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