May 2002

Accelerated Learning newsletter, May 2002

This month we have intriguing items on homework and ability grouping, as well as some thought-provoking information on enriched learning environments.

Each month we are exploding one of ten common myths about the brain and learning. In this issue, we examine the myth that . In case you missed them in the November 2001 issue, you will find the myths at the end of the newsletter.

Myth number 3: Enriched learning environments give your child a better start in life

There is no substantial scientific evidence in support of this. For many years research on laboratory rats has been cited as evidence that enriched environments enhance our capacity to become better learners. This is a misinterpretation of the evidence. The evidence from laboratory research on rats proves that the absence of a normal environment inhibits learning. It does not prove that extra stimulation enhances brain growth, learning and intelligence. Cancel your subscription to Infant Genius Monthly, throw away your flash cards and play together the three of you: the baby, you and the cardboard box.

At the Salk Institute of Neuroscience in the USA, researchers discovered in 1997 that laboratory rats in an 'enriched environment' grew 15 per cent more neurons in the hippocampus, which is an area of the brain that contributes to visual and spatial memory, than those in the control group. The enriched rats also performed better in maze and intelligence testing. The conclusions included the view that the mechanism for controlling the production and destruction of neural cells is variable, not fixed. This is one study among many that utilises enriched environments. An enriched environment for a rat in a lab is not one with magazines, sun loungers, a guest-only bar and a whirlpool. An enriched environment contains pipes and tubes to crawl through and around, paper to rummage under, flaps to nudge open and maybe a maze to navigate. In other words, it is a normal environment for a rat! What scientists acknowledge is that 'enrichment studies prove the detriment of extreme deprivation and not the value of enriched environments'. There is no evidence that adding more and more stimulation gives you more and more return in terms of neural capital. But take it away and you very quickly get losses.

For policy makers this is important. A hint of sanity was brought by Sarah Jane Blakemore, author of a report to the Parliamentary Office of Science and Technology, London, entitled 'Early Years Learning' (2000). She concluded:

'Research suggests that children under the age of four or five may not have fully developed the social and cognitive skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable.'

And later,

'There is no convincing evidence that special enriching environments are advantageous to the development of the child.'

The answer to the question - 'should I hothouse my child?' - is no.

Talk to, around and with your child from the earliest. Use rich language and lots of repetition. Encourage learning behaviours - noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play. Use lots of imitation and mimicry. Put away your flash cards! Be prepared to be surprised!

We'll be exploding another myth in next month's newsletter.

Ability grouping questioned

Grouping pupils by ability does not automatically raise standards and could just serve to demotivate those in lower sets, research suggests. A study of ability groupings in the UK and other countries found children in lower sets tended to be taught a reduced curriculum and given repetitive work that offered little challenge or stimulation.

Dr Sue Hallam of London University's Institute of Education said these pupils, who are viewed by their school as unlikely to achieve, become easily demoralised and potentially disruptive.

"Where pupils don't feel valued by the school, they will seek other ways of maintaining self-esteem, such as buying into sub-cultures which hold anti-educational values, where it is "cool" to be alienated," said Dr Hallam.

Dr Hallam's research also found pupils in the top ability sets were often disadvantaged by setting.
The fast pace and pressure on them to achieve could often lead to anxiety and distress, she said.

"When a school overemphasises academic achievement and glorifies high ability, pupils at both ends of the spectrum may have negative experiences. "Pupils whose abilities lie in the arts or mechanics may end up feeling that these are of lower status and not very important at all."

Dr Hallam said the solution was not for teachers to direct lessons at an "imaginary average child". One way forward would be to have small groupings within mixed ability classes, where different groups could work at their own pace. Another solution would be modular courses, where secondary school pupils would take compulsory and optional modules, progressing to the next stage when they have passed the previous module. This would offer greater flexibility and the chance of each pupil to work at his or her own pace. In her research Dr Hallam draws attention to one school where a modular curriculum was introduced alongside the core curriculum for 16% of the time in Year 9, increasing to 28% of the time in Years 10 and 11. The aim was to raise standards by improving student motivation by promoting personal ownership of learning, offering a wide range of subjects, allowing students to decide how much time they wanted to commit to particular subjects and giving them the opportunity for some specialisation.

"The main benefits of modular systems lie in the way that they can empower learners and increase motivation and self-determination. They also offer flexibility," said Dr Hallam. They might also cut down on truancy rates, she added. Dr Hallam's report - Ability Grouping in Schools - reviewed literature on ability grouping from the first studies in 1919 to 2001 and looks at research evidence from Europe, the USA and the Far East.

Source: BBC Online news April 26th 2002

Should you set homework?

The setting of homework causes controversy and, for some teachers and pupils alike, no small amount of heartache. Why do we do it?

Some, such as Kralovec and Buell, argue that homework 'disrupts families, overburdens children and limits learning'. Others, including Harris, suggest that time spent on homework can be correlated to achievement at secondary level, particularly amongst older pupils. A Level pupils who spent 7 or more hours per week on subject homework achieved, on average a third of a grade higher than those of a similar ability and gender who spent less than two hours a week. The evidence on homework and achievement for primary age pupils is slim. The two camps of for and against line up their arguments like this:

The 'For' camp argue that:
- findings consistently show that at secondary level time spent on homework correlates to improved grades
- homework is a link to parents and encourages parental involvement
- 90% of UK Primary Schools have homework policies and strategies are in place
- it helps learners develop independent and learning to learn skills
- inspection evidence shows parents are generally in favour of setting homework even though they have concerns about the amount of time it takes
- parents become involved in three ways - encouraging it to be done, removing distractions so it can be done and, with younger children, direct assistance
- it can be shown that pupils who spend more time on homework have more positive attitudes to school - however social class and gender variables have yet to be properly factored into this work
- the best type of help encourages self-reliance without 'making it harder'

The 'Against' camp argue that:
- it can disrupt family life and cause relationships frictions
- research on the value of homework is, at the very best, uneven
- it is set to conform to external pressures rather than for 'sound' learning outcomes
- it is biased in favour of advantaged homes
- most of it is rote or repetition or drill and is negative in its contribution to attitude
- it can reinforce bad learning habits
- it causes increased workload for teachers
- in some instances, it is so ineptly done it is counterproductive and causes classroom conflict
- one in five parents believe that their school's homework practice is inconsistent
- direct parental involvement in helping with homework does not raise achievement; it is a function of the type of assistance given which, again, disadvantages poorly educated parents

Is there a solution? Imaginative solutions such as homework clubs, drop in study centres, designated spaces in public libraries have all been trialled with some success. Providing a safe, regulated, warm and inviting space seems to lure a wider community of learners in for after- school sessions. Voluntary sessions often have a seductive power of their own and many schools indicate surprise at how readily 'difficult' pupils get involved.

At Alite we find that an approach whereby homework is planned by a team well in advance and is seen as an integral part of extending the lesson is more effective. Some schools we work with have banned certain types of homework - copying, colouring, finishing off, doing ten more - and with some success. Such schools actively promote extending or thinking homeworks. Others plan in advance that given units will not be taught in class but tutored and, as such, are homework units with supported self study resources. Teachers using this approach need to plan well in advance but benefit from freed up teaching time.

Motivation and Learning

Don't miss the unbeatable line-up of speakers at Alite 2002!

The conference will be led by Alistair Smith, the UK's leading trainer in modern learning methods. Drawing on years of intensive research for his new book, The Brain's Behind It, Alistair will reveal what brain science tells us about motivation and learning.

Plenary speakers include Bill Lucas, Director of the Campaign for Learning and Howard Kennedy, Managing Director of the London Leadership Centre. Bill is a major force behind the national drive to improve 'learnacy' in our schools, and will draw from his book 'Power Up Your Mind' and share his personal perspective on motivation and learning. Howard is Managing Director of the London Leadership Centre, Institute of Education, University of London. He will draw on the very latest evidence from around the world on how to motivate and provide learning leadership in a complex organisation like a school.

Tanni Grey-Thompson appears as a special Guest Speaker, revealing how she has motivated herself to become a world-class athlete.

Discover real examples of how heightened motivation has made dramatic improvements to learning and achievement.

In addition to the plenary speakers, outstanding practitioners from schools, local authorities and community groups from around the UK will present their work in a unique learning forum. The forum has three strands:

Primary
Secondary
Local Authority

Choose any combination of round table session and stand visits to meet your needs. You can visit each presenter at their stand or attend three scheduled round-table sessions throughout the day where the presenters reveal the secrets of their success. Their presentations include:

Thinking for Learning: Developing a range of accredited approaches to improve the quality of thinking and learning across a large education authority (Mel Rockett,
Northumberland LEA)
All kinds of smart! How to use Multiple Intelligences in the classroom to engage and motivate and enthuse. (Mike Fleetham, Paulsgrove Primary, Portsmouth)
Start from the heart: A holistic approach to motivation and learning which works from the inside out. (Alison Collier
Norton Fitzwarren Primary School, Somerset)
Lessons in Learning to Learn: How to devise and deliver a Learning to Learn programme for a large secondary school. (Jackie Beere, Campion School, Northants)
How to jump start an ageing car using only wit, wisdom and a model of learning: Using accelerated learning methods and a collegiate management approach to transform a large faculty. (Will Thomas, South Bromsgrove High School)
'Integrity is doing the right thing when no-one is looking.' How does an accelerated learning school keep its momentum? How do you stay doing the right things? (Ani Magill, St John the Baptist School, Woking)
Towards a Community of Enquiry: Building a Community of Enquiry using core beliefs and Thinking Skills (Sue Eagle,
Tuckswood Community First School, Norfolk
Everything you need to know about assessment: A radical and active approach which involves students in every stage of assessment. (Denise Burns, Ninestiles School, Birmingham)
Developing the Developers: How a large London Secondary School developed its learning by developing its staff and what OFSTED thought about it. (Thelma Cox, Featherstone High School, Southall)
Teaching Outside Your Box: How one local education authority helped teachers to think and teach outside of the box. Case studies from 18 schools. (Jo Moxon, North Lincolnshire LEA)
Getting it Right for Boys and Girls: How schools have worked together to raise boys' achievement - the lessons learned and the pitfalls to avoid. (Gary Wilson, Newson High School, Kirklees)
The Plus One Challenge: What do you do when everyone says you are the 'worst'? How the 'worst-performing' local education authority in the country plans to be among the best. (Damian Allen & Iain Dow, Knowsley LEA)
Start small, think big: How a school's approach to the most disaffected keeps them in school, keeps them learning and keeps them positive. (Cris Edgell, Sacred Heart RC Secondary School, London)
Anytime, Anywhere - Laptops and Motivational Learning. (Sian Hartle, Ninestiles School, Birmingham)
Motivating the vulnerable: How a large mixed comprehensive with 90% of its pupils from ethnic minority groups transformed itself from serious weaknesses to 69% A*-C and had no permanent exclusions along the way. (Andrea Berkeley, Preston Manor High School,
Wembley)
What you need to do to create an Accelerated Learning School: The story behind Cramlington School's development of modern learning methods and how they have gone to the other side of the world to do it. (Derek Wise and Mark Lovatt, Cramlington School, Northumberland)
It takes a whole village: How one school uses learning to motivate pupils, staff and parents and does so with spectacular success. (Liz Walton and Ros Hancell, Horsenden Primary School, Ealing)

Alite 2002 is where the science of learning and the art of teaching meet.

If you would like more information about Alite 2002, please follow this link or email office@alite.co.uk

The Language of Football

With the World Cup on its way our thoughts may be turning to football.. We make no reference here to the differences between the male and the female brain! We simply thought it might be a good moment to remind ourselves of the wisdom of great football managers:

1. 'I'd have given my right arm to have been a pianist'
Bobby Robson, Manager of Newcastle United

2. 'There'll be no siestas in Madrid tonight'
Kevin Keegan, Manager of Manchester City

3. 'One of his strengths is not his heading'
Glenn Hoddle, Manager of Tottenham Hotspur

Congratulations Tanni!

Alite 2002 special guest speaker Tanni Grey-Thompson won yet another London marathon last month. This despite having given birth to her first child 7 weeks earlier. How does she do it? At Alite 2002, Tanni will be sharing some of her secrets about what keeps her motivated. Tanni will be speaking straight after lunch...if anyone can keep a conference audience motivated during the infamous 'graveyard slot', Tanni can!

Ten fads that fooled the world

If you missed them last month, here they are again:

1) Your memory is perfect
2) You only use 10% or less of your brain
3) You have three brains in one
4) Stress stops you learning
5) Your left brain is logical and your right is creative
6) You have an emotional brain
7) Mozart makes you more intelligent
8) Enriched learning environments give your child a better start in life
9) The brain cells you get at birth are those you have for life
10) Male and female brains are so different we ought to teach boys and girls in different ways

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