The Myth of Average

Todd Rose’s brilliant talk at TEDxSonoma expands on a startlingly simple point:

When you design for the average, you design for no-one. He suggests instead we to need design for the extremes.

For anyone who has worked with students, it is an intuitive enough concept, in theory. Yet in application, it has proven challenging, especially in a climate fixated on norm reference test scores, where average is king (or queen). How do we design and deliver for the wide variability of students’ learning profiles when there is so much pressure to get all students to the same level in all subjects?  The default has become education policies that claim to race to the top, but instead stagger for the middle, effectively limiting the extremes.

As Rose so eloquently demonstrates with a story from military history, in trying to target the average, we invariably isolate everyone.

What makes him an expert in this topic? He was a high school dropout with a 0.9 GPA who is now an author of “Square Peg” and a professor at Harvard Graduate School of Education.

He says,

I’ve been to the very bottom of our educational system. I’ve been to the very top. I’m here to tell you that we are wasting so much talent at every single level. And the thing is, because for every single person like me, there are millions who worked as hard, who had the ability, but who were unable to overcome the drag of a educational environment designed on average. And their talent is forever lost to us.

Watch his talk above for more. We guarantee you will be even more inspired to cultivate that which makes your students unique, wonderful, and valuable to the well being of our communities.

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How the Brain Retains (Infographic)

The folks over at mindflash developed this infographic about how and where the brain stores it’s information. While much of the brain’s information storage system remains a mystery, it is important to remember (see what we did there?) that memory is varied, nuanced, and often associative. Working memory is different than short or long term memory and what students take away from an experience or recall about it later, cannot be dictated by anyone else. They construct knowledge and memory themselves. It is why, as educators, we must be conscientious of providing environments and experiences that are meaningful, relevant, and engaging to them.

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Anxiety and the Mind

Below is an image from a Time Magazine article on the “Anatomy of Anxiety” from a few years ago. While the article is a bit dated, the relevance remains, especially for educators.

Students need to feel relaxed, safe, and welcome in order to learn effectively. If we focus only on content and raise the stakes of assessments, we increase some students’ anxiety and make it more difficult for them to learn. A reminder that our job in working with students begins, and is sustained, through relationship building and trust.

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Image: Joel Ertola via Time