Understanding Learning is essential to Leading - Day 5 - 6.23.09

Since I began learning about the brain and the impacts on learning, I have come to know that all educators should be trained in the newest research about the brain and the impacts it has on students understanding and learning. For example, understanding the impact on background knowledge, as described by Wolfe (2009), Marzano (2004), and Sousa (2006) to name a few, on how students activate their neural networks in order to make meaning of what we are trying to get them to learn.  I'll connect this with an example, then connect our understanding of learning to leadership.

When I came into the doctoral program, we were "taught" about our dissertations. Even at the beginning of summer institute, the terms chapter 1, 2, and 3 were discussed. Something called literature reviews kept coming up. etc. However, the neural networks were still building in this area. Most of what was being talked about was not fully being understood.

During our first semester we were asked to write a pilot project. This created much anxiety for use because we did not have a solid foundation or understanding, background knowledge. In the classes that ensued, we had lectures on chapters 1, 2, and 3. We practiced writing chapters 1, 2, and 3. We completed literature reviews. All the while, we kept building those neural networks. 

Now looking back, it is easy to see how much knowledge has been gained. In intergenerational sharing, when the year 3 students were talking about their research, it makes sense. We have the neural network needed, the scaffolding built, to continue moving forward. 

So how does this affect leadership? We really need to be conscience of the learning process when working with people in our organizations. In leadership it is quite common to talk about creating a common vision. In schools this is generally done by a handful of people, then unveiled to other people. The problem with this is that when you don't have all the people involved in creating this vision, they do not have similar backgrounds and experiences, or neural networks. So when we unveil the "common vision" we shouldn't be surprised that people won't have the same understanding of the vision that the leaders who worked on this.

I'm not suggesting that we have to have everyone have the same types of experiences, that would be boring. However, the leader MUST focus on building the neural networks. We have to have conversations, give opportunities, continuously and purposefully create opportunities for the neural networks to be formed. The common vision must be a living concept. The way you breath life into it is by having it become a neural network in the minds of all the people within the organization. 

Easy to write about...harder to do!

Marzano, R.J. (2004). Building background knowledge for academic achievement: research on what works in schools. Alexandria, VA: ASCD.

Sousa, D. (2006). How the brain learns. Thousand Oaks, CA: Corwin Press

Wolfe, P. (2009, June). Brain research and education: The vital connection. Lecture delivered at the Summer Institute at Cardinal Stritch University, Milwaukee, WI.