Learning In School. The “Problem with No-child Left Behind”
I see two main problems, one with the philosophy and one with the means of learning assessment.
As for philosophy, it sounds good, but like many social engineering efforts by the government, there are major unintended consequences that are too destructive. In this case, leaving no child behind has the effect of "no child pushed forward." In order to save kids who don't care about learning or whose parents don't care, we manipulate the whole system so that kids who are conscientious and who have talent are neglected. These kids don't pull down the schools' average scores on high-stakes testing, so they are left mostly to fend for themselves. The emphasis, which borders on compulsive, is on bringing up the bottom, so the school and teachers won't look so bad.
Worse yet is the unavoidable tendency to teach to the state standards and the test that is based on them. This not only engenders a "drill and kill" negative attitude among students, but many teachers just leave out most other enriching instruction that is not likely to get tested. For years, all of science was largely ignored in my state of Texas, because the high-stakes testing was restricted to English and math.
Tags: Professor Lorrie Shepard, Source ShepardRelated posts
Neuroscience research working for you
I just attended the 40th annual meeting of the Society for Neuroscience in San Diego. There were over 31,000 scientists there, about 20,000 of whom presented research findings.Attendees come from all over the world. I an a Charter member of the Society and attended the first and most of the other annual meetings. It is hard for "outsiders" to appreciate just how much has changed in brain research over that time. The first meeting had less than 1,000 attendees. Now the meeting is so big that only a handful of U.S. cities can host such a large meeting.
There were many papers on memory presented. Most, however, were focused on how the brain achieves memory, and a lot of that has no immediate practical application for everyday life. I keep an eye out for such papers and report them in this blog when I find it.
One paper confirmed what I already knew about teaching "old dogs new tricks." It showed that learning of a series of items was impaired in Seniors compared to younger people, but the deficiency was overcome if the experimenters just increased the interval between presentation of items. In other words, you CAN teach old dogs new tricks, it just takes longer.
Tags: CAUSE, REMRelated posts
B Vitamins, Brain Shrinkage, and Memory
I have discussed nutritional effects on memory and warned readers that many claims are just so much undocumented hype. Here is a study, apparently very well done by a group at Oxford University, that shows supplementing diet with B vitamins can help prevent mental decline in the elderly.
As people age, the brain tends to atrophy, even in healthy people, and this of course can contribute to mental decline and senility. A risk factor for brain atrophy in the elderly is homocysteine, an amino acid best known as being a risk factor for coronary heart disease, stroke and peripheral vascular disease. B vitamins (folic acid, B6 and B12) reduce the blood level of homocysteine. In the Oxford study, 271 people over 70 years old with mild cognitive impairment were given a mixture of the B vitamins daily for two years. Brain size changes were monitored with brain scans.
During the test period, brains shrunk 1.08% in the non-supplemented controls and 0.76% in those that got the B vitamins. There were correlated changes in blood homocysteine levels and performance on mental tests. Daily doses used were folic acid: 0.8 mg; B6: 20 mg; and B12: 0.5 mg.(I just checked my own brand-name one-a-day multi-vitamin pills, and they have a lot less of B6 and B12.)
Tags: Oxford University, Source Smith