| Copyright (c) 2008 SharpBrains | | | | exercise. But these are tougher for some public |
| To learn important lessons for all parents and | | | | schools, which have limited resources and |
| educators, we interview today Eric Jensen, a | | | | flexibility. to implement. We also see an growing |
| former middle school teacher and former adjunct | | | | number of enlightened parents learning about the |
| professor for several universities including the | | | | principles we discuss and applying them at home. |
| University of California, San Diego. Mr. Jensen | | | | AF: Have you seen any impact at the policy level? |
| co-founded the Learning Brain Expo, a conference | | | | specifically, what do you think about the current |
| for educators, and has written 21 books on the | | | | debate about the merits or demerits of No Child |
| brain and learning. His most recent book, Enriching | | | | Left Behind? |
| the Brain: How to Maximize Every Learner's | | | | EJ: I agree with the move towards accountability. |
| Potential (Jossey-Bass, 2006), is highly | | | | Now, the question is, accountability for what? for |
| recommended for educators and parents alike. | | | | creating narrow, specific test scores? or for |
| Alvaro Fernandez (AF): Eric, thank you for your | | | | helping nourish better human beings. I have seen |
| time. Can you explain the role that you and your | | | | very little policy activity in the US; some in Asian |
| organization play? | | | | countries such as Singapore and China, that are |
| Eric Jensen (EJ): We act as translators between | | | | evaluating how to refine the curriculum for 5-10 |
| the neuroscience and education fields, helping to | | | | year olds. In the US, there was a major push for |
| build a Brain-Based Education movement. We | | | | music enrichment programs, that was somehow |
| launched the first conference that attempted to | | | | misguided, in the late 90s. The problem is that, |
| bridge these two worlds in 1998. The goal of the | | | | whereas it is clear that enrichment has an impact, |
| conference, called Learning Expo, was for | | | | it is tough to measure specifically what type of |
| teachers to speak to scientists, and, equally | | | | enrichment, since much of the benefit develops |
| important, for scientists to speak to educators. | | | | over time. The short term "stock-market" |
| Critics say that neuroscience research can add | | | | mentality that measures student growth over a |
| little to educational practices. What we say is that, | | | | few weeks or months has to be tempered by |
| whereas it is true that much needs to be clarified, | | | | long-term measures, too. |
| there are already clear implications from brain | | | | For example, it seems clear that there are |
| research that educators should be aware of. For | | | | important skills that can be trained, that make for |
| example, four important elements that are often | | | | a better and more successful human being - such |
| neglected by educators, given the obsessive | | | | as the ability to defer gratification, sequencing, |
| focus on academic scores, are nutrition, physical | | | | emotional intelligence, improved working memory, |
| exercise, stress management, and overall mental | | | | vocabulary, and processing skills. However, the |
| enrichment. | | | | type of assessments used today to measure |
| AF: Since 1998? How would you characterize the | | | | schools' performance don't focus on these. We |
| progress so far? | | | | would need broader assessments to allow |
| EJ: The good news is that today many educators, | | | | educators to focus on those important long-term |
| more than ever, are learning about how the brain | | | | skills, beyond the immediate pressures. |
| works. There is a growing number of academic | | | | A specific area going from bad to worse is the |
| programs such as Harvard's masters program in | | | | level of stress in the system, and the lack of |
| Mind, Brain, and Education, and peer-reviewed | | | | resources and knowledge to regulate it. |
| journals such as the Mind, Brain and Education | | | | AF: You mention processing skills, as well as other |
| Journal. | | | | cognitive skills. In your recent column you highlight |
| Still, there are clear areas for improvement. Too | | | | Scientific Learning's computer program that can |
| many staff developers are weak on the science. I | | | | train auditory processing. What's your view on the |
| see too many books saying "brain" in the title that | | | | role of computer-based programs? |
| are not grounded in any brain research. Something | | | | EJ: It is encouraging to see programs based on |
| I always recommend when shopping for books is | | | | extensive research, such as Scientific Learning's. I |
| to check the References section, making sure the | | | | appreciate the value of such programs to tailor |
| book references specific studies in credible | | | | individualized interventions to the needs of specific |
| journals from 2000 on. | | | | kids. So I believe these programs present a huge |
| AF: Now, those are mostly awareness-related | | | | potential. |
| initiatives. What, if any, are the implications in daily | | | | Now, we must not confuse what is just one |
| teaching and learning in schools? | | | | narrow tool with a whole enrichment program. |
| EJ: You are right, this is still an emerging field. A | | | | Brain-based education also must take into account |
| number of private, independent, forward-thinking | | | | other important factors such as nutrition, physical |
| public schools and charter schools are | | | | exercise, the arts, stress management, social |
| implementing specific initiatives, mostly around | | | | interactions... |
| brain-based teaching strategies, nutrition and | | | | |