Actually, this isn’t new information. In fact, the article I’m going to reference (check out https://www.apa.org/research/action/smarter) was first published in 2003. There has since been considerably more research that suggests that the elasticity of the human brain makes it a vessel for knowledge that can easily absorb more information than we thought just a few years ago.
In the APA’s 2003 study, it wasn’t kids’ race, culture, financial status, accesibility to resources, or any of that stuff that made the biggest impact on increased intelligence. The biggest impact came from this: simply being told they could become smarter; being told their brain could be developed like a muscle. To get better at a sport, you practice, to get better at a video game, you practice. You BELIEVE that you can get better with practice because someone (a friend, a parent, a coach, a YouTuber) told you you could. So, shouldn’t we do the same with the brain? We should, we absolutely should.
The question becomes who will deliver the message? Who will tell our kids they can get smarter just by believing they can? The answer doesn’t take a think tank with a research grant or a PD led by a brain researcher - the answer is TEACHERS.
We MUST spread the message to our kids that everything we know about the human brain tells us that getting smarter is rooted in the belief that you can. What if every remediation period started with us reminding students that they CAN get smarter? Instead of telling them they failed a certain section of a test, tell them the next few minutes will be dedicated to making them smarter (and you should DEFINITELY tell them that researchers around the world have proven that people CAN get smarter just by believing that they can!
The elasticity of the brain, reciprocal teaching, data analysis are all important; but, it’s our responsibility to help kids get smarter is what is most important. You have to make SURE THEY KNOW that they are, in fact, capable of getting smarter.
Don’t just deliver content and assess; deliver content and assess. That measures a kid’s ability to fit into a mold, not their mastery, not their growth. Start by reminding students that each lesson is a chance to get smarter and that they each have the ability to do exactly that. Tell them that they can get smarter, and they may decide to do just that.
How would this message have impacted you as a student? Stop and consider that as you take the lead in impacting our kids today.
Keep inspiring and leading, and #DontBeAfraidToBeAwesome!
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