Guide for parents on learning how to learn

During the last few weeks I have been studying about "learning how to learn" through a MOOC from the UC San Diego, wonderfully taught by Dr. Barbara Oakley and Dr. Terrence Sejnowski, and it has been a great experience. For my last assignement I wrote about some of the major points that the course discusses and I adapted them to cello learning, thinking that it might help my students and their parents. I hope you will enjoy reading it.

GUIDE FOR PARENTS ON LEARNING HOW TO LEARN

Most parents would like their children to be successful. Success can mean them doing well in school, getting into a good university, or getting a good job. A child’s success can also be understood as feeling fulfilled by their studies and the development of a joy for learning. In this essay I would like to talk about the basic functions of the brain when learning; about how memory is developed; and what techniques can be used to enhance learning efficiency. By understanding the process of learning, parents can help their children succeed. All the concepts and techniques have been adapted for cello studies with students aged between three and twelve.

1. How does our brain work when we learn?

Our brain has two different modes of thinking, focused and diffused, and research shows that to get the best out of our learning, study, and practice time, we need to consciously combine both modes. Why?

The focused mode is a conscious way of thinking where we learn, understand, and solve problems using familiar and already known neurological patterns. For example in trying to find a solution to a math problem, the brain will check the already known formulas and similar problems.

However, the focused mode might not be that effective when learning new concepts. Here is where the diffused mode steps in. The diffused mode is a relaxed way of thinking and it is related to a group of neural resting states, i.e. taking breaks, playing sports, going for a walk. In this mode of thinking we let our thoughts go, allowing the neurons to make new connections, and in freeing our mind we allow the brain to process the new concepts.

Here are some examples of tasks that the little cellists might do during focused and diffused mode.

Focused mode:

• Consciously listen to the songs that we are learning.

• Concentrated practicing the new physical movements learned in class.

• Consciously repeating those movements and sounds to master them.

• Practice rhythms and concepts, i.e. the name of notes.

Diffused mode:

• Break between practice sessions

• Doing exercise

• Playing with toys

• Going to the park

• Sleep

2. How does our memory work?

Memory is a very complex concept and involves many different parts of the brain as well as different processes. To explain how memory works in the learning process I will concentrate on two different stages, the Short Term Memory also called Working Memory, and the Long Term Memory.

Long term memory (LTM) could be compared to a huge storage room where you could leave infinite number of items for a long period of time. The consolidation of LTM is possible due to a process of physical changes in the structure of neurons in the brain. When learning something new, circuits of neurons are created and these circuits, called synapses, allow neurons to communicate with each other. Through practice and repetition, we can increase the number of synapses. In other words, to be able to get a new concept into our LTM we need to practice, repeat often, and over a long period of time.

Short term memory (STM) could be compared to a small locker that can hold a few items for a short period of time. STM is responsible for immediate and conscious understanding of concepts and actions. It has the ability to simultaneously remember and process information. It is important to note that due to STM’s limited capacity it can only hold small amounts, or blocks, of information (researchers believe that the average person can hold about four items for a short period of time). These blocks of information make up what is called our memory span. To be able to get the most out of our memory span our brain uses chunking to organize information into small, meaningful groups. I will talk about chunking more deeply in the next chapter.

In the learning process we use both STM and LTM together. When learning a new concept we use our short term memory. This new information is then stored in our long term memory, deliberate practice and repetition over a long period of time.

Below is a list of some things that the young cellists can do to store music and movements into their long term memory.

• Deliberate practice.

• Practice often.

• Practice short periods of time being very focused and have breaks to allow the diffused mode to help figure things out.

• Use repetition.

• Work on the same concepts with different approaches.

3. What is a chunk? What is chunking?

In the chapter before I introduced the concept of chunking. A chunk is a small piece of information that in order to make sense, needs to be put in a context through meaning and understanding. Chunking is the action of taking the whole picture and dividing it into smaller parts, grouping them and making easier to process new information. For example, imagine the structure of a cello concerto. Concertos usually have three movements, each of them is divided into different sections. Within each section we find phrases, sub phrases, bars and individual notes. Imagine now just one single note. A note by itself doesn’t make much sense but when it’s combined with other notes, they create an interval, chords, phrases, sections and in the end a whole music piece.

Here is an example of chunking in cello learning:

Twinkle, twinkle little star with the rhythm “Peanut-butter sandwich”.

I will divide the learning process into five big sections:

• FORM: The song is structured in three sections that I will call A, B, A.

• RHYTHM: formed by two figures, four sixteen notes and two eight notes.

• Bow Hand (right hand): plays in the A and the D strings.

• Left Hand: does three different movements: take off fingers from the string; put the first finger on the string; and go across the strings with the fourth finger.

• Coordination of both hands

Working the chunks:

Bow hand:

• learn how to hold the bow properly

• stay on the string without moving and find the right direction of the bow

• learn how to do a simple two eight notes on one string at a time

• learn how to do four sixteen notes on one string at a time

• play the whole rhythm on one string at a time

• learn how to move from one string to the other

Left hand:

• learn the basics of how the left hand and arm work

• learn the three different movements separately

• put them together.

Coordination of left and bow (right) hand:

• first both hands have learnt their movements separately

• now it is time to put them together

Form:

• Work on the different sections of the song separately

• Play them together

4. Study techniques

Learning and fun: metaphors, analogies and stories

When children are having fun doing an activity they are focused on the task at hand. They learn easier and more efficiently. The use of metaphors, analogies, stories, and visualization, while practicing or in lessons, can help children understand and remember difficult concepts. For example, when I teach how to hold the bow to a three year old, his or her reaction to my speech in example a), would be to shut off. Children tend to lose attention and interest when they don’t understand something.

a)“The thumb has to be mildly curved, positioned right opposite from your middle finger. The middle finger should stay on the silver part of the bow and therefor the thumb stays on the corner of the frog”.

Something similar would happen if I sang to her a song with just the names of the notes.

b) “DD AA BB Aaaa, GG, F#F# EE Dddd” (Twinkle, twinkle little star)

Instead, if I use analogies or metaphors, and use them inside of a story or in a song, like in the examples below, we get a completely different picture. The child pays attention, is concentrated, and will be able to retain most of the concepts.

c) “Your thumb is a king that has a crown. When your king stays round like that we can put him his crown. His best friend is the queen (show the middle finger) and they always stay together, one in front of the other. She is a queen so she loves gold and silver and that is why she always seats on her silver throne.”

d) “Here comes a giant whale, move your fingers off the way” (Twinkle, twinkle little star music). (To make them realize they have to take their fingers off the string).

Practicing, procrastination, and good habits

We have seen how important it is to practice to develop our long term memory. We can practice during short periods of time, alternating with breaks, as well as often and over a long period of time. This will improve our concentration and make stronger neural connections.

But what can we do when our kid, or even we as parents, don’t feel like practicing? We know those moments when practicing might feel like a hard mountain to climb and all we want is to avoid swallowing that frog. Then we might turn on the TV and tell ourselves that everything is OK and that we will practice the next day. Done.

Procrastinating is a very common thing among children and adults. When we procrastinate we give ourselves an immediate reward. However, too much procrastination prevents us from getting the necessary practice time to develop our long term memory. Here are some ideas that can help tackle procrastination.

The Pomodoro technique

The “Pomodoro”, a timer usually set for 25 minutes of work with a 5 minute break, it’s a powerful tool. So instead of falling into procrastination mode, set up a timer and get to work. And don’t forget to reward yourselves afterwards with a favorite activity. It is important to know that the timer durations have to be adapted to the age and concentration capacity of the child.

Scheduling

Another wonderful way to keep the work flow going through longer periods is to schedule a regular practice time. Set up a time table for the week together with your child and let the child check it every day after practicing. Try to find the moment of the day when the child is more attentive and try to schedule a practice session for that time.

To do lists

Making to do lists is a good complement to scheduling where we specify the goals for each practice session. It is important to make these lists after each practice session so that both parent and child keep track of how practice sessions are going, the parent has the opportunity to revise the goals if necessary for the next practice time, and the child has a clear idea of what was accomplished and what tasks lie ahead of them.

Sleeping

Researchers have found that sleeping on a problem can help you find the solution to that problem the next day as the brain keeps working making neural connections during sleep time. Sleeping also cleans up our brain from toxins helping us think easier the next day. That is why it is also very important to have a very good night to sleep before a concert, audition or exam. Also, if we consciously remind ourselves about something that we want to work right before to sleep, the brain will most likely work on it during the night. We can take advantage of that wonderful moment when we snuggle in bed for story time to remember a song, a movement, a game, or, in more advanced students, go through the piece in their mind.

5. Summing it up

• To get the best of our practicing we should always combine focused mode study time with diffused mode leisure activities.

• When practicing we should have all of our attention to the task at hand.

• When learning something new in order to keep it in our long term memory we should practice it often and over a long period of time.

• Chunking and practicing the chunks individually and in context will help one to learn in an easier and clearer way.

• Let practice time be fun. Games, stories, crazy lyrics, outrageous visualizations will help remember more easily whatever concept.

• Using study techniques such as the “Pomodoro”, scheduling and to do lists, will help not only to be more efficient but to keep the motivation up.

• And remember, if something doesn’t work great, keep working and have a good night to sleep. Night night!

6. References

Oakley, B., & Sejnowski, T. (2014, February 1). Learning how to learn. Retrieved January 2, 2015, from https://class.coursera.org/learning-003. UC San Diego

Oakley, B. (2014). <i>A mind for numbers: How to excel at math and science (even if you flunked algebra)</i>. New York: Jeremy P. Tarcher/Penguin.

Martin, L. (2010, January 1). The Human Memory - what it is, how it works and how it can go wrong. Retrieved January 25, 2015, from http://human-memory.net/

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