By Mary-Dean Barringer, CEO, All Kinds of Minds
For several years, many of my colleagues have been urging me to pick a fight with Daniel Willingham, a well respected cognitive scientist: “He doesn’t believe in learning variation!” That may be, but having read his book Why Don’t Students Like School?, I find much in common with his recommendations and nine principles.
All Kinds of Minds doesn’t use a neurodevelopmental framework to assign labels or learning style terminology. Rather, a neurodevelopmental framework is most useful to organize research findings from the brain, mind and learning to contribute to helping teachers know how to best target pedagogical choices and instructional strategies to achieve learning outcomes–for all students.
Willingham’s blog this week in the Washington Post illustrates how he urges educators to engage in a little deeper analysis regarding the choices they have when teaching. There’s no “right” choice all of the time. Ensuring learning requires the ability to quickly diagnose the goodness of fit between teaching strategy, content, and desired instructional outcome.
It’s possible Willingham and I may part ways when we consider the usefulness of adding learner and learning expertise to the diagnostic “habits of minds” today’s teachers need. My own decade-plus of teaching “complex” students was successful only when I married what I knew about content with what I knew about learning and its variations to make effective instructional choices.
That’s the value of the research from the neurosciences and learning. We have more expertise available to help us understand and analyze the neurodevelopmental demands required to be successful at instructional mastery. It helps teachers make an even more specific and targeted instructional decision, increasing the likelihood for success. As Willingham points out, a PowerPoint can be the most effective choice for demonstrating quadratic equations, and I argue even more effective when modified to fit the understanding a teacher has of the attention, temporal-sequential, and memory strengths and weaknesses of a particular group of students.
That’s my opinion, and I’d like to hear yours. I’m sure Daniel Willingham would as well. So respond to both of our blogs today and continue this important professional conversation.