Category: The Science of Learning

  • Beating the Block: Five Tips for Overcoming Writer’s Block

    Beating the Block: Five Tips for Overcoming Writer’s Block

    5 Tips for Overcoming Writer’s Block

    Dr. Patricia Huston describes writer’s block as, “a distinctly uncomfortable inability to write.” Every writer feels some resistance when staring down a blank page but some authors experience near paralysis when it comes to writing. Somehow, any writer who has ever written has beaten the block. The good news is that there are ways to make your brain work for you when it comes to writing. Here are some tips to help you get past your own writer’s block.

    Routines rule

    Anxiety is toxic to creativity. So the more you wait to start a project, the more anxiety you’ll feel about it, and the less creative you’ll be when it is time to write. How do you combat this vicious cycle? Exercise creativity by writing daily. You might choose to write something fun, something you care about, or something you’ll have to submit on a deadline. Creativity works like a muscle. When you exercise muscles, you exhaust them so that they work more efficiently next time. When you practice any kind of creativity, including writing, it gets easier over time. In order for that to happen, creativity – like exercise – has to be habitual.  Sometimes, what feels like writer’s block is simply your brains just settling down enough to write. You can expedite that process by training our brains to be creative by setting a clear time and space in which to do that. Do your writing when you feel most awake each day. For some people, that’s first thing in the morning. For others, that’s mid-afternoon. At this time, your brain is fresh and full of good ideas. You also work more efficiently to produce better writing more easily. Block off this time for your writing tasks and watch your ideas take shape on the page. Do this every day and you’ll never again feel that last-minute deadline stress.

    Start single-minded

    Writing anything is really hard work and takes a lot of focus. Focus means reducing the amount of things your brain has to handle for a little bit of time. Whether you’re perfecting a poem, tweaking that plot twist, or rounding out your research paper, you can set yourself up for success by removing distractions during your writing time. Cognitive science tells us that humans are simply not good at multitasking. In fact, every time our brains toggle from task to task, we lose a minimum of five seconds of focus (and we often lose much more time than that). Check your phone 10 times in a twenty-minute period and you’ve lost almost a whole minute (at least) you could have been writing. In order to maximize your writing time and to let your ideas flow freely, remove all distractions from your work time and space. This may mean clearing your desk, turning off your phone, silencing notifications, or all three!  I use an app called Self Control to block all Internet activity during my writing time. You can download it for free here.

    Embrace the sloppy copy (rough draft)

    The truth is there’s nothing scarier than a blank screen or a cursor blinking at you from an empty screen. You’ve got to start somewhere. Revision is far easier than new creation so just get something on the page. There is no expectation that your first draft comes out perfectly – just the opposite! When you begin writing each day, write whatever comes to mind. It can be in bullets, sentence fragments, or pieces of dialog: whatever works to get words on the page. Once you get cranking, you can continue the draft and spend time later on revisions. Bonus tip: start your writing time with five minutes of something fun and pressure-free to get your creative juices flowing. For a list of writing prompts, check out this link.

    Small chunks of work

    Bill Gates famously said, “Most people overestimate what they can do in one year and underestimate what they can do in ten years.” This goes for writing, too. Many of us think that we can knock out that assignment if we had, for example, six hours of uninterrupted time. But you probably don’t have six hours of uninterrupted time anywhere in your schedule. And the truth is, we tend to be less productive and certainly less creative when we do a task for more than about 90 minutes. The solution? Plan small chunks of time over several days or weeks to do your writing tasks. Break your assignment down into several pieces and spend 20 to 40 minutes a day. Piece by piece, you’ll build a better product (with less stress!). I love the Pomodoro timer, which prompts you to work for 20 minutes and then to take a five minute break. There are may apps available but here is the one I use (and here is a web-based option for PC users).

    Teamwork makes the dream work

    Community is essential to writing. Writing partners serve many purposes: they provide accountability, they suggest new insights, and they might even revise your writing (if you’re really nice to them). Identify someone who has assignments similar to yours or someone who can offer impartial feedback (think parents, writers, and other educators you may know). Choose a date in advance of your deadline, tell that person how much writing you’ll have done, and meet that deadline. Voila! You’ve built in two advantages for yourself: you completed the work (or at least a draft) well before your actual deadline, and you’ll get the benefit of another writer’s input. Get ready to have a thick skin – sometimes writing feedback feels a little painful, but it’s worth it!

     

    Dr. Lauren Bailes is an Assistant Professor of Educational Leadership at the University of Delaware. She teaches Ready, Set, Go! College Writing and Readiness and Writing Research Right: The Research Paper.

  • Free Resource: Defining and Reducing Test Anxiety

    I’m thrilled about today’s resource! I’ve seen many, many of my math students struggle with test anxiety. It is so frustrating to know the material but still perform poorly because of anxiety. Bonnie Gonzalez teaches our Intro to Psychology and AP Psychology courses. She is also a trained counselor and she put her expertise to good use in creating this concise guide. This is an excellent resource especially if your child is gearing up for a high-stakes test (like the SATs!).

    Download here Defining and Reducing Test Anxiety

  • The Science of Learning: Emotions Matter

    The Science of Learning: Emotions Matter

    Science of Learning: Emotions Matter

    Pause for a moment and recall a time filled with intense emotion such as anger or grief. Did you have trouble focusing? Most people struggle to learn something new when they are stressed or angry. It is not your imagination, these emotions block our ability to make connections and learn new things.

    This can easily develop a vicious cycle in your homeschool. Imagine this scenario—a common one I am afraid.

    Sophia consistently struggles with math. It has never come easily for her and now she’s holding on by a thread in pre-algebra. Math is typically put off to the end of the day and is a daily point of contention between Sophia and her mom. Math lessons are started begrudgingly with conviction that she won’t understand it or be successful.

    There are many layers to this scenario and I could offer multiple suggestions (and have here and here.) But first, consider just the role emotions play. Because Sophia failed in the past she brings the emotions of fear and possibly anger to each math lesson. On top of a weak background in the subject, she now has added a cognitive burden to her future learning. The cards are completely stacked against her.

    We all want to avoid a scenario like this for our kids, but how? Here are some suggestions.

    Have fun. Setting aside time to do projects or play a game that is both fun and education can be well worth the time. If your kids are laughing while learning, they are making positive emotional associations with the subject. Those positive emotions will aid them in more mundane learning tasks.

    Avoid intensity in elementary. My mom has written extensively about this. If you bring in stress and rigor prematurely and unnecessarily, you risk your kids creating negative emotional responses to learning. At times the experience of learning for young ones may be more important than the content.

    Take a step back. When emotions are boiling it is time for a brain break. If a student reaches a certain level of anxiety or stress his or her brain won’t function properly anyway. When kids are young we can help cue them that they need to take a brief break and calm down. In middle school and high school, however, it is important that our kids become self-aware and can initiate their own emotional de-escalation. Some sunshine or a switch to another subject might be in order.

  • The Science of Learning: Chunk It

    The Science of Learning: Chunk It

    The Science of Learning: Chunk It

    Our short term memory, or working memory, is limited. When kids learn something new, they challenge their working memory. Too many new pieces of information inhibit their ability to complete a task. Therefore, it is important to budget working memory and strategically manage its limitations.

    One strategy for achieving this is chunking. A chunk is a group of details or information that is meaningfully related. Once our brains chunk related details together, we  process it quickly as one piece of data, instead of several. Let me give an example. When I first started to learn Arabic, a simple sentence took me several minutes of intense effort to create. I had to slowly retrieve each individual word from my long term memory. But there was one phrase that gave me no trouble at all: My great grandfather is of Lebanese descent. Why was I able to recite this with no trouble? Because I was asked about my ancestry so frequently, my brain turned the answer into one chunk of information. I wasn’t recalling each word, just the phrase.

    Something similar occurs when we associate details about the years 1860–1865 in U.S. history (the dates of the Civil War). Or when six different steps in solving a math problem gel into “finding the x-intercepts of a parabola.”

    How can chunking help your kids succeed?

    • Look for curriculum or resources that break material into manageable chunks. Learning new information a little at a time like this keeps kids from overtaxing their working memory. (My mom’s language arts programs—Writers in Residence and Readers in Residence—follow this principle.
    • In math and science, practice processes and techniques until they become automatic. This takes the many steps involved in solving a problem and creates one chunk for kids’ brains to access instead. Once new information is chunked, then tackle new content and skills.
    • Emphasize connections and how different information is related. Reading a piece of historical fiction concurrent with history lessons or using a math skill to complete a science fair project will help kids form more chunks.
  • The Science of Learning: Making It Stick

    The Science of Learning: Making It Stick

    The Science of Learning: Making It Stick

    In the past week have you forgotten anything important? I have a baby and a two year old so my list of forgotten things is quite long. I forgot to put size three diapers in the diaper bag, I forgot my son needed to go potty before his nap, and I forgot where I put my phone (23 times!).

    My forgetfulness often makes me frustrated and even more so when I am trying to learn something new. My online math students voice similar frustrations, especially on tests. But forgetfulness actually makes our brains more effective.  Our short term memory allows us to process things in the moment, but that memory is limited. Our brains only convert some of that information—the details it believes to be most important—into our long term memory storage. That is why I can remember what the weather was like on August 14th, 2010 (my wedding day), but not what the weather was like every day for the past 6 years.  Filling my brain with unimportant details would just slow down the processing and storing of new information.

    The key to long term learning is to help our brains convert the right information from short term memory to long term. Once it is there,  we also need to ensure that we can recall that information when we need it.

    There are many methods to help us remember information for the long haul but for the sake of simplicity I’m going to only mention two: spaced repetition and retrieval practice.

    1. Spaced Repetition. Researchers have found that the best way to absorb new information is to learn it in small chunks over a long period of time. If you want to memorize a poem it is better to recite it 5 minutes a day for 10 days than to work on it in one 50 minute session trying to cram it into your brain. This is probably something we all know, but are we putting it into practice? One of my main pushes with my students is that they work on their math a little bit every day—we just aren’t designed to master 5 math lessons in one sitting. Students must learn it, then forget some of it, and relearn it. This process makes our neural pathways (which we use for retrieval) stronger and faster.

     

    1. Retrieval Practice. We’ve all had the experience of being quizzed on a topic only to realize we didn’t know the material as well as we thought. But did you know that just the process of trying to recall something helps us learn it? Low stakes quizzing like this, where the grade doesn’t count, is actually a smart teaching strategy. Asking your kids to recount the main points in the chapter they’ve just read will help them move some of the information into long term storage.  Reviewing what they can’t remember will then help them learn that information too.  [That’s why the correct answer to the question we posted on Facebook is B]

     

    Try incorporating some of these ideas into how you plan out your kids learning. And stay tune for our next post on how to increase learning: chunking.

  • The Science of Learning: Distraction Can Be Helpful

    The Science of Learning: Distraction Can Be Helpful

    The Science of Learning: Distraction Can Be Helpful

    Consider the ten penny brain puzzle below. By moving just 3 pennies, can you form a triangle that points down? (Like this: \/) Try it now. This exercise will show you something about how your brain works.

    Were you able to do it? Did you give up? Did it come to you all at once after you took a break? (You can check your answer here.)

    Two modes of thinking

    When you first tackled this puzzle, your brain went into something called focused mode. In focused mode your thoughts are very precise and you concentrate on what is right in front of you. It is easy to solve a problem in focused mode—if there are clear and systematic steps. However, a drawback is that you can get stuck on wrong assumptions or initial ideas that are not correct. This is called the Einstellung Effect. In the penny puzzle, this might have happened if you thought wait, I need to move 6 pennies to make the triangle point down. Getting stuck on that idea will block your ability to think about the problem in a new way.

    Happily, our brains have another mode which researchers call diffuse mode. In diffuse mode your brain is not focused.  Our brains automatically shift to diffuse mode when we do  “mindless” tasks like jogging, riding in a car, or taking a nap. What’s fascinating is that our brains will continue to work on problems while in diffuse mode. We refer to  this phenomenon when we say something “is in the back of my mind.” In diffuse mode, our brains can generate new and innovative solutions to problems. When we aren’t in focused mode,  it is easier for our brains to make new neural pathways or connect seemingly unrelated ideas.

    Why is this true? Let’s return to the puzzle again. Imagine you spent 20 minutes staring at it and trying different arrangements and you just could not get the answer. You got up in frustration and went into the kitchen. You absentmindedly washed some dishes and then returned to the puzzle and the answer came to you suddenly in a brilliant moment of illumination!

    Or maybe not . . . but you probably have had an experience like that. You’re stuck on a problem and then you sleep on it and in the morning you suddenly have a fresh idea. This is because you allowed your brain to shift from focused to diffuse mode.

    So how can we use this to help our kids? Give them opportunities to shift from focused to diffuse mode . . . especially when they are in the higher grades and completing more difficult tasks. If they’re stuck or frustrated, that’s a cue they need a break from steady concentration.

    Here are some quick ways to help your kids switch brain modes:

    • Work on an unrelated task. This can be as simple as switching subjects.
    • Get them moving with household chores. It gives the brain a break and helps you too!
    • Take a short nap
    • Go outdoors
    • Exercise

    If they’re really stuck, then suggest that they revisit the material after a good night’s rest. Try it! It will work for you too.

    Coming next . . . memory and how to make learning last.

    ***For more information on diffuse and focused modes of learning I highly recommend the book A Mind for Numbers by Dr. Barbara Oakley***