendon. Kelly is studying Environmental Policy and Journalism. She can be reaced at mclendon.kelly@gmail.com.

You are what you eat, and what you eat helps your body grow and develop in amazing ways. Even adults can continue developing and growing, especially when it comes to your brain. Several foods are extremely beneficial in aiding the brain to develop healthfully from birth through adulthood, and also assist with the aging brain, too.

The brain thrives on several elements, mainly glucose, vitamins, minerals, and other essential chemicals, with glucose, or a simple sugar that is one of the main components in carbohydrates, being the most essential. Glucose encourages the brain to create new connections and add myelin, or the fatty sheath to axons. Axons are long threadlike parts of nerve cells where impulses are conducted from cell body to other cells. If the brain receives too much of one component or not enough of another, it is not able to function properly or create new connections.

Brain Development

From birth, the brain is ready for rich nutrients to aide in the healthy development of the central nervous system. At birth, the brain contains 100 billion neurons, the most the brain will ever have. Along with all those neurons, synapses, or connections between brain cells, are also rapidly developing. And, once born, infant’s that are breast-fed have a slight cognitive advantage over formula-fed babies. Diet is not the only thing essential to an infant’s developing brain. Those raw brain cells are ready to soak up as much information as possible, and engaging in interactive play and providing lots of physical affection aides in healthy development, too.

Once a child hits adolescence, the brain undergoes another big growth spurt – correlating with the body’s development. During these essential years, the teenager begins making more and more decisions for herself, including what she likes and dislikes eating. Through MRI research, it has been found the teenager’s brain goes through a “use-it-or-lose-it” phase where if certain neurons have not been exercised they are lost. The frontal lobe goes through great developments during this time and encouraging healthy eating habits aides in the brain’s development as well as the teenager’s day-to-day functioning.  There are even fun ways to sneak those healthy foods into school lunches that will not cause teens to toss their lunch but actually enjoying eating brain-boosting foods.

In older adulthood, memory can be boosted through various exercises, even meditation, but is greatly enhanced through proper diet. The adult brain continues to grow and develop and is greatly expanded by outside stimuli. Participating in new and different activities, staying social, getting a good night sleep, and exercising play a role. But, eating a healthy diet and maintaining proper hydration is what keeps the brain ticking. Fresh fruits and vegetables should be a main part of any adult’s diet.

Brain-Food Diet

No matter what your age, there are simple ways to change your diet to include brain-boosting foods the whole family will love. As adults, enjoying fresh fruits and vegetables models positive eating behaviors to children and encourages them to try new things. Other foods rich in healthy brain boosters include:

-Salmon: Not only is this fish full of flavor, it is packed with omega-3 fatty acids, which helps brain cells function at their best. Tuna and sardines are also fishy options high in omega-3. Adding salmon into a family meal is as easy as broiling fillets, or adding canned salmon to your favorite pasta.

-Blueberries: These small sweet and tart berries are full of antioxidants and are rich in Vitamins C and E. Antioxidants fight aging as well as the effects of free radicals, which are unstable molecules found in everyday items and are also created in the human body during metabolism. Without antioxidants to fight them, free radicals can reek havoc on the body and speed the aging process. Adding blueberries to your morning cereal or even to a fresh salad adds a touch of sweetness as well as lots of brain-boosting power.

-Nuts: Along with seeds, nuts are full of fiber and lots of beneficial fats. A handful of nuts or seeds provides the body with long-term energy through their high concentration of complex carbohydrates and Vitamin E. The healthy carbohydrates found in nuts boost the brain productivity and alertness. Offering nuts or seeds as a snack keeps hunger away and is a healthy option instead of chips. Almonds are the best choice, with peanuts offering the least amount of healthy fat than any other type of nut.

-Green vegetables: Although not everyone’s favorite, green, leafy veggies are an essential component for a brain-boosting diet. Fresh vegetables are full of antioxidants, which along with fighting free radicals also reduce the risk of developing cognitive impairments. The best bets are spinach, Brussels sprouts, and broccoli. Even if you are not a fan, adding chopped fresh spinach to pasta creates a healthy meal, and creating a purée of steamed broccoli makes a fun and different side dish for any meal.

So, what are you waiting for? Start adding some healthy brain-boosting foods to your diet today.

Sarah is an art educator and parent. Visit Sarah’s website here.

Some of your students may hate writing assignments, whereas others may enjoy them very much. Writing is an extremely important skill for students to have. Studies show that poor writing skills are detrimental to business success. More importantly, without writing, students may not be able to express themselves adequately. Since the art of writing is both creative and practical, here are 5 Ways to Inspire Your Students to Write:

1. Individual journals- One great way to inspire your students to write daily includes passing out a notebook or composition book to each child. This way, they will have a place to record their thoughts or answer prompted questions. To read more about the effectiveness of this exercise, read this paper from Indiana University. After every student has a “special” notebook (you can even have them decorate the cover or choose the color of the book), make classroom time to ask a question that they can write the answer to in their books. Possible questions include: “What is your favorite food?” or “Does your family have any holiday traditions?” After giving your students time to process the question and write about it, you can ask if any students would like to volunteer to read from their notebook.
2. Letter writing- Sign up with a pen pal program that matches your students to other students. This could be international or domestic. Typically, school groups sign up, each student writes a letter and sends a small token and then the two students are “pen pals,” exchanging letters for a semester or quarter. The students will have to learn to write letters to keep up with their pen pal. For more ideas on letter writing, visit the suggestions from the Pearson Longman resources website.
3. Introduce blogging - Likely, your students will already know what a “blog” is, depending on their age level. A safe way to start a blog project is to make a class blog. There are many resources for planning and setting up a blog.  This means you have one blog and each student is responsible for making a post. You can let your students’ parents know about the blog, so they can follow it from their home computers.
4. Make it fun with poetry - You can start a lesson plan by talking about famous poets and reading some of their work to your students. You can also incorporate ideas about haikus and other forms of writing into this lesson. Poetryteachers.com has detailed plans and ideas on how to teach poetry and incorporate related activities into your writing lesson plans.
5. Encourage your students to submit their writing to area contests - Another way to get students inspired to write includes giving them support and the resources they need to enter local writing contests. Some schools have writing and art contests each year, whereas other students may have to look to their cities or states for such opportunities. A popular national contest is the Scholastic Art & Writing Contest.

Whether you decide to inspire your students through poetry or competition, keep in mind that writing skills, just like reading, are essential to everyday life. When a student can write well, he or she will have an open opportunity at future jobs and success. Read more here about how crucial writing skills can be in the business world.

By Kelly McLendon. Kelly is studying Environmental Policy and Journalism. She can be reached at mclendon.kelly@gmail.com.

This is an amazing time we live in. Technology is advancing every day leading to new ways to do things, problem solve, and educate ourselves. As well as being extremely entertaining, digital games are also introducing youth to new concepts and areas of learning. In fact, playing video games may have great benefits for the educational system when used correctly.

Video games came onto the scene in the 1970’s through the rudimentary Magnavox Odyssey, but when Atari Pong was introduced in the mid 1970’s, Atari started a video game movement that is still going strong today. Currently, Sony Playstation and Nintendo Wii dominate the gaming market. With much evolution from the original Magnavox Odyssey, games are now interactive, where the player actually does movements while playing a game.

Video Games for Learning

Digital game-based learning (DGBL) is an instructional method that incorporates content and learning principles in a video game format with the goal to engage and educate learners. The concept draws from the constructivist theory of education and can be applied to all subject areas and learning levels. With the understanding that each child is different and learns in her own individual way, constructivist thought encourages the child to follow her inner instinct and make decisions through trial and error. When playing video games, a child is exposed to entertaining material, but not all games are designed the same. There are several organizations and companies striving to create classroom, as well as home friendly games that are not only fun, but quite educational.

Tapping into a child’s desire to play video games is key. On the average day, many children spend as much time playing video games as they did learning in school. Although many assume spending all those hours behind a joystick is just promoting violence and bad health habits, video games do encourage kids to problem solve, hone reflexes, and build vocabulary. With the advancements seen with interactive games and games including movement and moveable controllers, those couch potato habits are also being broken.

Augmented Reality Based Games

Video gaming is advancing every day, with the newest educational and entertainment games heading to virtual reality. PBS Kids is exploring using “augmented reality” or computer-generated content combined with real-world images for games. The hope is to engage kids through the exciting aspect of wonder, hooking them in for the learning component. Games are being created for kids as young as four or five, along with smart-phone applications appropriate for preschoolers. The PBS Kids’ creations are being supported and backed by a grant from the U.S. Department of Education, proving that video games are not just about fun and games, but also the advancement of our youth.

Using Game-Based Learning

Until these educational and interactive video games are available to the public, parents and educators should take an active role in observing what types of games children are playing, and if they are age appropriate. It is estimated that ninety-seven percent of teenagers currently play video games regularly, many starting before the age of ten. With some kids leaning toward engaging in violent or inappropriate game choices, taking a role in playing games with children aides in education and understanding of the potential hazards of certain games.

Some schools are taking an active step in integrating game-based learning within the classroom by providing game-based instruction that has not been included in traditional teacher training of the past. When an educator integrates technology successfully within the classroom, students are engaged and introduced to new material in an interesting way they can relate to. Games are a way to challenge and motivate a player, and since the beginning of time, have helped entertain and educate.

Colleges, such as Idaho State University, are taking an active role in introducing College of Education undergraduates to the power of technology in the classroom. Not only are students playing Wii and testing out new games, they are creating lesson plans to correlate with playing the games and learning. The main goal is to encourage future teachers to educate the 21^st century learner through advancements in technology. And that is not just through playing video games, but participating in podcasts and other Web 2.0 technologies.

Because digital-based learning is still such a new phenomenon, the verdict is still out on whether digital-games can be truly beneficial in the classroom as a teaching tool, but for now, educators and parents are finding playing educational games to be a fun and exciting way to bring technology and learning into the classroom and at home.

Sarah is an art educator and parent. Visit Sarah’s website here.

A reader recently commented in response to this post about learning styles that he’d like to know more about learning styles such as what is a learning style, what is the definition of this term, what are the different types, what is the method to determine your learning style, and what tools can be used.  This article was written in response to his questions.

Each person is different and special in his or her own way. Part of what makes an individual unique is how she learns and discovers new things. We use our senses to understand the world around us, and each of us finds one sense to be stronger in that assessment than another. Different learning styles are all about the way learning is approached and optimized individually.

Learning styles can be defined as an individual’s unique approach to learning based on strengths, weaknesses, and preferences. Once a person connects with a certain style of learning, it provides the opportunity to tap into the brain and learning. There are three styles of learning – auditory, visual, and kinetic.

Auditory Learning Style

Auditory learners connect with listening and hearing when learning. Lectures provide a wealth of information, and auditory learners enjoy listening and paying attention. According to FamilyEducation.com, auditory learners benefit from traditional teaching techniques in the classroom. Teachers can aide in learning by adding extra auditory interest by using voice fluctuations during lectures, reading directions, and using verbal clues often.

Visual Learning Style

Visual learners find seeing information demonstrated, observing charts and visual aides, or watching a movie or video to be beneficial to learning. Learning often takes place in large visual chunks for visual learners. Within the classroom, educators can include charts, diagrams, and other visual aides to help the visual learner see the big-picture and understand new concepts.

Kinetic Learning Style

Kinetic learners are doers and learning takes place through movement and action. Touching, feeling, exploring and experimenting through the sense of touch is essential for the kinetic learner. Kinetic learners are active, which is sometimes misunderstood within the classroom. Offer hands-on activities within the educational environment to provide the kinetic learner the opportunity to learn while doing.

How to Determine Your Learning Style

There are several simple questionnaire tests you can take to help determine your learning style. Some can figure it out by paying attention to how they learn, but for others, it can be a bit more challenging. Once a learning style is identified as dominant, it can help the individual excel in learning and understanding of the surrounding world. And, some individuals have two learning styles that may benefit knowledge.

Consider how you enjoy learning. Visualize yourself in an educational situation. Which do you prefer – lectures, visuals, or activities? If you prefer listening to a lecture on a topic you are interested in, you are probably an auditory learner. Those that enjoy watching a demonstrative video can be considered visual learners. And, if you’d rather be doing a hands-on activity, like a dissection, you probably connect best with kinetic learning style.

Many have a gut feeling which style fits their personality and abilities. Along with learning what learning style fits you, you can find out more about how your brain works and utilize that information to encourage better educational experiences in the future. This is a great opportunity to explore learning activities with children to enhance learning style abilities, encouraging whole-brain learning.

Understanding Your Learning Style

Now that you have an idea what style of learning best fits you, you can begin using it to your advantage. While learning, tap into your knowledge and use what you have learned to advance how you gain knowledge. If you are a visual learner, observe, look at pictures about a new subject matter, and create charts and graphs. Auditory learners can search out lectures and discussions about topics they find interesting. And, kinetic learners can engage in activities and hands-on projects.

Within the classroom, when an educator understands the different learning styles of students, learning can be created to accommodate students with some simple adjustments, which is called the meshing hypothesis. When individual learning style preferences are accommodated through instructional teaching, academic achievement and individual attitudes towards learning improve.

Auditory, visual, and kinetic learning styles are essential concepts to aide in the educational process, although some studies disagree. Understanding that the concept of learning styles is a theory that assists with the learning process is key, and that tapping into that knowledge is beneficial to the individual as well as the educator.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

Sigh. Is it just me, or does the current hyper-focus on technology in the classroom leave anyone else just a little bit cold? Tech-hungry teachers and students are licking their chops.  Design fanatics are genuflecting at the feet of Steve Jobs. Do I risk professional suicide if I propose that there is an underbelly to the iPad2, and similar technology, that we should be thinking and talking about?

When Steve Jobs recently catapulted his latest Apple creation into the marketplace, even the buzz from former tech rival Bill Gates’ ill-informed pontification about the “benefits” of increasing class size was reduced to a dull roar. It seems that everyone who’s anyone has something to say about education these days, and that’s not a bad thing. Technology and the Internet allow all of us to have something to say about education, which broadens the stage for this very important and timeless discussion.

Equal Access for All?

At first my iPad2 cynicism was directed at yet another expensive piece of hardware that would require infrastructural tech supports that rarely exist in poor school districts. Here again was another shiny new toy that could potentially further widen—or, conversely, narrow—the digital divide. It took some deep digging to find the few articles that addressed this issue evenhandedly. It was as if the ubiquitous slogan that “education will be revolutionized” obscured the very real problem of equal technology access across the socioeconomic spectrum. Theoretically this new technology could be deployed in schools throughout the country to enhance (even revolutionize) student learning, but could it really? Did Apple, the tech pundits, the academic intelligentsia, and all of the people in the educational trenches really care one way or the other? The coming of the iPad2 seemed only slightly less momentous than the coming of…well, let’s leave religion out of this.

Can We Have it All?

Whenever something is added to this plate called Education, something else must be removed. Lest anyone think I am a technophobic dinosaur romanticizing the days of one-room schoolhouses and chalkboards, let me clarify that I love technology, use it every day, and have observed its benefits to teachers and students for many years. Used effectively, there is no doubt that technology provides many powerful learning tools with a permanent and well-deserved place in a teacher’s toolkit. Technology isn’t going away and it shouldn’t. It is in the classroom, the workplace, the home, and many other environments—to stay. My concern involves what it may be replacing. Do we want to examine this as seriously and critically as we do the benefits of the new technology, if for no other reason than to thoroughly understand the trade-off, if there is one? Perhaps new technology will allow teachers to gain more free time that can then be spent nurturing and guiding students in other important ways. I might soon drink the Kool-Aid, but for now I want to think about it a little longer.

I’d like to raise the issue of the appropriate balance between the role of technology in children’s education, and the role of human beings in their education. Putting aside questions about the iPad2 widening versus narrowing the digital divide, what will be the effect of increasing the time kids spend with computers, other technology-assisted classroom learning, and even full-blown online learning, while decreasing the time students spend forming personal relationships with teachers, knowing them and being known, and being academically, socially, and emotionally mentored by caring adults? How will upping the incidence of multi-tasking (and the resulting divided attention), increasing the role of information processing in learning, and boosting screen time affect students’ learning and developing brains? A recent study by the Kaiser Foundation found that today’s excessive media consumption via mobile technology among 8 – 18-year-olds is contributing to lower grades and decreased personal satisfaction. Can the new academic technology really fit seamlessly into the necessary human relationships, and harmlessly into child cognition and achievement?

Demographic and Socioeconomic Considerations

We are already seeing the effect of plugged-in kids (and plugged-in adults) on individual social functioning, one’s ability to focus and concentrate, and on family cohesion, to name but a few areas of concern. And is this analysis equally relevant to all students, families and schools, or does it differ along racial, socioeconomic, or cultural lines, just to mention a few demographic touchstones? For example, should we be concerned about the touted benefits of online instruction for disadvantaged students who arguably need less time in their home environments and neighborhoods, and more time in school in the presence of positive adult role models? Or, if these students populate large unruly classes in crumbling school buildings, should they spend more time learning remotely from satellite locations? It is not an easy question. Steve Jobs does not have the answer for that, but he would probably agree that no one wants kids falling through the net, pun intended.

Technology and the 3 R’s

Among the many enthusiastic articles, blogs, and discussion threads about our new educational technology revolution are a few, somewhat quiet, rather tentative voices asking, “But what about deep reading skills? What about writing?” What about them? The iPad2 and similar devices will surely save some trees, and that’s a good thing, but, assuming these mobile devices eventually cross the digital divide and get into the hands of every child in America, do we have anything to worry about as well as celebrate? I think we do. Reading on screens encourages skimming and undermines comprehension. Typing on touch pads is difficult. Math has become increasingly disconnected from computation by hand. Some educators feel the tail is wagging the dog, but opinions do vary.

Teachers Being “Screened” Off from Students

Technology is compelling, exciting, and empowering, but if not used thoughtfully, can also become an easy wall for teachers to hide behind when confronted with difficult or distractible students. We’ve all heard the comical stories about teachers catching their students on FaceBook or Twitter in class because, behind their laptops at their own desks, they, too, are on FaceBook or Twitter. Working on the front lines with kids can be really hard. Technology can be a lubricant in that process, or the grease that allows everyone to skid off the road.

Where Do We Go from Here?

While it has long been said that academic institutions change more slowly than any others, and for good reason, this is perhaps no longer the case. When I was a school administrator, the joke was always that the kids could keep ahead of the technology, while the adults were forever chasing both. I do believe that our children are growing up in an increasingly disconnected world—socially, emotionally, and geographically. Educational technology offers the opportunity for kids to be “connected” in many different ways, even socially, even globally. Is this sort of virtual connection a viable substitute for real connections among kids, and between kids and adults in their schools, families and communities? I think it is a question of emphasis, not of essential value.

Used strategically, educational technology has the power to change lives for the better. Used indiscriminately for the sheer awe of it, not so much.

By Lori Day. Lori is an educational psychologist and consultant with over 25 years experience in various positions within the educational field. You can learn more about Lori and her practice, Lori Day Consulting, by visiting her website, www.loridayconsulting.com, and by reading her blog, “It’s Your Day,” at http://loridayconsulting.com/wordpress/. Lori can be reached at lday@loridayconsulting.com.

Whether you know it or not, color has a big impact on how your brain sees the world. Did you know if you’re looking at sea green or lemon yellow, your brain feels a different emotion to each? It’s because of the impact color has on the brain, which leads to an impact on your feelings and senses.

“Color impacts the brain because it can greatly affect our physiology, since it influences anxiety, pulse, blood flow and arousal,” Brain Based Biz, a branding blog reported. One of the reasons why color makes an impact on the senses is due to memory. Memory of colors turned out to be surprising, a recent study showed.

Effect of Color on Memory

“A recent study examined differences in peoples’ recall of words and memory for colors. Results show that people recall color to a higher degree. When people were asked to recall objects versus color, color memory was significantly greater,” Brain Based Biz said.

“Even when people attempted to remember words or objects, color had the greatest affect on recall,” the article said.

Colors that make a Difference

Here are a few colors and the corresponding impacts they have on the brain:

• Dark Blue – associated with night, often leads to passivity
• Blue and Green – calming – blue is the most preferred color across cultures
• Red and Orange – arousing
• Red – may stimulate excitement and is used to light gambling casinos
• Pink – interestingly calmed inmates in institutions”

From: Brain Based Biz

A Test in Retail Therapy

Because color can alter your mood, it is no surprise that what you buy can also be affected by what you see.

“Outdoor colors, such as green and blue, are associated with sporting goods stores and even though red may stimulate approach behavior in general, it may not be appropriate for retail environments though it works well for lighting casinos,” the branding blog said.

This experience also correlates with psychology.

“One of the key results from cognitive psychology is that our perception of life is subjective. We colour [color] what we experience by the current state and mood that we are in,” Spirituality and Western Psychology, from Easimatch.com said.

Left and Right Brain

The functions of the left brain and the right brain are also crucial to color and the brain. The brain has two hemispheres—a right side and a left side.

“For most humans, the left side is tied to language and the right more to visual perception, imagery, and emotion,” the Spirituality and Western Psychology article said.

It’s All about the Color

Overall, consumers will use quick brain power to determine whether or not they will make a purchase at a clothing store.

“Research shows people make up their minds to buy within 90 seconds of their initial interactions with either people or products. About 62-90 percent of the assessment is based on colors alone,” the branding blog said.

By Kelly McLendon. Kelly is studying Environmental Policy and Journalism. She can be reached at mclendon.kelly@gmail.com.