Smorgasbord: It’s Been A While

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I know, I’ve mostly stopped posting. A conflux of being-really-busy at work, getting-really-sick (turns out I’m allergic to a certain type of antibiotic), and being-overwhelmed-with-information (I get way too many newsletters) and needing to just kind of hit the pause button on everything. And winter.

I guess there’s some kind of game going on, but I’m not a football person, so I’m posting this instead. So here you go:

 

Research: A School is More Than the Sum of Its Parts

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“When aspects of the school context—for example, a principal who is an ineffective instructional leader, a school that lacks a consistent disciplinary code—are partly, or largely to blame for poor performance, efforts to measure and strengthen individual teacher effectiveness are unlikely to be adequate remedies in themselves”

—Gillian Kiley, “School environment key to retaining teachers, promoting student achievement, study finds” on Phys.org

Check out the study linked to above, which uses NYC school survey data. Certainly confirms everything this blog is premised upon.

Mental Practice Just as Important as Physical Practice

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There is now compelling evidence that motor imagery promotes motor learning. . . . It turns out that 20 minutes is the optimal amount of time for a mental practice session, according to a meta-analysis of many physical activities.

—Jim Davies, “Just Imagining a Workout Can Make You Stronger,” in Nautil.us

Honnold keeps a detailed climbing journal, in which he revisits his climbs and makes note of what he can do better. For his most challenging solos, he also puts a lot of time into preparation: rehearsing the moves and, later, picturing each movement in perfect execution. To get ready for one 1,200-foot-high ascent at the cutting edge of free soloing, he even visualized everything that could possibly go wrong—including “losing it,” falling off, and bleeding out on the rock below—to come to terms with those possibilities before he left the ground.

. . . “It’s better over time if you can put yourself in a situation where you experience some fear, but you overcome it, and you do it again and again and again,” Monfils says. “It’s hard, and it’s a big investment, but it becomes easier.”

—J.B. Mackinnon, “The Strange Brain of the World’s Greatest Solo Climber” in Nautil.us, about free solo rock climber Alex Honnold

Much of deliberate practice involves developing ever more efficient mental representations that you can use in whatever activity you are practicing.

. . . What sets expert performers apart from everyone else is the quality and quantity of their mental representations. Through years of practice, they develop highly complex and sophisticated representations of the various situations they are likely to encounter in their fields.

—Anders Ericsson and Robert Pool, Peak: Secrets from the New Science of Expertise

As these various quotes demonstrate, mental practice can be just as critical to performance as physical practice. This type of practice is therefore important to consider in terms of classroom teaching and learning.

This past winter, I was starting to feel set in my ways, so I decided to begin learning a new instrument and began taking tabla lessons. Tabla, in case you are unfamiliar with it, is a drum used in classical Indian music.

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Tabla

It has a long tradition and is accompanied with a syllabic language (“bols”) that signify each type of sound. My teacher constantly stresses the importance in rehearsing compositions mentally as a part of daily practice. His advice makes a lot of sense in light of the research.

One of the best classroom teachers I know prepares by mentally and verbally rehearsing the day’s lesson in the morning.

How can we assist our students in developing the skills necessary to engage in this kind of practice? While it’s pretty clear how this type of practice can accompany a performance, such as sports, dance, music, or theater, I wonder how mental rehearsal could accompany practice in specific academic domains, such as writing, math, or science? How could mental rehearsal be beneficial in related service areas for students with Individualized Education Programs, such as physical therapy, occupational therapy, and counseling?

Your Environment Prevails

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In short, the researchers found that environment prevails. For children who were raised by their biological parents, the correlation between parents’ wealth and a child’s eventual wealth was strong—calculated to be 0.33. (A correlation of 0 would mean parents’ wealth has no bearing on children’s wealth, and a correlation of 1 would mean they are identical.) For children who were adopted, the correlations were much different: Between adopted children and their birth parents, it was weaker (only about 0.13), while between children and their adoptive parents, it was in the middle (about 0.23). These numbers suggest that children who are raised wealthy owe their future financial success more to the household they grew up in than any inherent ability they possess. [Bold added]

—Joe Pinsker, “Rich People Raise Rich Kids

Green Space Reduces Teen Aggression

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In a first-of-its-kind longitudinal study, researchers from the University of Southern California report urban adolescents who grow up in neighborhoods with more greenery are less likely to engage in aggressive behavior.

. . . “We found strong evidence supporting the benefits of neighborhood green space in reducing aggressive behaviors,” the researchers write. “The results of our adjusted analyses suggest a consistent pattern of decreased aggression associated with increasing residential green space within a 1000-meter buffer.”

They found no evidence this impact was limited to wealthier or poorer neighborhoods, and report it still held true after accounting for such factors as traffic density and proximity to freeways.

—Tom Jacobs, “Teenagers Surrounded by Green Are Less Aggressive” in Pacific Standard