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