Thursday, 26 November 2015

Our new hall

As you will be aware, over this Summer and for part of this academic year, our 40 year old hall has been undergoing transformation! Gone are the turquoise panels, the maroon velvet curtains, the parquet flooring,  the built in furniture and the popcorn ceiling.

Everything has been replaced- new flooring, new windows, new staging, curtains, lighting, sound and wall linings, new paint job...Instead of a testament to the 80's, we have a  sleek, modern renovation that we will be very proud to have as a part of Bradbury School for the next 40 years!

We took some space from the foyer atrium to add a control room for lighting and sound. This addition really takes our hall to the next level in terms of the sophistication of media that we can use to support our children's learning. We also used the expertise of our artist in residence to  work with our students and create some amazing mosaics for the pillars, which I am really looking forward to being installed.

This hall (and foyer) renovation has been planned for some time. Way before the first hammer hit the walls, meetings, consultations and lots of talking has gone into the process- around two years worth. Along the way, I been supported by a great team from ESF and by staff who have also invested much time into working out where our lighting, sound and visual equipment needs to be.

It has taken a huge amount of work and we are almost there, but of course, there are a few things that need to be rectified before signing off, so we are still waiting for that to happen. I must admit, it is a bit frustrating- it feels like a golden apple I can reach out and touch but not yet crunch into as it is just out of reach and every time I think it is nearly in my grasp, it spins away from me. However, this is to be expected with a huge building project and I just need to be patient!

Our school building is an old one, showing its age, so it is important that we spend time and resources improving, upgrading and future proofing, so that our students can benefit from learning in a beautiful space. It makes a difference somehow.

If you are in school, do feel free to take a peek, it is safe to go in and all construction has been completed. It is just the finishing touches we are waiting on.




Thursday, 15 October 2015

Our mathematics vision and mission

Each year, a different aspect of our curriculum is examined in order to better understand how we are doing in this area and where we need to go nest in terms of our knowledge, application, pedagogy and resources. This year, we are looking at maths across the school. One of the first things we did was to establish a collective vision and mission statement so that we have a common understanding of where it is we want to go and we agree on the way to get there!

Our vision is this:

At Bradbury, we aim to develop curious, confident and competent problem solvers who embrace mathematical challenge. 

We then have a list of descriptors on how we have agreed we are going to get there:
through:

  • Consolidating secure number sense to create strong foundations (notice the link to our guiding statement!) and an enthusiasm for maths
  • Developing mathematical literacy through a number rich environment
  • Developing skills, knowledge and understanding through a variety of learning engagements including hands on experience, games and real life investigations.
One thing we emphasize at Bradbury is an understanding of strategy, problem solving and application of knowledge.

One way we do this is by providing lots of rich tasks for our students. A rich task is one that allows students to apply their understanding of strategy and knowledge to a task, giving it a real life application, rather than just a set of numbers that do not relate to anything- such as an algorithm. 

We call this ability, to discern or 'read' what mathematical operations need to be applied to a situation or number 'mathematical literacy'. Just as reading consists of decoding letters to make meaning as well as comprehension, so too, does maths have components- for example, knowledge and application, which involve strategy and problem solving.We believe in this way, we are equipping our students to be flexible and agile thinkers, armed with good knowledge and understanding.




Wednesday, 7 October 2015

What is one of the most important things you can do to help your child learn?

Parents often ask me how they can support their child's learning at home. My unequivocal answer is to read with them, to them and for them! Read everyday and make it as pleasurable and positive an experience as you can!  Read everything and more. Not just books, but street signs, billboards, magazines, grocery labels- as much as you can.



Make your child's reading experience as varied as possible, so that they begin to understand some of the things adults, as accomplished readers, take for granted...like print in every form carries a message, that illustrations carry a supporting message, that words carry emotional or persuasive weight, that text can appear in lots of different forms, styles and colours, but a 'b' is always a 'b' and can make a sound in a word.

Also, making books a familiar object teaches children other basics about reading, like the direction of text, the fact that a book has a spine, that each page has new ideas and illustrations, that printed words and spoken words have a relationship.

So what can you do to support home reading?

  • Make daily reading an established part of your home routine- a bedtime story, for example
  • Provide lots of encouragement in your child's attempts at reading. You don't necessarily have  to correct or 'teach', so my advice is, if they don't know a word and are stuck, just tell them and move on. Your child receives lessons on how to read at school, the role of home reading is to reinforce the positive nature of the reading experience. Constant corrections or interruptions can be detrimental to that experience.
  • Visit the local library together
  • Visit bookshops and have your child choose a new book as a part of a reward system, if you have one. If not, just do it anyway!
Really importantly, model good reading attitudes and practices everyday. This means you demonstrating pleasure and enjoyment in personal reading as well. Maybe a book, maybe the newspaper, maybe a magazine.

Developing good reading habits, a love of reading and an understanding of the concepts around the printed word is of immeasurable benefit to your child and is probably one of the most significant things that you can do at home to help your child's learning. Happy reading!

Friday, 18 September 2015

Knowledge versus strategy

It is amazing how quickly education has changed over the time since I first stepped into a classroom! Back then, knowledge was king and the transmission of it to our students was the most important part of our job. Now though, as we all know, knowledge is a servant  at the beck and call of our index finger. We just press 'search' on google, and we have a wide range of avenues in which to pursue the knowledge we need, when we need it and in a form we need it.



I have been doing lots of thinking around how we teach Maths at Bradbury School and have had some interesting discussions with staff around which is more important when our students are learning maths- knowledge or strategy?


To my mind, the latter is the most important- if we have secure strategies in place, we will be able to work out the answer, whereas, if we only know the answer without knowing the pathway that got us there, it is a closed exercise, with no transferable application. So what is a strategy? A strategy is the mental process students use to estimate answers and solve operational problems with numbers.

It is a bit like the decoding/comprehension aspects of reading. A child may be able to read a text way beyond what might normally be expected for their age group, but without comprehension, or understanding of what is read, is that really reading? I think not. It is just an exercise in deciphering symbols of meaning without the meaning!

I remember a proud Year 1 mum told me her child was gifted as he could complete a 19 digit algorithm. While that is certainly an effort to be proud of, was the completion of this an indication of brilliance? If the child could explain with certainty, the strategy they used to complete the algorithm, the place values of the digits, the way in which the numbers related and certainly even name that number, then yes, probably. However, without that understanding, the exercise was just that- an exercise in completing a one digit algorithm 19 times, something most Year one students can do and would not have led to a deeper understanding of the way numbers work or their relationship with each other.

I have found a Maths assessment that enables teachers to identify the strategy stage (linked to developmental stages) students are operating at across all three domains: addition & subtraction, subtraction & division and proportions & ratios. it can be used from Year 1 right through to Year 6, which is great as it will help teachers identify those students who are using advanced as well as age appropriate strategies and those who are not. Each teacher is going to trial it over the year, so it will be very interesting to see what is revealed!


Wednesday, 9 September 2015

How do you choose a school that is right for you and your child?


Recently, I was asked to write some tips for families on choosing a school for their child, to be published in a local HK magazine. I often have parents ask me this. It is difficult to answer definitively, as it really depends on what you as parents, want for your child in the way of education, environment and nurturing. Here are my responses to the questions that were asked for the article:

1)     What are the considerations on choosing a primary school? (Referring to external factors)

With many different types of primary schools in Hong Kong, it is important that parents decide on  type of education in terms of values and approaches that they value and  wish their child to have. For example,  a religious school,  a local using local language or an English medium school with an international curriculum. It is also important that as parents, you feel comfortable and welcome at the school and have a good idea of the philosophy and approach to learning of the principal and staff. Have a look at the school's Mission and Vision statements. These will tell you a lot about what the school thinks is important. Ensure that the espoused beliefs are in line with your own.




2)     Why are these important factors to consider?
These factors are important to consider because schooling is a big and very important part of family life. Parents place their most precious children in the trust of a school to take care of, to nurture into learners and well rounded people. The goal of a primary school should be to instill into each child a love of learning- after all, primary school is just one of the first steps in a very long educational journey and we want our students leaving us excited and well equipped to take the next steps in their learning journey confidently.




3)     What is the most important consideration?

That you trust the school to do a good job, to nurture your child and make the best decisions for them.




4)     As a parent, how did you choose a school for your child/children?

My children went to the local primary school, with many of their friends and neighbours. I did not have the wide choice of schooling that parents in Hong Kong have.




5)     What makes a great primary school?

A good primary school has a heart for their students and endeavours to, everyday, make the best decisions for them. It has open communication with parents and they are welcomed into the school as partners.High quality staff who understand learning, are excited by their profession and are always seeking to improve their practice is also important. Additionally, the school serves as a community hub and has a family feel about it, no matter its size. A clear Mission and Vision that serves as a touchstone for all decisions made in the school is also important.




6)     What are the things parents should look out for in that stage of a child's education?
Teachers who care for and understand children and what is developmentally appropriate for them; that know how to break learning into small, achievable steps; who can support and/or extend all learners. A principal and Senior Leadership Team that parents feel they can talk to and who will listen to them. Look at classroom environments- are they bright, attractive and engaging to learn in, is the school clean and well cared for? Will your child be safe in that environment?




7)     Any tips on choosing an appropriate school? (For example, sources of information such as blogs, associations, etc)

Yes, look at the school's website. Look for and read the Principal's Blog, ask around for recommendations, but most of all, follow your 'gut instinct' about which school is right for you and your child.

Tuesday, 18 August 2015

Welcome back to the new school year!





Image result for back to school graphicsImage result for back to school graphics
It feels great to be back at school and to be surrounded by the energy, 'zing' and excitement that a new school year brings. While holidays are wonderful, I wonder how many of us longed for the routine of school to begin again?

It is easy to underestimate how much we rely on routine to bring a sense of order and control into our lives. Rather than making for a boring life, it seems to give us a sense of personal power and accomplishment- we know that we have achieved things, because we know what it is we had to do!

The same goes for our children. A regular routine, which includes a regular bedtime is essential to give them a sense of well being, mastery and sense of understanding around how the world works. Which isn't to say that you can't depart from it, of course you can, that's why we enjoy our holidays so much!

So how much sleep do our children need? The National Sleep Foundation (http://sleepfoundation.org/sleep-topics/children-and-sleep) say that children between the ages of six to 13 need a solid 9-11 hours of sleep, with the younger a child is the more sleep they need.

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So, if your child has just started in Year 1, a good 12 hours of sleep will stand them in good stead for their learning. The National Sleep Foundation also reminds us that watching TV close to bedtime can cause bedtime resistance (something we all experience at times if watching a particularly gripping TV show!!), difficulty with falling asleep and anxiety around sleeping.
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We have had students falling asleep in school, only to find out they they are allowed to stay up as late as 11pm! This is not in the best interests of our children as it interrupts learning, which is the last thing we want to happen.




So please remember to establish regular and predictable routines for your child. This includes regular bedtimes, lots of sleep and regular routines for getting ready in the morning. (This was one of the most stressful times of my day when I was a parent of school age children!)

This will help us support the learning of your child and ensure a great year for us all!



Wednesday, 3 June 2015

The value of play...again!

I have written about the value of play before, in fact at around the same time last year!  With the long Summer break, I think that it is a topic worth revisiting. At Bradbury, we have continued to explore how this approach, which is fundamental to our philosophy of a constructivist approach to learning; enhances learning for all of our students.

Einstein has said that 'play is the highest form of research' and we would certainly concur! One issue we have with this approach though, is the word 'play'. It just does not conjure up visions of rigor and academic discipline and I am encouraging teachers to think of an alternative description- after all, it is the approach that matters and not the name.

So what do students gain from play? We believe the benefits include:

  • autonomy
  • creativity
  • investigation skills
  • problem solving skills
  • the ability to make connections
  • reflection skills
  • social skills
There are  several different types of play and each one has something to offer our students, so we try to ensure that play is varied:
  • Artistic- the important thing about this type of play is the process of exploration that the student goes through to learn something about themselves or a particular concept.
  • Virtual - these are where playgrounds become virtual. 'the tools must enter into the user's thoughts, actions and language' (Noss & Hoyles 1996)
  • Imagery/Social Dramatic - this type of play places an emphasis on the student as a social learner as it allows opportunities for children to work with others and to  speak and listen which allows for further & deeper emotional development and higher order thinking (Saifer 2010)
  • Exploratory - exploring and investigating are key here, for example, with batteries, circuits and magnets, floating and sinking.
  • Games- games with rules 'develops cognitive ability, physical, emotional and behavioural health, irrespective of age' (Kinzie & joseph 2008) And who of us, even as adults does not enjoy winning a game of tennis or Monopoly?
  • Small world- where miniature equipment, such as a doll's house, is provided to represent real life. 
  • Role play- where students experience roles that the adults in their world take on.
Children have  a wide repertoire of play. They select from it according to varying factors, for example, circumstance, resources, weather, their surroundings and who is available to play with them. It is an important part of learning, so over Summer, please encourage your children to play. Set up a variety of approaches for them, dig out that board game and let them have fun while they learn!


Wednesday, 6 May 2015

Supporting all members of our school community to make a difference.

School and family life in Hong Kong can have really interesting differences to living, working and raising a family than in many other countries. One difference, that was certainly new to me when I first arrived, was that many families have a helper to assist and support  them with daily household duties. These 'Aunties' often become a treasured part of the family and in many instances have a major role in our students' life.

This means that Aunties may be the person who listens to the child read at night and helps them navigate the very complex task of learning to read or developing further skills in reading. We recognise the very real and important place that helpers play in this process and for the last few years, have taken steps to support them in this process.

One major way we do this is to run a 'Helpers' Workshop' that outlines some of the basics of supporting reading at home. This is run by a team of staff members, including a Vice Principal, teachers and a Tagalog speaking Educational Assistant, as many of our helpers are from the Philippines.

When this idea was first mooted some years back, it was both welcomed and met with resistance by staff members. Some staff understood that whoever was listening to a child read at night needed to be upskilled and supported to do this, so that our students could benefit from home reading. Other staff saw this as a way that might allow parents to opt out of this responsibility and have good justification to hand over this reading role to the Aunty.

To me, it didn't matter who was listening to the child read- just so long as someone did! So the workshops went ahead...and what a huge success they have been! Yesterday we had nearly 50 helpers attend our workshop and it was so good! These ladies were totally committed to learning as much as they could to support their children, who become very dear to them. As with many things, you can measure the need by the response and these workshops are certainly going to continue to be held at Bradbury.

For many of our parents, time spent at home is a precious commodity. Yesterday, one of our staff members commented that research has indicated that parents need to spend a minimum of only 15 minutes of quality time with their child each day to make a positive impact. Of course, the key word here is 'quality', so what would this look like? I would say uninterrupted one- on- one time , maybe reading a story, doing a puzzle, kicking a ball around, going for a walk- the list is endless, but... no devices on that walk with you!

So, thanks to all of the parents who yesterday supported our school  and your helper to become better informed about making a difference to your child.





Wednesday, 22 April 2015

Lights..camera...action!

Image result for images action'Action' has become an increasingly important part of what our students learn and what we include in our curriculum. As a school we have always included some form of action in our Units of Inquiry (UoI) that every student learns from.

When we first started looking at action, it was very much around being involved with a charity, raising awareness of the charity and their cause for concern. For example, in a 'Habitats' unit we looked at endangered species and then collected and donated money to give to a relevant charity...and nothing intrinsically wrong with that, but it is somewhat removed from deep personal involvement and connection.

As we have grown in our understanding of what action means for our students, we have realised two really important things:

  • it needs to be meaningful
  • it needs to be sustainable.
Meaningful means that our action has relevance to our student's world in terms of  self, our school or our community. It is often difficult to get young children to fully understand large global issues that are far away and that are highly complex and sophisticated, therefore, we seek to make moments of action that can make a difference at the small level first. Hopefully, this really makes the connection: our actions have an impact and that change starts with small actions first.

Sustainable action means developing a relationship with an action so that it continues on and is not a 'one off'. Action is about deep change and to make this happen is like developing a habit- it needs to be repeated frequently. An example of this is how our Year 1 students have developed a relationship with an aged persons' home. Reciprocal visits are made throughout the year and there is much giving on both sides- not money, but stories, gifts and practical activities such as planting. In this way, our children can see that organisations and the people in them, receive the support that they need and our students are engaged in hands on learning.

We very much want our students to understand that action is not just about giving money, it is about becoming personally involved and making a difference to their world. A great example of this is how, in our recent Y6 Exhibition, a group studied the issues around food waste. For their action, they decided to make products, sell them at school and use the money to purchase a composting machine that will turn our school food waste into compost for our gardens- some of which now produce food, which is for sale, the money from which goes back into purchasing more plants which supports our green approach at school.

We consider action to be important because it:
  • provides reciprocal benefits
  • benefits students academically, socially and emotionally
  • gives students opportunity to appreciate the value of contributing to their community
  • means that school and education increase  in relevance
  • utilises unknown strengths during the process.
  • provides lots of opportunity for valuable conversations
  • offers in depth analysis of values and beliefs can be explored
  • allows students to gain an appreciation of the value of lives outside of their own experience.
Next year, we have a curriculum focus on exploring what action means to us as a staff and as a school community. I am always interested in hearing your views on this topic!

These are some of the wonderful plants our students have nurtured and grown to maturity

Friday, 20 March 2015

Is it ok to give direct instruction to our students???

With the advent of an inquiry approach to instruction, many people assume that direct, or explicit instruction as we at Bradbury call it,  is no longer used or is appropriate. This is not quite true. While we do have a different approach to the acquisition of knowledge, we  acknowledge the importance of gaining skills. So, therefore, we will still explicitly teach the skills associated with writing and the skills of reading, for example. We believe that we need to scaffold our children's learning and help our students along the way at all times in a way that is appropriate to them.

Our framework for instruction is the Primary Years Programme (PYP). The PYP contains five essential elements for learning:
  • Knowledge
  • Skills
  • Attitudes
  • Concepts
  • Action
Each of these elements work together to make a well rounded curriculum for our students. We do not just attend to their knowledge, but also to other important facets of learning.

The importance of directly teaching skills was really brought home to me the other day when I was looking at some of the art that our Artist in Residence, Eleanor McColl, had been doing with our Year 1 students. On one half of a piece of paper, she had asked the students simply to draw a self portrait with no other direction or instruction.

She then had them put this aside and gave them some explicit teaching around how to do this, creating  signposts for them along the way by using fruits to help them apply what they were learning. So, lips were like bananas, eyeballs like blueberries etc. The students were then asked to do another self portrait, this time putting into practice what they had just learned.

Below are the results, which I found simply amazing! So yes, explicit instruction does have a place in our student's learning and can produce stunning results as we can see:




Friday, 6 March 2015

Living our mission and vision

Our mission and vision statements (M&V) are really important to us as a school community. They were developed collaboratively with representation from all stakeholder groups around five years ago (and incidentally will be formally reviewed in September) and represent our values, beliefs and aspirations around what we think is important for our students.

One of our statements reads like this:

(Bradbury School) Builds strong foundations in a dynamic, innovative and enjoyable learning environment.

So...we need to attend not just to the foundations of literacy and numeracy, but also to making our learning environments dynamic and innovative, as well as being enjoyable. Part of all of this is ensuring that our activities and spaces are developmentally appropriate for our students.

The early years team has been looking at different ways of achieving this, while preserving the integrity of our student's learning.One way is to have a 'play based' approach. Now, I know what this sounds like, but it is not actually just 'play'. It really refers to designing learning environments where children are encouraged to explore, solve problems, create and construct knowledge and to actively engage with people, objects and representations. It brings about an opportunity to ask questions, solve problems and engage in critical thinking while expanding knowledge, all with a view to creating a positive attitude to learning.

So our Year 2 team has redesigned their classroom spaces so that one area is devoted to play based enquiry, while the other has the tables and desks for collaborative work. Both classes share the space during the day so that all students have the opportunity to receive a balance of developmentally appropriate activities as well as the explicit teaching that our students are required to receive in order for them to meet the Year 2 learning objectives and outcomes.

I applaud this development. I think it is the best teachers who constantly challenge themselves to try new things and at Bradbury, this is positively encouraged. Our students can only benefit from new approaches to teaching and learning- after all, we don't want our children to be taught in the same way we were, or even in the same way of 10 years ago.

Educational thinking and practice has changed along with our changing world and at Bradbury, we embrace this!

This is a book that we have found useful to shape our thinking: Play-based Learning in the Primary School by Mary Briggs and Alice Hansen
















Wednesday, 25 February 2015

Extending our children's thinking through questions


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When my son was at secondary school,  I asked one of his teachers how he was doing. Her answer really surprised me. Yes, he was doing well, but her one complaint about him was that he was always asking questions! As both an educator and a parent, I was surprised that asking questions could be seen as a negative thing. Isn't this what we want for our children- to have enquiring minds that sort, evaluate and analyse information? As a parent, this was a family value we embraced and as an educator, I enjoyed seeing minds develop their questioning skills. Now my son is a parent himself, I see him encouraging the same critical thinking skills in his own children and I am really proud of him- in this way, my grandsons will be well prepared for their future, having their own inquiring, questioning minds.


So how do we encourage this trait of questioning? Firstly, as with everything to do with parenting, it is always a question of balance. Yes, I wanted my son to ask questions about the world around him, but I also expected him to adhere to family schedules and expectations, so some things required for   family life were only up to limited or sometimes no questioning! Bedtimes when he was little, safety precautions when he was a teenager, for example. This aside, conversations with him were always a great adventure in creative thinking!

So how can we encourage creative questions in our children? Firstly, we can ask them ourselves. Modelling is a great teacher. Ask open ended questions (as opposed to closed questions which have a yes, no, or one word 'correct' answer) that may not even have a 'right' answer, but will promote a deeper level of thinking. And no, you don't need to have the answer yourself, it is ok to keep your child wondering, or to find the answers together. Try:

  • Instead of commenting on the blue sky, ask how your child why they think the sky is so blue- or, why everything looks white, as it does today!
  • Instead of asking 'How was school today?', try, 'What questions did you ask at school today?'
  • Instead of 'Where shall we go for Summer?' ask 'If you could go anywhere in the world, where would you go and why?'
It is really just a matter of phrasing questions just a bit differently and encouraging questions when they are asked (and sometimes being really, really patient!)

There are different levels of questions that provoke different levels of answers and it is good to be aware of these. You don't always have to ask 'top level' questions, just try to ask a variety of different levels each day:
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But if you get stuck, these are always good question starters:
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Give it a go- our students at Bradbury are capable of asking great questions, it is something we as a staff recognise, value and actively encourage.
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Monday, 19 January 2015

Multitasking- a 'powerful and diabolical illusion'?





As many of you know, I have returned to tertiary study. It is over a decade since I last studied at this level and I have to say it is certainly a challenging undertaking, even though I am loving what I am learning and am passionate about my chosen area of research.

The biggest challenge for me is not the academic aspects- the finding of relevant research, the selecting of  methodology or even deciding on a philosophical framework. No, it is much less complicated than all of those things - it is simply having the mental focus to sit down, read for a sustained period of time and concentrate my thoughts on what I am reading.


I thought it was that I was just out of the habit and that a bit of tough self talk would solve the problem. And it does...until after about 10 minutes, I start to think about whether I have a reply to that email I wrote, or if there might be a latest photo posted of my new granddaughter on Facebook and so  I 'reward' myself with a break to check up on those things. Sounds reasonable until I remember that I ask teachers not to keep their students on the mat for more than 10 - 15 minutes in the junior school! So really- do I have the concentration span of a five or six year old?


Well, this morning I read a blog based on this book: Daniel J. Levitin. Extracted from The Organized Mind: Thinking Straight in the Age of Information Overload, published by Viking.

It was extremely illuminating and helped me to understand what is going on inside my head! Basically, Levitin talks about the fact that our brains are busier than ever and that we are doing more than we have ever done in the past. For example, most of us research and book our own travel on line when ten years ago, a travel agent would do this for us.

 I  have often said that the move from a content driven curriculum to a concept driven one has been necessary in this age of easy information- literally at our fingertips! But, it does mean that we have the potential to be bombarded with information. Many of us attempt to cope by multitasking, by cramming as much as we can into our day using our 'Swiss Army Knife' smartphones to help us, to the point where we even text while we walk ( much to the annoyance of other pedestrians!)


However, Levitan says that multitasking is a 'powerful and diabolical illusion' as we are just actually switching tasks at the 'cognitive cost' of being less efficient. Additionally, and really importantly for our students, multitasking can cause learned information to go into the wrong part of the brain, hindering long term retrieval. So this could explain in some part, difficulty in retaining and retrieving  important information.


He also says that multitasking increases the presence of cortisol as well as adrenaline, which can overstimulate your brain and cause a mental fog or scrambled thinking. He says it causes a 'dopamine- addiction feedback loop' which, in effect, causes the brain to be rewarded for loosing focus and constantly searching for new stimulation.


So what does this mean for our students? It means things like remembering the importance of focusing on one task at a time, of not watching TV while studying, of being aware of information overload, of putting our phones down more often and of being aware of what is happening inside of our children's heads. Apparently, 8-18 year olds spend a quarter of their media time using multiple media and 24% of 12-18 year old teenagers use another media device while watching TV.


Do read the full article, here is the link: http://gu.com/p/44zq9

I hope that you will find it as interesting as I did and I look forward to your comments!