The Learning Success Blog

With millions of Australian kids back in school, learning has been kicked into high gear as the country’s children try to make up for any lost time in the classroom. While experts have reiterated the importance of classroom learning in a child’s education, there is also plenty of learning opportunities beyond the traditional classroom setting.

For years, studies have shown the benefits of play to a child’s development and provide a great platform for encouraging learning and bonding at home. From developing their financial skills at home to encouraging the growth of their social skills, here is how parents can use role play and games to teach their child key life skills and support their classroom learning.

"Neuroscience now is very interested in attention disorders.", says Dr Martha Burns.

Dr Martha Burns is a neuroscientist, author of over 100 journal articles and multiple books, and a leading expert on how children learn. She explained:

"So what we were talking earlier about listening skills, that's the term teachers use. Listening skills. Can the child sit in the classroom and pay attention to me?

Listening skills is auditory attention. One of the great things about Fast ForWord is it builds auditory attention. One of the best studies that's independent, that it has a control group, is on auditory attention.

Many of the children I work with in my speech pathology clinic who have dyslexia also have additional difficulties with processing information and sustaining their attention.

They often have some or many of these challenges: 

• Difficulty following verbal instructions
• Need instructions to be repeated
• Slow to process information
• Easily overloaded with auditory information
• Difficulty sustaining attention for learning tasks
• A tendency to daydream
• Easily distracted
• Academic difficulties

These symptoms could indicate that they have one or more of the conditions known as attention deficit hyperactivity disorder (ADHD), auditory processing disorder (APD), or specific language impairment (SLI).

Did you finish school last year?  Last decade?  Last century?

Does it matter when? 

It might, if you want to keep your brain sharp and agile.

It’s unlikely you completed school last year. Most readers of this blog are older than that. You might have finished in the 2000’s. Or last century -  in the 1990’s, 1980’s, 1970’s or even earlier (like me!).

You learnt new things almost every day when you were in school.  Your brain was very active, building new neural pathways and strengthening existing ones.

If you finished school last decade or last century, it is likely you haven’t been learning new things nearly every day since then, and it’s the new things, the novel things, are best for keeping your brain sharp.

Many children struggle with reading, but there are ways parents can help prevent reading difficulties.

Reading researcher, Dr Jennifer Buckingham estimates that as many as 1 million children in Australia are at risk of reading failure.

We know from scientific research that the ability to read is one of the most complex skills we can learn.

According to reading research organisations in Australia and overseas, including The Centre for Independent Studies in Australia, the National Reading Panel (USA), and the USA National Institute for Literacy, there are some critical skills for learning to read.  

We might think this is a simple case of distraction. But attention is in fact a much more complex function than most people realise. Do you ever forget what you came into a room to get? Or, have you ever been listening to an audio book only to realise that you stopped paying attention several pages back?

The following article by speech language pathologist and neuroscience educator, Dr Martha Burns, explains attention and describes how we can improve it by specific types of training.  The article was first published in The Science of Learning Blog.

In fact, trying to figure out exactly what attention is, and why some children find it easier than others, especially in school, has been the focus of psychologists for years.  As adults, we realise that the ability to attend carefully to a task, ignore distractions and stick with it, is something that takes time for children to develop.

Dr David Rabiner, Research Professor at Duke University, USA is a world recognised expert on attention and ADHD.

He has developed a new approach to attention training called Nervanix Insight.  It uses neurofeedback (also known as EEG Biofeedback) to monitor and train attention skills.

According to scientific research, neurofeedback is the nonmedical approach for developing attention skills that has the strongest evidence for its effectiveness.

Traditional neurofeedback approaches generally use game-like activities that don’t have much resemblance to academic tasks that students need to focus on.

Wearable technology is here!

What is wearable technology? Think FitBit, the ubiquitous band so many people are wearing on their wrists to track their daily activity. That's probably the best known example of a wearable technology.

But there are many more examples in use right now. Samsung’s brainBAND for athletes, sweat sensors, stroke rehabilitation devices, the Muse meditation headband and the Nervanix Attention Headsets are just a few of them.

Image if you had a piece of wearable technology that could "listen to your brain".  And use what it hears to help you to track your concentration while you study.

This might sound a bit like science fiction. But it's actually available now with the Clarity software and headset from the Nervanix Corporation.

It might surprise you to know that the technology behind it, known as EEG, is actually about 100 years old.

Dr Steve Miller is the chief science officer for Nervanix. He’s one of the driving forces behind the development of Nervanix Clarity.

Dr Miller explains how it all works in an interview on the Learning Capacity podcast.

He points out the significant implications for education. And how this new technology can enhance learning for all students involved in high value learning.

Listen to the podcast episode:

 

Mimma Mason is the Cogmed Manager for Pearson Australia, and has previously explained working memory on the Learning Capacity podcast.

But she also spends much of her time helping people understand the emerging field of educational neuroscience. Is it another band wagon, or pop science?

We’ve asked this question before, and it seems like the consistent message is that educational neuroscience is now increasingly informing educational practice and research.

So if it’s for real, how do we implement it? And what does this mean for future teacher education and professional development?

Mimma helps us understand what to make of it all in a discussion on the Learning Capacity podcast. 

Listen to the podcast episode: