Rikie van Blijswijk
- za 20 jan 2018
‘Van dertig identieke werkjes naar eigen verhalen, verbeelding en onderzoek’ Hoe wordt kunst en cultuur een volwaardig onderdeel van jouw onderwijs?
- ma 22 jan 2018
‘Lesgeven vanuit vertrouwen’, workshop voor beginnend docenten (VO) – Driebergen
- vr 26 jan 2018
Dag van de Kinderspiritualiteit – Arnhem
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- za 03 feb 2018
Niemand past in één hokje. 4e landelijke Bildungsconferentie in Leusden over burgerschapsvorming
- wo 14 feb 2018
NIVOZ-masterclass met Daan Roovers: ‘Mensen maken. Nieuw licht op opvoeden… tot volwassenheid’
- za 17 feb 2018
Conferentie in Leusden: Identiteitsvorming in onderwijs. Verwondering als noodzaak in de school!
- wo 07 mrt 2018
Onderwijsavond Jan Derksen: ‘Een bijdrage van het onderwijs aan de preventie van psychische aandoeningen: feit of fictie?’
- ma 26 mrt 2018
Gratis proeven aan Pedagogische Tact of Pedagogisch Leiderschap
- do 29 mrt 2018
NIVOZ-masterclass met Jan Bransen: ‘Onvolwassenheid als excuus’
- do 05 apr 2018
Masterclass in Leiden: Welke plaats hebben verwondering en pedagogisch onderbreking in het curriculum?
- Over het werk van Luc Stevens: ‘de behoefte aan relatie, competentie en autonomie’
- ‘Als ouders thuis een ander kind zien dan leerkrachten op school, is het tijd voor een goed gesprek’
- Niet alle onderwijsdoelen zijn meetbaar
- Ze werkt keihard. Te hard. Maar ze is nooit klaar. Nooit.
- ‘Pedagogische tact is geen competentie, maar zit in jouw oriëntatie’
3 mei 2011
Rikie van Blijswijk
Hoe krijg ik de aandacht van kinderen? Zorg dat hun hersenen nieuwsgierig worden. Dt artikel is afkomstig van Judy Willis en verscheen eerder in Psychology Today onder de titel ‘Plato under a brainscanner’.
A few thousand years ago, in 360 B.C., Plato advised against force-feeding of facts to students. “Elements of instruction…should be presented to the mind in childhood; not, however, under any notion of forcing education. A freeman ought not to be a slave in the acquisition of knowledge of any kind. Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.”
Children Are Paying Attention, Just Not to the Boring Things in Class. Getting into the brain is like getting into an exclusive nightclub where only the glamorous few are selected. Once inside, another gatekeeper, stress, determines what makes the cut to enter the upper VIP lounge in the prefrontal cortex – that valuable 13% of cerebral architecture where our highest cognition and emotional reflection takes place. The brain evolved to promote the survival of the animal and the species. That means giving priority to potential threat. Every second, of the millions of bits of sensory information from the eyes, ears, internal organs, skin, muscles, taste and smell receptors that are at the entry gate, only a few thousand make the cut. The system that determines what gets in – what the brain attends to is the Reticular Activating System or RAS. This primitive network of cells in the lower brainstem, through which all sensory input must pass to reach any higher regions of the brain, is essentially the same in your dog, cat, child, and you.
The RAS favors intake of sights, sounds, smells, and tactile sensations that are most critical to survival of the animal and species. Priority goes to CHANGES in an animal or human’s environment with priority to change appraised as threatening. When threat is perceived, the RAS automatically selects related sensory input and directs it to the lower brain where the involuntary response is not to think, but to react – fight, flight, or freeze.
Force Feeding Won’t Work Even on a Hungry Brain
The RAS is a virtual editor that grants attention and admission to a small fraction of all the sights, sounds, and tactile sensations available at any moment. This survival-directed filter is critical for animals in the wild, but as it has not changed significantly as man evolved, and the implications for the classroom or with children in the home are significant.
When children’s brains perceive threat (punishment or embarrassment in front of classmates for not doing homework, fear that they will be picked last for a kickball game, or anxiety that they will make an obvious error because they are not fluent in English) the RAS lets in only what is perceived as relevant to the threat. Unless the perception of threat is reduced, the brain persists in doing its primary job – protecting the human or animal from harm. The neural activity on scans during fear, sadness, anger or other stressful emotions is evident in the lower brain. In this stressed state “attention” is not under our control and the brain activity on scans drops way down in the prefrontal cortex. That higher, reflective, cognitive region of the brain does not receive the sensory input determined irrelevant to survival. The day’s lesson does fall on deaf ears.
When students are criticized for not paying attention to the lesson it doesn’t mean they are inattentive. Their RAS is paying attention to (letting in) sensory input, just not the sensory input their teachers think in important.
One of the great gifts of neuroimaging research is information about which sensory input gets through the RAS when threat is not perceived. When not under high stress alert, the RAS is particularly receptive to novelty and change that arouse curiosity. That is the key to the gate – the brain seeks input about the new, the unexpected, the colorful, musical, moving, aromatic sensations that are available when perceived or imagined threat is not blocking the way. When students are curious about something, they seek an explanation. This motivates them to persevere in seeking the information they now WANT to learn, what they need to be taught.
Knowing about the RAS means we can promote classroom communities where students feel safe, where they can count of the adults in charge to enforce the rules that protect their bodies, property, and feelings from classmates whom they perceive as threats to these things. Our increasing knowledge of what gains access through the RAS, once threat is reduced, offers clues to strategies that promote attentive focus to lessons in school and at home.
Curiouser and Curiouser
You can build novelty into teaching new information. Changes in voice, appearance, marking key points in color, variation in font size, hats, movement, lessons outdoors, music, curious photos, unexpected objects (a radish on each desk when students enter the classroom) get the RAS attentive to admit the accompanying sensory input of lessons that relates to the curious sensory input!
Advertising a coming unit with curiosity provoking posters or adding clues or puzzle pieces each day invests curiosity as children predict what lesson might be coming and the RAS is primed to “select” the sensory input of that lesson when it is revealed. Playing a song when students enter the room can also promote curiosity; hence focus, if they know that there will be a link between some words in the song and something in the lesson. If a teacher, or parent helping with homework, walks backwards before a lesson about negative numbers, the RAS is primed by curiosity to follow along when a number line is unrolled on the floor to start instruction about negative numbers. Even a suspenseful pause in your speech before saying something particularly important builds anticipation as the students wonder what you will say or do next.
Dr. Judy Willis, a board-certified neurologist and middle school teacher, is an authority on classroom strategies derived from brain research. Dit blog is onderdeel van Psychology Today en gepubliceerd op 9 mei 2010. Met toestemming van de auteur Judy Willis, M.D., M.Ed gepubliceerd.