Executive function is critical for reaching what Eric Ericson calls “identity” in adolescence. Identity rests on one’s understanding that who we are today will continue over time. This realization allows one to make realistic plans for one’s future. A sense of identity is also critical to knowing one’s talents and abilities and shortcomings, having a philosophy of life, and understanding how others are similar or different from oneself. This development which takes place in the frontal cortex is also critical for higher moral thought which requires empathy, the ability to symbolize and deal with abstractions of all types.
These abilities do not come “on line” automatically but rather are nurtured through experiences and engagement in real life or through stories that require coming to terms with complex human and intellectually challenging issues.
Bottom line: Reading skills are critical but only the first step. By far the most powerful learning comes from grappling with issues that reading evokes.
How do the principles relate to this?
In brain/mind learning we don’t separate a skill like phonics from the more complex, integrated, student motivated learning. We use the student’s interest and natural capacities for understanding and relating to stories (accessing their biographical memory). Teachers “process” the essential skills in an ongoing way using process language (we teach this at Caine Learning and will expand on this if you e-mail us). Using process comments and questions the teacher points out and “highlights” the skills naturally. Skills are taught by recognizing and utilizing “teachable moments”.
Here are some ideas for teaching reading using the Principles and accessing the various capacities that students possess for learning. Remember that all the capacities outlined in the Capacities wheel are critical so use as many as possible. When you answer the questions below for yourself and have internalized all the capacities outlined in the wheel, you become the professional who designs the brain/mind learning and teaching environment. You can still make use of ideas and strategies others have developed, but your teaching will be organized around the Principles and Capacities.
Remember:
The Principles can not be understood without a living systems perspective. This perspective has at its core that body, mind and brain are one dynamic unity and that learning engages all three simultaneously. Therefore, all the principles overlap at some level.
Principle 1: Learning engages the entire physiology
Information coming in from our senses affect internal physiological and chemical changes.
These changes can influence the structure of our brain cells (strength and health) and organization (which neurons fire together).
Engaging the senses and including concrete experiences is at the heart of maximizing learning or creating an ³enriched environment² for the brain.
Organizing questions:
Since all learning is physiological, how can I maximally engage the senses, bodies, emotions and interests of my students? How can I help students make connections between what they are reading and other readings and fields or experiences?
Remember that the physiology is changed by experience so give lots and lots of opportunities for reading and model reading for them as a way of life.
Suggestions for further ideas:
- Have students reconstruct reading into a theater production they can act out.
- Have them read things that engage their sense of smell, taste, sight, sound touch and whole body action.
- Let them draw out what they have read or compose a song, or compare and contrast elements in the story or compare events in the story to their own real life experiences.
- Let them create a "mind map" of essential facts while drawing and writing on large sheets on the floor or on tables.
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