The Power of Belief in Transforming Learning Experiences.
A long time ago, when people were still traveling coast to coast for professional training opportunities, I found myself in the first session of a busy training week. Tired from the long trip from Dallas to Chicago, I sat in a hotel conference room gazing at the first slide of the lecture. Written there was only one word: BELIEVE.
Back then, it seemed odd to present this word to an audience of parents, teachers, coaches, and therapists who had gathered to learn how to support students with diverse learning experiences. After all, for us, it was not a matter of belief but of hard work, investment, and dedication to our students, clients, and children. Yet, the presenter connected this powerful word to the remarkable ability of the human brain to change and evolve, acquiring new skills along the way.
Today, years after that lecture, I still keep that slide in mind, and it remains deeply relevant to my work as an educational therapist. Over the years, I have met clients of all ages, as well as their teachers and parents. I have seen their sad and confused faces too often, defeated by negative learning experiences and frustrated by the relentless hours of student support.
This struggle to envision a positive future is a cognitive condition. After all, how could those who haven't experienced a positive transformation see such a future for themselves? They can't yet imagine the joy when they feel their value, brilliance, and resourcefulness. At the start of this journey, all that students, parents, and teachers can do is believe in the students’ competence and the possibility of transformation.
Today, the word believe has changed.
Thankfully, science backs this vague concept of belief. Research in neuroplasticity—the brain's ability to grow, change, and adapt—continues to expand.
Neuroplasticity is a cornerstone of this transformative belief. It refers to the brain's incredible ability to reorganize itself by forming new neural connections throughout life. This adaptability is especially significant for students with learning differences, as it means their brains can develop new pathways to learn and process information more effectively.
Studies have shown that targeted interventions can stimulate neuroplasticity, leading to improvements in cognitive functions and academic performance. For instance, intensive reading programs for dyslexic students have demonstrated changes in brain activity associated with reading skills, highlighting the potential for significant educational gains (Shaywitz et al., 2004). By understanding and leveraging neuroplasticity, we can design more effective teaching strategies that help students overcome their learning challenges.
This concept of belief also means believing in science and trusting research-based programs that can foster this change. Numerous intervention programs are available, and by embracing this neuroscience-based approach, we can reject the archaic concept of cognitive limitations. Instead, we strive to change, grow, and reach our full potential.
Believing is the belief in future development.
The best programs began as mere ideas and evolved into research-based pedagogies. Prof. Feuerstein's theory on Structural Cognitive Modifiability helped shape academic careers for many students. At that time, little was known about neuroplasticity. Similarly, Michelle Garcia Winner's Social Thinking® program started as a speech and language therapy initiative before evolving into a comprehensive and invaluable resource.
But how do we accelerate this change?
A key component of fostering this belief and potential in students is the concept of a growth mindset, introduced by psychologist Carol Dweck. Her research has shown that when students believe their abilities can be developed through hard work and dedication, they are more likely to persevere through challenges and achieve higher levels of success.
This mindset contrasts with a fixed mindset, where individuals see their abilities as static and unchangeable. Studies have demonstrated that teaching students about the brain's malleability and encouraging a growth mindset can significantly improve their motivation, resilience, and academic performance (Dweck, 2006). By adopting a growth mindset into educational practices, we reinforce the belief that students can grow, learn, and overcome difficulties. But every journey starts with the first step.
That first step is setting the climate.
Many of my students have shown remarkable talents while we worked together. We enable "Wow!" moments when we set time and space for searching and developing their inner genius. The outcome never ceases to amaze me. A student suffering from dyslexia wrote a captivating 24-page short story, a struggling student ended up as a gifted mathematician, and another entered high school after years of home-schooling. Believing is also understanding that great talent hides under learning challenges. These experiences underscore the importance of seeing beyond the difficulties to the latent potential within each student.
Moreover, believing means recognizing that within every student lies an inner teacher who can teach them how to become better learners. This self-instruction is crucial, empowering students to take charge of their educational journeys and foster independence and self-confidence. By nurturing this inner teacher, we help students develop the skills and strategies to navigate their learning challenges and achieve their full potential.
So, what does it mean to believe the context of supporting students with learning differences? It means having faith in the students, the transformative power of education, and the science supporting growth and change. By believing, we create a strong image of possibilities, paving the steps for remarkable transformations that can lead students from frustration and failure to confidence, success, and beyond.
References
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Shaywitz, S. E., Shaywitz, B. A., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., ... & Gore, J. C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55(9), 926-933.
Vygotsky, L. S. (1934/1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Feuerstein, R., Falik, Louis H. (2015). Changing Minds and Brains - The Legacy of Reuven Feuerstein: Higher Thinking and Cognition Through Mediated Learning. Teachers College Press.
Winner, M. G. (2007). Thinking About YOU Thinking About ME: Philosophy and Strategies to Further Develop Perspective Taking and Communicative Abilities for Persons with Social Cognitive Deficits. Think Social Publishing, Inc.
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