“Goldilocks Zone” of Learning Is Neuro-logical

Today’s blogger is Judy Willis, MD, coauthor (with Jay McTighe) of the book Upgrade Your Teaching: Understanding by Design Meets Neuroscience (ASCD, 2019) and author of the article “Stepping Up Social–Emotional Learning to Reignite All Brains,” which appears in the January 2021 issue of the Kappa Delta Pi Record. Get free access to the article through the month of March.

You likely know the Goldilocks “just right” experience from the fairytale. Or perhaps you’ve heard Goldilocks used as an adjective to describe the potentially “just right” for human habitation—planets that are not too hot, too cold, too wet, too dry, and are blessed with oxygen levels adequate for humans to survive.

Although I grasped the fairytale and use of the term in reference to planets, the Goldilocks concept opened possibilities for me while watching the captain in a science fiction show search for such a Goldilocks planet for the survival of her crew. As Goldilocks hunted for the right bowl of porridge and the spaceship engineer pursued the well-suited planet, I was looking for the “just right” zone to best support my learners.

Prior to that insightful day, I had changed careers from practicing neurologist to classroom teacher with a specific goal in mind: I hoped to apply my neuroscience background and study of ongoing research to develop teaching strategies promoting more joyful and successful learning. Notably, I found that substantial challenges for my students emerged from stress. For students who already had mastery, the boredom of the unchallenging lessons and homework were stressors. So was the stress of frustration for students who found no personal relevance in the topics or who progressed more slowly, encumbered by inadequate foundational knowledge.

I know that sustained or frequent boredom or frustration impacts communication circuits within the brain. And these stressors reduce effective transfer of new learning into memory. They reduce the effective top-down messaging descending from the reflective executive functions in the upper brain that are needed to manage emotional reactions. Without the input of these emotional self-control neural networks, the lower brain takes control. It relies on more primitive reactions, such as fight/flight/freeze, exemplified as zoning out, acting out, and withdrawing.

Tapping Into the Dopamine Reward System

As I watched that science fiction show, I clicked into the way the concept of the Goldilocks Zone could put my thoughts into words and action. It was just what I was seeking: to provide students with the neuro-logical benefits of learning zones that were “just right.”

I could tap into their brains’ natural dopamine reward systems, lowering the barriers and not the bar, by offering multiple pathways to success. These would provide a variety of ways to progress to mastery so that learners could work in their own Goldilocks Zones. This system mirrors the way the brain is prompted to sustain motivated effort and retain memory in response to an increased release of dopamine, which enhances pleasure and satisfaction. This dopamine reward system is awakened by cognitive awareness of achieving challenges.

Dopamine, when released in higher amounts in the brain, especially in response to achieving challenges, promotes pleasure, increased attention, motivation, effort, and memory. Other strong dopamine release stimulators include humor, choice, music, optimism, kindness, and gratitude. However, awareness of achieving goals and challenges markedly boosts the dopamine response.

Individualizing Achievable Challenges

To provide learners with achievable challenges, I continued to reinforce my positive expectation that all my students could achieve their goals. At the start of units, I clearly defined the learning goals along with the variety of ways students could achieve mastery and demonstrate their understanding. When possible, I incorporated my students’ interests into learning pathways that were especially motivating to them. My concept of individualizing achievable challenges now had a name, “The Goldilocks Zone.”

To provide this variety of pathways, I used strategies such as:

  • Pre-assessments and ongoing formative assessments and feedback;
  • Flexible groups;
  • Scaffolding and enrichment;
  • Workstations with two or more levels of challenge; and
  • Digital texts, Udio, and Newsela (5 reading levels on same topic).

Recognizing Progress

Once my learners found their Goldilocks Zones for achieving challenges en route to mastery, they needed to recognize and embrace their progress toward their goals. These experiences activated their brains’ release of dopamine and its associated benefits. As they received feedback (from me and later from independent progress awareness), their recognition of incremental goal progress and its dopamine activation were evident in their approach to learning. They were not as frustrated by mistakes and were less susceptible to respond to feedback as criticism. They persevered through more demanding learning tasks, displayed greater responsiveness to making needed revisions, sought the help they needed to continue success, and even took on greater challenges.

Not Always a Fairytale

My goal of Goldilocks Zone pathways, for every individual student in each unit, was not achieved with a magic wand or warm porridge. Particularly frustrating was the time it took to provide this individualized instruction even for a few learners in some units. In response, I applied the achievable challenge practices I used with my students to myself. I found that giving myself “achievable” tasks, en route to my goals for learners, was critical. I learned that I needed to take time and plan for how I would recognize and appreciate my own progress (even in small ways). Seeing a happy and proud student was a dopamine boost to me and an impetus to continue my endeavors.

I hope that you will take the extra time to help students on their Goldilocks path to joyful and successful learning through their low stress, high-engagement, achievable challenge pathways. Starting with even one student or one unit at a time, plan for self-recognition check-ins to sustain your motivation, and dopamine, and to persevere with these efforts so needed by our students.

Five Reasons Your English Language Learners Should Be Using Adobe Spark

When I first started teaching English Language Learners (ELLs), the classroom was a very different place. I had a chalkboard and one teacher computer. Fast forward seventeen years and even on campuses with the most limited technology resources, I can piece together enough computers or iPads to provide my ELLs with engaging lessons using any number of apps and sites. One app my students and I have fallen in love with is Adobe Spark (https://spark.adobe.com).

Here are five reasons to use Adobe Spark in your classroom.

The ELPS or English Language Proficiency Standards in Texas require that our lessons address both receptive (reading and listening) and productive (writing and speaking) language skills for ELLs every day. With Adobe Spark, your students can record their own voices to narrate videos they create using images from the app’s built-in library. Students can listen to their own and other student’s video presentations without all of the pressure of standing up in front of a class.

Intrinsic motivation in language learning can be nurtured through activities that allow for authentic use of English with a specific audience in mind. Many students tell me that their first year in school was filled with frustration and isolation because they could not communicate their deepest thoughts and feelings to their teachers and peers. Adobe Spark allows students to tell their own stories using images, music, and their own spoken words.

Speaking a new language can be very difficult without ever speaking the language! That sounds obvious, but in my experience, I see ELLs go through entire school days without saying a single word in English. Some teachers shy away from calling on ELLs because they don’t want to put them on the spot. Adobe Spark allows students to take their time thinking about what they want to say and to record their words as many times as it takes to be happy with the quality. When we can lower students’ affective filters by taking away the pressure to perform on the spot, students will be more successful.

Differentiation is a must with our classrooms becoming more diverse each year. The number of ELLs in our classrooms and communities is consistently rising each year. As an ESL campus specialist, I see teachers struggling to meet the needs of their students when the range of ability levels in a single class can be vast. Adobe Spark makes student-driven storytelling accessible to all of your students.

Free and easy accounts make Adobe Spark an irresistible choice for the classroom. If your school is one of the many that has jumped on the Google Apps for Education (GAFE) bandwagon, your students can sign up by clicking the “Continue with Google” button. Once they agree to the terms of use, they are up and running immediately. Since students don’t go anywhere these days without their earbuds, most will already have a microphone to record in their own pocket or backpack!

The true beauty of Adobe Spark is that it can benefit and empower all your students, not just your ELLs. Using technology tools in your classroom is a great way to engage students who may otherwise tune out another teacher-centered lecture. Twenty-first century literacy skills go beyond traditional text and trade books, and we must define what counts as knowledge by modeling a respect for digital literacy in our classrooms. This tech tool allows for creativity in student work beyond what can be produced with the minimalist pencil and paper of yesterday’s classrooms. Our future leaders and active citizens must think creatively if they are going to find and solve the problems of tomorrow’s world. We as teachers must keep in mind that we are not preparing our students for the world we know today but for the future we want tomorrow.

Faith Kane is the campus ESL Specialist at McCollum High School. She is a technophile using technology to empower students in her ESL Reading classes.