The New York Times has recently published several very good and seemingly unrelated articles…let’s try and connect some dots. What if we questioned the very premise behind naming some classrooms the “classrooms of the future” simply because they have been adding technology in literally mindless ways? What if the Education of the Future (sometimes also referred to as “21st Century Skills”) wasn’t so much about the How we educate but about the What we want students to learn and develop, applying what we know about mind and brain to the needs they are likely to face during the next 50–70 years of their lives? [Read more…] about Who Says This is The Classroom of the Future?
In this January issue of our eNewsletter, we will first brief you on the enlightening demos that will take place on Wednesday, January 20th, as part of the SharpBrains Summit, and then present the 15 most stimulating SharpBrains articles of 2009.
If you want to see and discuss the latest programs and technologies for brain fitness, presented by Summit Sponsors, Wednesday January 20th is your day. Each demo will last 30 minutes, followed by 15 minutes of Q&A.
9am. Baycrest/ Cogniciti will introduce the new Memory@Work workshop, designed to teach what memory is, how lifestyle factors such as distraction and stress can affect memory, and how to enhance memory performance at work with the use of enabling strategies.
10am. CogniFit will demo CogniFit Personal Coach and CogniFit Senior Driver, two online programs designed to assess and main cognitive functions for healthy living and safe driving, respectively.
11am. Posit Science will demo InSight, a software-based cognitive training package designed to sharpen brain’s visual system. This is the program being tested by Allstate for safer driving.
Noon. Happy Neuron will introduce HAPPYneuron PRO, a new platform for professionals for the effective delivery and management of cognitive remediation and rehabilitation programs in a patient centric manner.
1pm. SharpBrains will help navigate this growing field by discussing The State of the Brain Fitness Software 2009 report and The SharpBrains Guide to Brain Fitness consumer guide, and summarizing key Summit take-aways.
Learn more and register HERE. Please remember that registration closes on January 17th.
We want to thank our most recent sponsor, the Arrowsmith Program, a comprehensive suite of cognitive programs for students with learning disabilities available in public and private schools in Canada and the U.S. More information here.
And now, let’s review the (in our view) 15 most stimulating articles of 2009.
The Big Picture
100 is the new 65: Why do some people live, and well, to 100? Researchers are trying to find out, reports Meera Lee Sethi at Greater Good Magazine.
Learning about Learning: an Interview with Joshua Waitzkin: Scott Barry Kaufman interviews â€œchild prodigyâ€ Joshua Waitzkin on The Art of Learning.
Debunking 10 Brain Health Myths: Does your brain have a â€œBrain Ageâ€? Is a Magic Pill to prevent memory problems right around the corner?Â Check out the facts to debunk 10 common myths.
Why is working memory relevant to reading and mathematics: A recent large UK study identified 1 in 10 students as having working memory difficulties. Dr. Tracy Alloway elaborates why this matters.
Change Your Environment, Change Yourself: Dr. Brett Steenbarger explains why new environmentsÂ â€œforce us to exit our routines and actively master unfamiliar challenges.â€
Retooling Use it or lose it: Alvaro Fernandez discusses why routine, doing things inside our comfort zones, is the most common enemy of the novelty, variety and challenge our brains need.
Does cognitive training work? (For Whom? For What?): Dr. Pascale Michelon, dissects a couple of recent press releases and the underlying studies to clarifying what they mean â€“ and what they donâ€™t mean.
New Study Supports Neurofeedback Treatment for ADHD: Dr. David Rabiner reports the promising findings from the first well-designed controlled trial on the effect of neurofeedback treatment for ADHD.
Do Art Classes Boost Test Scores? Is there a â€œMozart Effect?â€: Some researchers suggest so; others are not convinced. Karin Evans offers aÂ thoughtful review of the evidence and asks, â€œNow, is this the right question?â€
Does coffee boost cognitive functions over time? Dr. Pascale Michelon reports good news (long-term effects seem more positive than negative, so coffee leads to no clear harm) and bad ones (no clear beneficial effects on general brain functions).
Brain fitness heads towards its tipping point: How do you know when something is moving towards a Gladwellian tipping point? When insurance companies and policy makers pay attention, Dr. Gerard Finnemore reports.
Visual Representation of the State of the Market 2009: Paul Van Slembrouck beautifully presents the main findings of our 150-page market report, The State of the Brain Fitness Market 2009.
Michael Merzenich on brain fitness: neuroscientist Michael Merzenich discusses neuroplasticity, technology, safe driving, mental health, and the need for standards, automated assessments and â€œpersonal brain trainersâ€.
Stimulate your Concentration Skills: when one really wants to memorize a fact, it is crucial to pay attention. Dr. Pascale Michelon challenges you to count a few simple letters.
Finally, an article that may inspire some New Year Resolutions. In Yes, You Can Build Willpower, Daniel Goleman discusses how the brain makes about 10,000 new cells every day, how they migrate to where they are needed, and how each cell can make around 10,000 connections to other brain cells. Implication? Meditate, mindfully, and build positive habits.
Wishing you a Happy and Productive 2010, and looking forward to meeting many of you (200 so far) at the inaugural SharpBrains Summit!
(Editor’s Note: we are pleased to bring you this article thanks to our collaboration with Greater Good Magazine.)
At a time when educators are preoccupied with standards, testing, and the bottom line, some researchers suggest the arts can boost students’ test scores; others aren’t convinced. Karin Evans asks, What are the arts good for?
When poet and national endowment for the Arts Chairman Dana Gioia gave the 2007 Commencement Address at Stanford University, he used the occasion to deliver an impassioned argument for the value of the arts and arts education.
“Art is an irreplaceable way of understanding and expressing the world,” said Gioia. “There are some truths about life that can be expressed only as stories, or songs, or images. Art delights, instructs, consoles. It educates our emotions.”
For years, arts advocates like Gioia have been making similar pleas, stressing the intangible benefits of the arts at a time when many Americans are preoccupied with a market–driven culture of entertainment, and schools are consumed with meeting federal standards. Art brings joy, these advocates say, or it evokes our humanity, or, in the words of my 10–year–old daughter, “It cools kids down after all the other hard stuff they have to think about.”
Bolstering the case for the arts has become increasingly necessary in recent years, as school budget cuts and the move toward standardized testing have profoundly threatened the role of the arts in schools. Under the No Child Left Behind Act, passed in 2002, the federal government started assessing school districts by their students’ scores on reading and mathematics tests.
As a result, according to a study by the Center on Education Policy, school districts across the United States increased the time they devoted to tested subjects—reading/language arts and math—while cutting spending on non–tested subjects such as the visual arts and music. The more a school fell behind, by NCLB standards, the more time and money was devoted to those tested subjects, with less going to the arts. The National Education Association has reported that the cuts fall hardest on schools with high numbers of minority children.
And the situation is likely to worsen as state budgets get even tighter. Already, in a round of federal education cuts for 2006 and 2007, arts education nationally was slashed by $35 million. In 2008, the New York City Department of Education’s annual study of [Read more…] about Arts and Smarts: Test Scores and Cognitive Development
We read today how Panel Urges Schools to Emphasize Core Math SkillsÃ‚Â (Washington Post). Now, there is a more fundamental question to consider: what should the schools of the XXI century look like and do?.
To create a much needed dialogue, I asked one the most thoughtful education bloggers around to share her (I guess it’s “her”) impressions with us. Enjoy!
What do we want our schools to do, and for whom?Ã‚Â
“Schools,” Stanford historian David Labaree wrote, “occupy an awkward position at the intersection between what we hope society will become and what we think it really is.” What do we want our schools to do, and for whom?
Schools, like most organizations, have many goals. These goals often compete with and displace each other. Relying heavily on the work of David Labaree, I will discuss three central goals of American schools Ã¢â‚¬â€œ social efficiency, democratic equality, and social mobility. Throughout the history of American education, these goals have been running against each other in a metaphorical horserace. While they are not mutually exclusive, the three goals introduce very different metrics of educational success. More often than not, they sit uncomfortably with each other.
We act as translators between the neuroscience and education fields, helping to build a Brain-Based Education movement. We launched the first conference that attempted to bridge these two worlds in 1998. The goal of the conference, called Learning Expo, was for teachers to speak to scientists, and, equally important, for scientists to speak to educators.
Critics say that neuroscience research can add little to educational practices. What we say is that, whereas it is true that much needs to be clarified, there are already clear implications from brain research that educators should be aware of. For example, four important elements that are often neglected by educators, given the obsessive focus on academic scores, are nutrition, physical exercise, stress management, and overall mental enrichment.
We were very happy to discover that Scientific American Mind has highlighted SharpBrains in their June/July 2007 issue!
Here’s what they had to say:
“Everyone knows the importance of staying physically fit. But what about staying mentally fit? Research in the past several years has shown that mental Ã¢â‚¬Å“workoutsÃ¢â‚¬Â may improve memory, relieve stress and even help stave off AlzheimerÃ¢â‚¬â„¢s. This new site is an online gym for the mind, offering a blog about the science of brain fitness and links to relevant research. It also sells Ã¢â‚¬Å“exerciseÃ¢â‚¬Â software and offers personal training.”
If you are here due to that introduction, we’d like to welcome you and show you around a bit. You might enjoy:
- The Neuroscience Interview Series in our brain health blog, in which we interview some of the leading neuroscientists in brain fitness, including:
- Dr. Elkhonon Goldberg on Brain Fitness Programs and Cognitive Training,
- Cognitive Simulations for Basketball Game-Intelligence: Interview with Prof. Daniel Gopher,
- Working Memory Training and RoboMemo: Interview with Dr. Torkel Klingberg,
- Memory training and attention deficits: interview with Notre Dame’s Bradley Gibson,
- and an upcoming interview with Yaakov Stern, the leading researcher behind the Cognitive Reserve theory
- Our collection of Brain Teasers and Puzzles
- A selection of Hot Topics in Brain Health and Fitness
- Or, sign up for our free monthly brain fitness newsletter that keeps you up to date with the latest articles and events in brain fitness
But most of all, enjoy yourself, learn something new, and let us know what you think!