I love it when I can read about research and immediately see some direct implications of that research in my teaching practice.
For the results to be legit, researchers must surrender control of the outcome. Due to this, sometimes scientists devote a chunk of their life to a project that didn’t reveal what they thought it would, or didn’t reveal what seemed useful. What a terribly frustrating thing, yet inherently necessary due to the very nature of research.
Gabrieli referred to such unusable research as “file drawer research”. Interestingly, he stated that there are issues with this. No one wants to publicize research that they’ve done that didn’t work, or that didn’t cultivate useful data, yet if they did, it would contribute to the greater field of knowledge. At the very least, it would enable others to ensure that they didn’t repeat the same research, but it also would contribute to the pool of studies. If data reveals that ‘all studies showed X results’, but in reality there were studies that didn’t show those results but they weren’t published, then the full story is not being revealed.
But, I digress. My point is that sometimes research doesn’t seem to work. Other times, it generates data but it’s not immediately apparent how that data is useful. Again, this makes sense given the nature of research. In light of this, it feels like a treat when there is research done and shared that contains workable, useable data. I enjoyed such a treat when I read this article about the ‘Aha!’ moments of insight, summarizing some of the work of cognitive neuroscientist John Kounios. Here is some of the useable knowledge I pulled out of it:
- Finding: prior to that moment of enlightenment, or sudden ‘knowing’, our brains have been processing the information but at a subconscious level. Thus, it feels like a sudden state of enlightenment but our brain has actually been thinking about it for a while.
Application: that dreaded “blank stare” that students give when they have no idea what we’re talking about, does not necessarily mean that they are not taking in any of the explanation that is being given. They might be processing on a subconscious level. Persevere through those blank stares – they might just be the precursor to sudden insight.
- Finding: a surge of brain activity happens immediately before sudden insight. One of the changes in the brain during this time is a sudden burst of alpha waves visible on EEGs. This is interesting because alpha waves inhibit the visual system – the higher the amount of alpha waves, the more the visual system is inhibited. It seems, from what Kounios shares, that the brain essentially dials down its use of visual stimulus to allow for greater use of other brain activity for that short moment of time.
Application: teachers often struggle with the concept of ‘wait time’. It can feel uncomfortable and unproductive to have moments of silence during conversation with a student. Watching a student’s eye movements could help encourage effective use of wait time. If a child is looking away, it’s probably a good idea to help with their brain’s attempt at reducing stimulus. Stay quiet, let them think, and see if a moment of insight arises as a result.
- Finding: Those who are prone to have moments of insight show different brain function (even when not having ‘Aha!’ moments) than those who have fewer such moments. Kounios is working on developing “different type of thought exercises” that can be administered to further develop the areas of the brain that are activated for sudden insight, but even with his existing research, there are some implications for teaching.
Application: Kounios himself gives some application here:
– He speaks of the importance of having a positive mood. For more learning on developing this in the classroom, a great place to start is to read Carol Dweck’s work on growth mindset (#growthmindset on Twitter) or follow the culture of learning chat (#COLchat) on Monday evenings on Twitter.
– He also speaks of the benefits of large rooms with high ceilings (most classrooms) or, more ideally – the outdoors.
- Finding: ‘Aha!’ moments cause an emotional rush. It doesn’t matter if the outcome of the problem that was solved has a positive or negative connotation to it, simply solving a problem through sudden insight creates this rush.
Application: This indicates the importance of working within a child’s zone of proximal development (if you’re not familiar with this concept, I highly recommend reading more on this important work by Vygotsky). If we give students work that is consistently too difficult or too easy for them, they will not have opportunities for such sudden insights and that emotional rush of learning will not be something that is accessible to them.
Throughout the article, Kounios references his book “The Eureka Factor” and explains that it contains much more information about his work (written in lay terms) and many more ideas for the practical applications of it. The positive feedback loop of reward from sudden insight is something that I greatly value in my teaching – it’s a large piece of what makes the job both meaningful and rewarding. If there is some way that I can further cultivate such moments in my classroom, I’m all for it. I’m looking forward to ordering his book and learning more about this.