The learning success blog

“Everything having to do with human training and education has to be re-examined in light of neuroplasticity". (Norman Doidge, author of "The Brain That Changes Itself”).

What is neuroplasticity? It is the understanding that experiences are able to change our brains, and that our brain’s structure and capacity are not fixed. The eminent neuroscientist, Dr Michael Merzenich, widely known as “the father of neuroplasticity”, recently shared the $1million Kavli Prize for his contribution to this understanding.

Neuroplasticity offers the prospect of new ways to improve learning and education, physical rehabilitation, mental illnesses and addiction.

An excellent infographic explaining neuroplasticity has been produced by Alta Mira, a San Francisco rehabilitation and recovery centre.  

 The infographic includes this comment about education:

“I’ve too many good results here with a range of children to not give all the kids an opportunity to do it”.

That's how Bruce Horman, Head of Junior School at Covenant College explained why he decided to have all children in Grade Three participate in the neuroscience-based Fast ForWord program in 2015.

Covenant College is a K -12 school with 540 students in Geelong, Victoria.

For the previous three years Covenant College had focussed the program on students from various grades who were presenting with a range of learning difficulties. They also included some students who were achieving in the mid range of their cohort, but had potential to do better.

Bruce commented, “I've seen that bright kids also benefit from Fast ForWord. It's not just for those kids who are really struggling”.

Watching your child grow up is exciting and wondrous. You marvel at what they pick up and how they develop.

For Kim Rackemann and her husband, the journey with their son Finn wasn’t quite so straightforward. Finn wasn’t really hitting the usual milestones. He was found to be on the Autism Spectrum, and the main indicator was his language delay.

Despite some scepticism, Finn started the Fast ForWord program, and in what seemed to be a short space of time, the improvements started. I spoke to Kim on The Learning Capacity Podcast where she shared Finn’s story.

Listen to the podcast.

This is a story that defies the odds. It involves years of illness, crushing diagnoses by doctors, and miraculous recovery. It demonstrates how the brain really can change itself.

And it also involves Fast ForWord, a neuroscience based program used for both remedial learning, and learning enhancement. In a special episode of the Learning Capacity Podcast, I spoke to a mother about her daughter’s journey through illness to recovery. 

Given the nature of the details involved, I refer to my guest only as Esther, which is her real name, and her children. 

Listen to the podcast.

This is a personal story. It’s about my grandson Dawson.

He’s in grade 4 at school. Dawson is a bright boy. Intelligence testing has put him in the 90^th percentile in overall cognitive ability. But his language skills were tested as relatively weak.

He had no trouble learning to read, and he was able to understand what he read. But he wasn’t a big reader.  He would read reluctantly and did not seem to get a lot of enjoyment from it.

Earlier this year his teacher reported that Dawson was reading at a level between year 3 and year 4.

Scientific Learning Corporation’s Founders Discussion
This blog is an edited transcript of a panel discussion with the four neuroscientists who developed Fast ForWord and founded the Scientific Learning Corporation.

It took place at the Scientific Learning 20^th Anniversary Visionary Conference in San Diego, March 2016. The scientists are:

Peter Carabi, vice president of Global Business Development for Scientific Learning has been watching how educational neuroscience is changing learning for students around the world.

He sees how this relativey new brain science, which is the foundation for the Fast ForWord brain training, language and reading programs, opens new opportunities for students regardless of their country or ability.

Peter recorded an interview with the Learning Capacity Podcast in which he discussed English language learning and educational neuroscience.

This blog is a transcript of his comments about the latter.

Language and reading are universal skills required by everyone across the world. And with English being such a dominant language, there are an increasing number of people looking for ways to improve their English literacy.

Peter Carabi, vice president of Global Business Development for Scientific Learning is in the privileged position of witnessing the effects of the Fast ForWord programs as they help people around the world with their language skills. He sees how this opens new opportunities for them and often completely changes the trajectory of young peoples’ lives.

The programs are based on neuroscience, and the concept that the brain is not fixed, but plastic, and has the capability to change itself. Peter describes it as one of the things that can give us all hope.

Colin Klupiec caught up with Peter at the biannual LearnFast summit in January 2016, on a sunny day in Manly on Sydney Harbour and recorded an interview for the Learning Capacity Podcast. Peter discussed English language learning and educational neuroscience.

Listen to the podcast.

Oppositional Defiant Disorder, or ODD, can be traumatic to deal with. 

A child's oppositional or defiant behaviour needs to be consistent and obvious for about 6 months, before it's classified as ODD. This can seem like a long time before parents make decisions to do something about it. 

Dr Shan Ong is a developmental paediatrician with deep experience in this field.

I spoke to him on the Learning Capacity podcast, and asked about ODD. What does it mean for parents to take the first steps in handling the situation? And what can parents expect?  Dr Ong  explained that for parents it's a mixture of emotions from relief to denial.  They have to come to terms with the long road ahead. 

We also talked about the role of the child's school. How the school fits in with strategies at home. And  the relationship with a medical professional. 

I started by asking Dr Ong to clarify what defiant behaviours might look like.

Listen to the discussion:

For many students, maths is no fun. And it may not have been a pleasant experience at school for their parents either.

Do you have students or a child who doesn’t like maths?

According to Dr Judy Willis, author of “Learning to Love Maths”, there are ways you can help make maths fun for your child. And you don’t need to be a maths “wiz” to help your son or daughter.

Dr Willis has written a great article for Psychology Today about our attitudes towards maths - maths negativity and maths positivity. In it she listed some common myths about maths: