Neuroscience- How students have changed
The adolescent brain is in transition. It differs neuro-chemically and anatomically from adults (Fuller, 2015). As Prensky (2010) indicates, that it is highly likely that our student’s brains have changed and are far from previous generations of students and teachers. These neurological changes suggests that what was considered as a “generational gap”, is now considered as “two separate cultures”, as music, values, social skills and emotional skills, vastly differ from previous generations. The language that we use as educators could also be considered as different, or foreign, creating a communication barrier resulting in disengagement through boredom and lack of diversity within teaching styles (Prensky, 2010). With new generations of students, particularly generation z, growing up with technology advances from birth, it is not surprising that educators are now struggling with forming an engaging learning environment (Prensky, 2010). The Australian institute for teaching and school leadership, AITSL (2011), identifies that having strong student- teacher relationship, providing personalised learning, and providing relevance to the real world, are three aspects that enhance learner engagement. Linking this to the AITSL (2011) standards, “Know your learner” standard 1.1, is a key aspect in being able to determine indicators of “Understanding How students learn” which is standard 1:2 of the AITSL standards (Aitsl.edu.au, 2011). Understanding and identifying potential generational gaps between teacher and student, may help in understanding why students may not be as engaged within today's education system (Churchill, 2011 & Connell, 2007).
Willies (2015) identifies current traditional strategies used within today's education system, these include, students sitting in rows being lectured, and then filling out worksheets. Willies (2015) indicates that this is the way the education system has been facilitated since the beginning of education, and that it is no wonder why students are becoming bored and disengaged in today’s educational setting. Willies (2015) continues to explain that boredom creates a state of stress and that the brain does not learn as effectively while in this state. Many traditional learning styles still exist in education today, (some traditional styles do have their place), however the problem being that old styles are being delivered to new students. New students are those that differ, from 30 years ago (Willis, 2015). As identified earlier, students are growing up in a different world, which has resulted in different brain structuring. Using technologies like Wiki classroom, is a new approach to learning, and it is these new approaches that will enhance the teacher’s ability to engage students (Teachersfirst.com, 2015). The links are as follows, bad behavior is a direct result of boredom and disengagement (Willis, 2015). Today’s educators must base their work on relationships rather than power, owning their classrooms so they can develop support routines, implement guided practice, create a visually interesting engaging and safe learning environment, while connecting relevance and meaning on an emotional level.(Ragnar, 2014, Aitsl.edu.au, 2011).
(CLICK ON THE LINK TO WATCH FULL INTERVIEW)
The adolescent brain is in transition. It differs neuro-chemically and anatomically from adults (Fuller, 2015). As Prensky (2010) indicates, that it is highly likely that our student’s brains have changed and are far from previous generations of students and teachers. These neurological changes suggests that what was considered as a “generational gap”, is now considered as “two separate cultures”, as music, values, social skills and emotional skills, vastly differ from previous generations. The language that we use as educators could also be considered as different, or foreign, creating a communication barrier resulting in disengagement through boredom and lack of diversity within teaching styles (Prensky, 2010). With new generations of students, particularly generation z, growing up with technology advances from birth, it is not surprising that educators are now struggling with forming an engaging learning environment (Prensky, 2010). The Australian institute for teaching and school leadership, AITSL (2011), identifies that having strong student- teacher relationship, providing personalised learning, and providing relevance to the real world, are three aspects that enhance learner engagement. Linking this to the AITSL (2011) standards, “Know your learner” standard 1.1, is a key aspect in being able to determine indicators of “Understanding How students learn” which is standard 1:2 of the AITSL standards (Aitsl.edu.au, 2011). Understanding and identifying potential generational gaps between teacher and student, may help in understanding why students may not be as engaged within today's education system (Churchill, 2011 & Connell, 2007).
Willies (2015) identifies current traditional strategies used within today's education system, these include, students sitting in rows being lectured, and then filling out worksheets. Willies (2015) indicates that this is the way the education system has been facilitated since the beginning of education, and that it is no wonder why students are becoming bored and disengaged in today’s educational setting. Willies (2015) continues to explain that boredom creates a state of stress and that the brain does not learn as effectively while in this state. Many traditional learning styles still exist in education today, (some traditional styles do have their place), however the problem being that old styles are being delivered to new students. New students are those that differ, from 30 years ago (Willis, 2015). As identified earlier, students are growing up in a different world, which has resulted in different brain structuring. Using technologies like Wiki classroom, is a new approach to learning, and it is these new approaches that will enhance the teacher’s ability to engage students (Teachersfirst.com, 2015). The links are as follows, bad behavior is a direct result of boredom and disengagement (Willis, 2015). Today’s educators must base their work on relationships rather than power, owning their classrooms so they can develop support routines, implement guided practice, create a visually interesting engaging and safe learning environment, while connecting relevance and meaning on an emotional level.(Ragnar, 2014, Aitsl.edu.au, 2011).
(CLICK ON THE LINK TO WATCH FULL INTERVIEW)