BRAIN-BASED EDUCATION TAILORING LEARNING METHODS TO COGNITIVE ABILITIES
MICROLEARNING RAPID SKILL DEVELOPMENT AND MODERN EDUCATION HONORING
Celebrating its rich history and a legacy of inspiring innovation, The Cushman School—South Florida's oldest, continuously-operating private school—remains a pioneering leader in educational excellence with a focus on joyful discovery, ambitious goals, strong traditions, and unwavering perseverance. Learn more about their journey and see how they’re preparing for a promising future.
46 BRAIN-BASED LEARNING Applying Neuroscience in the classroom
As parents, we all aim to give our children the best opportunities, and picking the right school is a key part of that journey. In this issue, we continue exploring educational approaches and examine their roles in enhancing the learning experience, highlighting strategies and best practices that shape the future of education.
We're committed to providing you with the information you need to explore all the possibilities, so you can confidently make this important decision.
Thank you for allowing us to be a part of your family's journey. We wish you a fantastic start to the new school year, filled with growth, discovery, and unforgettable learning experiences.
Celebrating its 100th year anniversary entering this 2024-2025 school year, Miami-Dade’s oldest, continuously operating, private school’s original purpose is more relevant than ever a century later; The Cushman School continues to meet the demands of its students while remaining rooted to its traditions and focus on strength of character. Named after its founder Dr. Laura Cushman, her vision and idealism for a joyful, ambitious, and inclusive learning environment were progressive in 1924; her aims still anchor The Cushman School’s mission and philosophy despite a fluid curriculum that consistently evolves to support the needs of its students and their families.
Top: The community surrounding The Cushman School was always a venue for field trips, experiential education and, as pictured here in the 1930s, a favorite visual arts lesson in painting.
Cushman has earned its reputation as a leader in education through its personalized approach that allows each child to reach their fullest potential while instilling social responsibility in its entire school community. “We intentionally evolve our programming and educational tools to stay competitive in the marketplace that our children face,” says Dr. Arvi Balseiro, Head of School. “With changing technologies, globalization and future careers we cannot anticipate yet, we must teach students how to adapt, think creatively and solve complex problems.”
Left: Piano recital with beloved music teacher Miss Christie
Middle: Joan Lutton with students. Computer Science was added to the curriculum at the onset of the 1980s.
Right: The Cushman School has always offered programming that grants students regular physical education and the benefits of participating in team sports.
"A school seeks to develop the child mentally, physically and in character growth. To do this, the child must be placed in happy surroundings, be properly adjusted to his/her work, and have wholesome participation in living experiences."
Dr. Laura Cushman
While fostering that entrepreneurial mindset, The Cushman School also spends much time inspiring kindness and inclusivity among its Cushman “family” and appreciating its traditions and impressive legacy in such a dynamic city.
Today, both Cushman’s main and high school campuses are located in the historic MIMO Miami district on Biscayne Blvd., and serve a diverse, international student population of approximately 850 from preschool through twelfth grade. There is no doubt that The Cushman School will continue to educate and inspire individuals into the next century with unwavering purpose and adhesion to its mission.
After being founded in 1924, The Cushman School has been under the leadership of three impressive visionaries who have seamlessly maintained the School’s adherence to its mission. These woman have not only ensured the School remains rooted to its original purpose of providing a holistic, character-focused, joyful educational experience for its students but have consistently evolved the programming and tools needed to achieve relevant, academic excellence over the decades. The Cushman School’s 100-year legacy is largely due to their innovative vision, dedication, commitment and overall love of our students, their families, our faculty/staff and our school.
Dr. Joan Drody Lutton head of school 1980 - 2012
Dr. Arvi Balseiro head of school 2012 - present
CEA provides a dynamic, intimate and nurturing environment that helps students grow into confident human beings with curious minds, healthy bodies, and strong civic, spiritual, and cultural values. Through its demanding academic program, Conservatory of the Arts, athletic division, and mastery program, students are challenged and inspired to grow as passionate thinkers and doers who make an impact on their communities. Each child is seen and respected as an individual, keeping the spirit of love and respect that is the trademark of CEA and The Espinosa Method™.
Brenda Pedrayes Program Director at
MICROLEARNING
Small Lessons, Big Impact
In the demanding world we live in today, time has become the most precious commodity–especially in the world of modern education. Every moment that passes is like the hands of a clock ticking away, reminding us how important it is to make the most of every second. From academic demands to personal obligations, students and teachers have many responsibilities while striving to create meaningful learning and teaching moments. While managing time is important, the real challenge is optimizing it to achieve the greatest educational impact and growth.
More and more educators are focusing on methods that make the most of time and efficiency. One great example is microlearning. This approach takes advantage of how our brains learn best from short, focused sessions. Instead of long lectures or large reading assignments, microlearning breaks down information into small, manageable parts. These "micro lessons" usually last from a few seconds to about 15 minutes and are designed for quick, easy learning. They're mainly delivered through digital devices like smartphones, tablets, or computers.
Microlearning became popular in the early 2000s with the rise of digital and mobile tech, which made it easier to create and share short, focused lessons. While the term is fairly new, the idea behind it has been around for a while, with roots in well-established educational and psychological theories. For example, microlearning builds on the chunking theory from the 1950s, developed by psychologist George A. Miller. This theory revolutionized the understanding of human memory and information processing and suggests that our brains can only handle a few pieces of information at a time—about seven. For education, this means that breaking down complex information into smaller, more manageable units can significantly improve comprehension and retention. Structuring
content into these "chunks" helps students process, understand, and remember the material more effectively, leading to a more efficient learning experience. Building on the chunking theory from the 1950s, Cognitive Load Theory, developed by John Sweller in the late 1980s and 1990s, explains how our brains process and store information. This theory highlights that our working memory has limits, and too much information at once can make learning harder. For teachers, this means designing lessons that avoid overwhelming students by breaking information into clear, simple parts and using helpful tools like scaffolding and multimedia. By managing cognitive load well, educators can help students grasp, remember, and use new information more effectively.
Following all the advancements in cognitive theories during the 1980s, earlier foundations of effective learning techniques emerged as foundational principles in modern approaches. Behaviorism, pioneered by psychologists like Watson, Pavlov, and Skinner, emphasized learning through repetition and feedback. Spaced repetition, based on Hermann Ebbinghaus's research, showed that revisiting material at intervals helps us remember it better. Today, these ideas still shape modern teaching methods, including microlearning. Microlearning delivers content in small, easy-to-digest pieces and reinforces it through spaced intervals, helping students retain and master information more effectively.
In the late 20th century, technology transformed education. Computers, multimedia, and the internet became common in classrooms, making learning more interactive and engaging.
Teachers began using these tools to enhance lessons, and e-learning platforms and educational software emerged, offering new ways for students to learn. These changes were closely aligned with constructivist learning principles, which focus on active, hands-on learning. This approach encourages students to build their understanding by interacting with and reflecting on real-world experiences. Ultimately, microlearning takes all these core ideas and uses digital platforms to deliver educational content in short, focused segments using repetition and feedback. It also supports self-directed learning, allowing students to access content anytime and anywhere on their devices. In this way, technology has set the stage for microlearning, offering the tools and methods needed for personalized learning in the digital age.
Microlearning offers great benefits for families looking for educational opportunities.
For instance, it makes it easy to fit learning into daily routines, like during car rides. These platforms also offer instant feedback and use interactive, game-like features to keep learning fun and motivating. Plus, microlearning is often free or inexpensive, allowing families to customize learning to each child’s pace and style without the high costs of traditional methods. This affordability and accessibility mean that quality educational content is within reach for everyone.
Navigating Hurdles and Finding Balance
For microlearning to be effective, it’s important to address its potential drawbacks. One issue is that short, focused modules might lead to a shallow understanding of complex topics. There’s a risk that simplifying subjects to keep lessons brief could leave out important details,
leading to misunderstandings. Additionally, if learning materials don’t connect logically or miss out on deeper discussions, it can create fragmented learning experiences. Measuring progress can also be tricky, as traditional assessments like essays and exams don’t always match the quick quizzes used in microlearning. Lastly, focusing too much on engagement instead of deep understanding can sometimes result in students completing tasks without actually grasping the material. To tackle these challenges, educators should mix microlearning with traditional teaching methods. Creating well-organized "micro lessons" and including longer discussions and reviews that provide enough background information, students can get a clearer structure and better connect ideas. Finding the right balance is key.
Microlearning is a versatile and powerful tool for education across all ages and settings. In classrooms, teachers can use microlearning modules—such as short videos, quizzes, and activities—to reinforce concepts and make lessons more interactive. These brief lessons can also be assigned as homework, extending learning beyond school hours. After-school programs can incorporate microlearning for skill development, homework help, and test prep. At home, parents can use educational apps and activities to fit learning into daily routines, tailored to their children's needs and even interests. Summer programs can keep students engaged with fun, short activities that introduce new subjects and hobbies.
Microlearning represents a shift towards a more flexible and engaging approach to education, blending psychological and educational theories with digital technology. The method breaks complex information into small, manageable chunks, making it ideal for reinforcing classroom lessons, preparing for exams, and developing new skills. It improves retention and fits easily into our busy lives, providing effective learning experiences in classrooms, after-school programs, and at home. Whether through learning apps or educational videos on YouTube, microlearning is changing how and where kids learn, making a big impact one short lesson at a time.
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Upper School
Open House Registration November 2nd 2024 | 10:00AM - 1:00PM
A Strong Tradition Of Cultivating Faith & Intellect
Save the date for our Fall Open House on Thursday, November 14, at 6:30 p.m.
Westminster Academy has a strong tradition of competitive athletics, awardwinning fine arts, and Christian scholarship—all in a caring community where each student is known and loved. It is within this community that lessons are learned, life is lived, friendships are forged, and worldviews are formed. All of this comes together to create a unique opportunity not found anywhere else in South Florida—the Westminster Academy experience.
Stats from the Class of 2024
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Register for our Open House to find out how this fusion of faith and intellect— both gifts from God—create a unique experience that will impact your child for a lifetime. To register for the open house, schedule a tour, or learn more, please visit wa.edu/admissions or call 954.815.0131 for more information.
Westminster Academy is a Christ-centered, biblically-based college preparatory school dedicated to equipping covenant students to excel by using their gifts and talents for God’s glory.
A Junior Kindergarten through Twelfth Grade College Preparatory School
• Graduates are accepted into prestigious universities including: Cornell University, Emory University, Princeton University, New York University, Tulane University, University of Central Florida, University of Florida, Northwestern University, Northeastern University, University of Miami, Vanderbilt University, and Washington University in St. Louis
• Low student-to-teacher ratios
• 95% pass rate on AP Exams
• Posnack School offers a full Judaic Studies curriculum based on study of Torah and classical Jewish sources as well as modern Hebrew instruction.
• Over 24 sports teams
• MakerSpace Innovation and Design Lab
• Middle and high school electives include Digital Photography, 2D/3D Art, Debate, Robotics, Forensic Science, Pre-Med, Pre-Law, PreEngineering, Internships, Human Genetics, Scientific Research, Creative Writing, Holocaust Studies and more!
Performing and Visual Arts
• Posnack School Performing and Visual Arts Department has won over 170 awards, including 25 in the district and state drama competitions and 4 CAPPIE nominations
• The most high school photography awards nationally with 80 in our high school and 25 in our middle school. These awards include 15 from drawing and painting.
Navigating Feelings
Emotional Literacy:
A Pathway to Student Success
Emotional literacy is taking the front seat as a driving force in current educational practices. But what is emotional literacy and is it something that can be learned? Emotional literacy refers to the ability to recognize, understand, express, and regulate one's emotions effectively. While closely related, it is not quite the same thing as emotional intelligence. It does, however, lay the groundwork for developing emotional intelligence, which is the broader capacity to manage and use emotions effectively. Emotional intelligence is applied widely in students' personal development, academic success, classroom dynamics, and peer interactions. On the other hand, emotional literacy is a foundational meta-skill often taught in early education to help children develop essential emotional skills. Parents and teachers should strive to help children develop this skill as it is essential for personal growth, academic success, and overall happiness.
Prioritizing emotional literacy in education is also crucial because studies show it directly influences academic performance and is closely linked to better grades. A study in the Journal of Educational Psychology found that teaching kids about emotional intelligence led to improved student behavior and higher academic achievement compared
to those schools that didn’t incorporate it in their curriculum. Similar research by the American Psychological Association (APA) revealed that students with high emotional intelligence excelled in managing their time, setting goals, and staying organized, all of which enhanced their academic performance. By effectively understanding and managing their emotions, students can handle school stress better, stay focused on their tasks, and overcome distractions, which leads to a more positive educational experience. Here’s why educators must prioritize teaching these essential meta-skills:
• Improves Communication with Others
Understanding oneself better helps in understanding others. Since people often share similar experiences, even if they manifest differently, this self-awareness improves how we connect with others.
• Improves Self-Awareness
Emotional literacy involves recognizing and understanding one's own feelings. This awareness allows students to identify their strengths and weaknesses, empowering them to make informed decisions about areas needing improvement.
• Fosters Empathy
Learning how different emotions affect us helps children appreciate and empathize with others' feelings and needs, promoting compassion and understanding.
• Promotes Better Self-Regulation
When kids learn to express their emotions appropriately and constructively, it creates a safer, more positive classroom environment where everyone can thrive academically.
• Boost Problem-Solving Abilities
Emotional intelligence provides critical thinking skills needed to develop effective strategies for handling personal and social challenges.
Teachers are essential in fostering emotional literacy. When they integrate emotional learning into their teaching, they greatly influence students’ growth and behavior, setting them up for long-term academic and social success. Mary Van Geffen, a popular parenting coach and prominent advocate for emotional literacy in education, argues that “developing children’s emotional literacy is essential as it plays an integral role in their overall development.” Through her work, Van Geffen emphasizes the importance of teaching children to understand and manage their emotions effectively. Her insights focus on several strategies to teach these skills at home:
Set an Example of Emotional Literacy
Mary Van Geffen suggests leading by example, as children learn from the actions of the adults around them. Parents and teachers should demonstrate empathy and express their emotions appropriately, modeling emotional literacy for kids both at home and in school. For example, when a child argues with a sibling. Instead of dismissing the child’s feelings or becoming frustrated, parents should calmly sit down with their child and discuss the situation. They should model active listening by giving their child their full attention and validating their emotions by saying something like, “I see you’re upset. Let’s talk about what’s bothering you and find a way to resolve this together.” By showing how to express feelings openly, handle disagreements calmly, and empathize with others, parents can teach their children valuable emotional literacy skills that they can apply in their own relationships.
Create a Judgment-Free Zone
for
Sharing Feelings
Encourage students to express their emotions without fear of judgment. Classrooms and homes should be safe spaces where emotions are accepted and respected. When children feel understood by adults, they are more likely to open up and share their feelings, says Van Geffen.
Teach Emotion Vocabulary
She emphasizes the importance of helping children develop a rich vocabulary to better articulate their feelings. Teaching words like "angry," "embarrassed," "worried," or "irritated" gives students more precise ways to express themselves. This not only enhances their emotional expression but also improves their ability to understand others.
Practice Active Listening
When you give students your full attention during conversations, you model active listening. According to Van Geffen, this act of respect validates their emotions, making them feel valued and understood. If a child comes home upset about a disagreement with a friend, instead of quickly offering solutions or dismissing their feelings, parents should sit down with them and listen attentively. Making eye contact, nodding, and reflecting back on what kids say shows that you are listening. This approach validates the child’s feelings and shows that their emotions are important.
To effectively foster emotional literacy in students, it's important to integrate activities that develop this skill into everyday lessons. For example, literature, role-playing, and group discussions are great strategies for helping students explore their feelings and build empathy. Encouraging students to reflect on their emotions and triggers through journaling or mindfulness exercises can also be beneficial. Schools can further support emotional growth by adopting social-emotional learning (SEL) programs, which teach students how to understand emotions and provide resources and activities that nurture their emotional development.
Emotional literacy is crucial for students' success in both school and life. When parents and teachers nurture emotional intelligence, they help children better understand themselves, build strong relationships, and excel academically. In the classroom, emotionally intelligent students are more likely to follow rules and interact positively with peers, leading to better classroom experiences. When school environments emphasize emotional literacy they foster a sense of belonging, making students feel like part of a larger family. At home, parents who prioritize emotional awareness create a supportive environment where children feel valued, understood, and empowered to navigate their emotions. Investing in emotional awareness paves the way for a brighter, more empathetic future, empowering our children to lead with compassion and understanding.
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and outside the classroom, we motivate, challenge and support each student to set and achieve individual goals.
People & Programs
Westminster Christian School Launches Westbridge Academy to Serve Students with Learning Challenges
Westminster Christian School is thrilled to announce the establishment of Westbridge Academy, set to open its doors in August 2024. This innovative academy will cater specifically to students in grades two through five with language-based learning challenges, including dyslexia, dysgraphia, and dyscalculia.
Westbridge Academy aims to provide an evidence-based educational program tailored to meet the unique needs of these students. Through specialized teaching methods and a supportive environment, Westbridge Academy will empower students to achieve academic success and develop essential skills for lifelong learning.
"We are excited to launch Westbridge Academy as part of our commitment to inclusive education," said Brenda Pedrayes, director of Westbridge Academy. "Our goal is to create a nurturing environment where students with learning challenges not only thrive academically, but also grow spiritually and explore their interests in fields such as design, robotics, and the creative arts."
Brenda Pedrayes Director of Westbridge Academy
Westbridge Academy is also planning to expand its program to include middle school grades in the coming years. The expansion will allow the academy to support students as they transition to higher levels of education, continuing to address their unique learning needs and further their academic and personal growth.
This unique blend of academic excellence and spiritual growth sets Westbridge Academy apart as a beacon of support and opportunity for students and families facing learning challenges.
About Westminster Christian School: Founded in 1961, Westminster is an independent, college-preparatory Christian school, serving 1,280 students from preschool through grade 12 on a 31-acre campus in Palmetto Bay. Westminster’s academic programs challenge and empower learners with a rigorous curriculum from a biblical worldview. Students enjoy an extensive selection of academic electives, athletic offerings and fine arts disciplines that allow them to discover their God-given talents, preparing them to excel in college and beyond.
Westbridge Academy is located at Wayside Baptist Church at 7701 SW 98 Street, Miami, FL 33156
www.westbridgemiami.org
Oxbridge Academy
In July 2024, Oxbridge Academy welcomed John Perlette as its New Assistant Head of School. Perlette brings over two decades of teaching and administration experience as an exceptional leader with a wealth of knowledge and dedication. He most recently served at Oak Hall School in Gainesville, FL, where he managed the Upper School, supervising 250 students and leading a team of 33 faculty and staff. During his tenure at Oak Hall, Perlette led numerous initiatives promoting inclusivity while establishing innovative academic programs. His commitment to creating a supportive environment for students and faculty is unwavering. Additionally, his involvement in coaching and mentoring student-athletes has resulted in numerous championships in cross country and track and field, showcasing his ability to inspire and lead.
John Perlette Assistant Head of School 5
Conchita Espinosa Academy
Perlette holds advanced degrees in chemistry and mathematics from the University of Florida. He has contributed to scientific publications in prestigious journals and brings a wealth of diverse experiences, including research in biochemistry, teaching at the collegiate level, and technical writing in environmental science. His accolades include recognition for teaching excellence and leadership and serve as a testament to his unwavering commitment to fostering a dynamic and supportive learning environment.
Irene Martín García
Spanish Conversation Auxiliary 5
Conchita Espinosa Academy welcomed Irene Martín García, the school's new Spanish conversation auxiliary. Irene will be supporting CEA's Spanish program, Español Para La Vida, this school year, thanks to their partnership with Spain’s Ministry of Education and Professional Development. Through this collaborative effort, each year Spanish conversation auxiliaries travel from Spain to support their Spanish faculty and to promote Spanish language and hispanic culture, as well as to work with students in small groups to help them achieve the goals and objectives of our Spanish program.
Ms. Martín García has a Bachelor’s degree in Education and Music and a Master’s degree in Spanish as a Second Language from Valladolid University in Spain.
Academy
Leslie Malher Early Childhood Coordinator 5
Leslie Malher is joining Rosarian as the Early Childhood Coordinator. Mrs. Malher is a dedicated and accomplished professional with a strong background in data analysis and project management. Mrs. Malher earned a Bachelor’s degree in Political Science from Concordia University in Montréal, Canada, before moving to the United States to pursue a Master's degree in International Commerce and Policy from George Mason University. She further enhanced her education with a Certificate in Applied Data Science from MIT, equipping her with advanced analytics tools to streamline processes and improve decisionmaking. Mrs. Malher is eager to apply her talents to early childhood education, where her skills in project management, data-driven insights, and community engagement can have a significant impact. Mrs. Malher’s bilingual proficiency in French and English has allowed her to gain new perspectives and foster creativity. She is excited to bring these qualities to her new challenge at Rosarian Academy.
Rosarian Academy appoints Sharon Morris-Lencheski as Dean of Students & Faculty, effective July 9, 2024. Dr. Lencheski joined Rosarian in 2022 and has been Middle School Social Studies teacher and Curriculum Coordinator for the past two years. As an experienced educator, Dr. Lencheski has a passion for and experience in sports, finance, business, and education. Prior to her time at Rosarian Academy, she served as Business Department Chair and Director of Theatre at Notre Dame High School in Easton, Pennsylvania. A graduate of the University of Scranton and Widener University Delaware Law School, Dr. Lencheski has had extensive experience in the world of professional sports as the co-founder of SKI & Company, the global agency of record for General Motors Racing across brands such as Coca-Cola, NASCAR, Indycar, etc. Dr. Lencheski looks forward to continuing to teach social studies at Rosarian while applying her negotiation and compliance background in her new role as Dean of Students & Faculty. She states, “My combination role of instruction of students, and liaison to both students and faculty is truly exciting. Most definitely, the best of both worlds in education, especially here at Rosarian.”
Middle School Associate Director 5
Born in Detroit, Michigan and raised in St. Augustine, Florida, Kyle Mullan brings a wealth of experience and a passion for education to his role as Associate Director of Middle School at Cushman. With a bachelor’s degree in political science from the University of Florida and a master’s degree in political theory from University College Dublin, Kyle's academic background laid a strong foundation for his diverse career. Kyle began his professional journey as a history teacher and later transitioned to an Athletic Director at a local charter school. For the past 12 years, he has been a dedicated member of the Cushman community, where he initially served as a founding member of the high school. His roles included High School Program Coordinator, World History Teacher, and Student Travel Coordinator before moving into his current position. A true global citizen, Kyle has traveled to approximately 60 countries, drawing inspiration from his experiences abroad. His commitment to service is evident in his work with Yazidi refugees in Greece, facilitating student exchanges with France and Mozambique, and leading service trips to Haiti and the Dominican Republic. He is enthusiastic about bringing his passion for people and learning to the Cushman Middle School, where he continues to inspire and support the next generation of students.
Mr. Kyle Mullan
The Cushman School
Dr. Sharon Morris-Lencheski
Dean of Students & Faculty 5
Rosarian Academy
Rosarian
Brain-based Learning
Applying Insights From Neuroscience in the Classroom
By: Megan Collins
A deeper understanding of how the brain works can help teachers plan lessons that reach every student.
Understanding, even minimally, how the brain works when it comes to learning can help teachers more effectively educate students. In her recently released book, Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn, Dr. Barbara Oakley and her coauthors provide easy-to-understand explanations of neuroscience concepts and practical tips for how teachers can help students learn more effectively no matter what the content. I recently met with Dr. Oakley and learned about some of the neuroscience concepts on which her book is based, as well as practical advice for how teachers can apply this information in the classroom.
Understanding Working Memory
As explained in Uncommon Sense Teaching, we can think of information as a collection of balls. (Metaphors are a powerful tool to help our brains hold on to information.) Information is kept alive in working memory, a temporary mental storage space, by focusing on or repeating ideas. Students can hold on to only so much information consciously in their working memories. A typical working memory can hold, or work on, only about four balls of information at once. Long-term memory’s ability to hold on to information is just that—longer.
Special education teachers and learning specialists are well aware of the effect that working memory capacity can have on a student’s ability to learn. However, Dr. Oakley and her coauthors noticed that these ideas are often not applied to general classroom teaching practices. “We would like to think that this is common knowledge among all teachers, but, at present, it isn’t,” Dr. Oakley said when I spoke with her. Even in a single class, working
memory capacity among students can vary dramatically. For example, students with a lesser-capacity working memory often have trouble completing multi-step directions, or they may omit or repeat words when writing a sentence.
“As teachers,” Dr. Oakley told me in our interview, “we need to help kids realize that if you can’t understand something the first time you sit down to try, that doesn’t mean you are some kind of dummy. It just means that you are a member of the human race. Creating neural structures in long-term memory is what levels the playing field, so that a person with a low-capacity working memory can perform just as well as, or even better than, a person with high-capacity working memory.”
Simple teaching techniques such as pausing periodically during a lesson to give students a chance to reread or displaying multi-step directions so that students can free up working memory capacity for actual lesson content can show tangible results for those with lesser-capacity working memory.
Pathways to Learning
Similar to differences in working memory capacity, pathways through which we teach and learn knowledge can vary. There are two main pathways the brain uses to deposit new information in longterm memory. The declarative pathway is often thought to involve facts or events. The procedural pathway involves learning complex patterns, such as those found in mathematics, or skills such as typing, tying a shoe, or solving a Rubik’s Cube. “Teachers need to know that both ways of learning are valuable and provide a deeper way for students to understand material,” Dr. Oakley said.
“When teachers emphasize only one system of learning, as by forcing students to explain declaratively every step in solving a problem, for example, it can make it more difficult for a student to be a successful overall learner. We are hurting students who learn well procedurally. This type of learning is often difficult or impossible to explain.”
Offering opportunities for both declarative and procedural learning is key. One-minute summaries, where students write down everything they remember immediately following a lesson, or peer teaching, where students work with partners to teach one another facts and information from a lesson, are great ways for students to plug declarative information into long-term memory. Alternatively, teaching through procedural pathways requires the ability to practice, and actual practice of a skill helps automatize the information. Incorporating classroom activities that involve both types of pathways will optimize learning for all students.
Modes of Learning
Another important aspect of brain science is understanding focused versus diffuse modes of thinking. When the brain is in focused mode, working memory is hard at work. It’s making neural connections and building an understanding of the material. Studying for a test, reading a text, or reviewing vocabulary in a foreign language are all examples of the brain working in focused mode.
"Your brain has a capacity
In diffuse mode, the brain is less focused on the material. Instead, it’s making subconscious connections to the material. Daydreaming while going for a walk or letting your mind wander while taking a shower are examples of the brain in diffuse mode. Optimal learning often involves both focused and diffuse modes of thinking. Teachers can guide students to recognize these two forms of learning. For example, when students study, they can begin to recognize the point at which they become frustrated. That’s the point at which their focused mode is essentially maxed out. Taking brain breaks at this stage will switch their thinking to diffuse mode when neural links can begin to connect. As Dr. Oakley writes in Uncommon Sense Teaching, “Knowing when frustration has just reached a peak, so it’s time to switch to something else or take a break, is a valuable learning meta-skill. It comes in particularly handy on tests, where students often can’t unstick themselves once they become stuck on a problem.”
Dr. Oakley is a passionate educator who wants the best for both teachers and students, and is developing an online course for teachers. “Teachers are heroes,” she told me. “We wrote this book to help them teach even better and to help students excel in the subjects that can be the most difficult to learn.” While many of these strategies may not seem novel to teachers, thinking of them in terms of the neuroscience concepts they employ can guide teachers in making thoughtful, science-based decisions when planning lessons and units.
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