What Every Parent and Educator Should Know About Enriching Young Brains and Minds

To learn important lessons for all parents and educators, we interview today Eric Jensen, a former middle school teacher and former adjunct professor for several universities including the University of California, San Diego. Mr. Jensen co-founded the Learning Brain Expo, a conference for educators, and has written 21 books on the brain and learning. His most recent book, Enriching the Brain: How to Maximize Every Learner’s Potential (Jossey-Bass, 2006), is highly recommended for educators and parents alike.

Alvaro Fernandez (AF): Eric, thank you for your time. Can you explain the role that you and your organization play?

Eric Jensen (EJ): We act as translators between the neuroscience and education fields, helping to build a Brain-Based Education movement. We launched the first conference that attempted to bridge these two worlds in 1998. The goal of the conference, called Learning Expo, was for teachers to speak to scientists, and, equally important, for scientists to speak to educators.

Critics say that neuroscience research can add little to educational practices. What we say is that, whereas it is true that much needs to be clarified, there are already clear implications from brain research that educators should be aware of. For example, four important elements that are often neglected by educators, given the obsessive focus on academic scores, are nutrition, physical exercise, stress management, and overall mental enrichment.

AF: Since 1998? How would you characterize the progress so far?

EJ: The good news is that today many educators, more than ever, are learning about how the brain works. There is a growing number of academic programs such as Harvard’s masters program in Mind, Brain, and Education, and peer-reviewed journals such as the Mind, Brain and Education Journal.

Still, there are clear areas for improvement. Too many staff developers are weak on the science. I see too many books saying “brain” in the title that are not grounded in any brain research. Something I always recommend when shopping for books is to check the References section, making sure the book references specific studies in credible journals from 2000 on.

AF: Now, those are mostly awareness-related initiatives. What, if any, are the implications in daily teaching and learning in schools?

EJ: You are right, this is still an emerging field. A number of private, independent, forward-thinking public schools and charter schools are implementing specific initiatives, mostly around brain-based teaching strategies, nutrition and exercise. But these are tougher for some public schools, which have limited resources and flexibility. to implement. We also see an growing number of enlightened parents learning about the principles we discuss and applying them at home.

AF: Have you seen any impact at the policy level? specifically, what do you think about the current debate about the merits or demerits of No Child Left Behind?

EJ: I agree with the move towards accountability. Now, the question is, accountability for what? for creating narrow, specific test scores? or for helping nourish better human beings. I have seen very little policy activity in the US; some in Asian countries such as Singapore and China, that are evaluating how to refine the curriculum for 5-10 year olds. In the US, there was a major push for music enrichment programs, that was somehow misguided, in the late 90s. The problem is that, whereas it is clear that enrichment has an impact, it is tough to measure specifically what type of enrichment, since much of the benefit develops over time. The short term “stock-market” mentality that measures student growth over a few weeks or months has to be tempered by long-term measures, too.

For example, it seems clear that there are important skills that can be trained, that make for a better and more successful human being – such as the ability to defer gratification, sequencing, emotional intelligence, improved working memory, vocabulary, and processing skills. However, the type of assessments used today to measure schools’ performance don’t focus on these. We would need broader assessments to allow educators to focus on those important long-term skills, beyond the immediate pressures.

A specific area going from bad to worse is the level of stress in the system, and the lack of resources and knowledge to regulate it.

AF: You mention processing skills, as well as other cognitive skills. In your recent column you highlight Scientific Learning’s computer program that can train auditory processing. What’s your view on the role of computer-based programs?

EJ: It is encouraging to see programs based on extensive research, such as Scientific Learning’s. I appreciate the value of such programs to tailor individualized interventions to the needs of specific kids. So I believe these programs present a huge potential.

Now, we must not confuse what is just one narrow tool with a whole enrichment program. Brain-based education also must take into account other important factors such as nutrition, physical exercise, the arts, stress management, social interactions…

Copyright (c) 2008 SharpBrains

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Why is it Important to Be in a College University?

Education is the greatest gift that parents can give to their children. This is the best gift that children should treasured for the rest of their lives. While there are educational opportunities all around us, some of them come at a bigger price than others. An education in a college university might need a heavy investment of time and funds upfront but the payoff is a lot much better more than time than if you used your life experiences to be able to achieve the very same amount of education that you simply can pack into 2, 4, or 5 years of an undergraduate training on the higher education level.

For continuing education, everyone must precede college with their chosen course. This is important to complete a college graduate degree. One might think that a college degree costs a high-quality amount of money, but that is just in the beginning. After completing the college, with a degree in hand, one can easily find a good job. If you will be able to have a good job, absolutely the pay will also be great. Apparently you will be experiencing a lot of sacrifices along the way but it isn’t an all at once or nothing attempt. You are able to work for your diploma by attending on the internet classes, night classes, and Saturday classes. The detailed period has produced it easier than ever before to achieve the learning goals you need to assemble so that you can assure your dreams for your future.

Upon entering college, SAT test is given to assess your knowledge in every specific subject. This is a standard aptitude test in every college universities. Math, english, history and some reading and writing comprehension are the subjects involve in SAT. This is not necessary for some university but they require a special test for the student. You should be focused on SAT subject test preparation because this is very stressful and this will involve your critical and logical thinking. Be serious in the test preparation because this will cause you different temptations while in the process. Avoid being distracted to stressful stimuli. Always think positive in you day to day activities, in this way you could gain self confidence and trust in yourself.

Talking about the LSAT change, you will then find satisfactory evaluation from the college universities as this offers a standard test in every student. The college universities will then find a guide to work on new facts from the changes of their admission tests.

There is no wrong reason to have an education and learning. You should take each opportunity which is available to you. Being in a college university is very important. In this way, you can continue to pursue your goals and achieve for it. You could gain a more knowledge and acquire more skills. Just do focused on SAT subject test preparation and be aware of the LSAT change. Your scope of preparation will determine how you strive for your excellence. Rem

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