There have been numerous studies on the efficacy of music in tasks involved with higher cognitive function, from information processing and retrieval to fine motor skills and logic. Results are mixed at best, but one feature is predominant: Playing music while learning a skill ONLY HELPS IF that same music is played back while the skill is being executed. If an individual learns a skill, such as in my case, of small engine repair while listening to Bach (Or, as might be more appropriate in my case, AC/DC), it's only useful for any reason if that same music is played back while we use what we've learned.
Why?
It turns out that while we're learning, our brains don't simply focus only on what we're learning. but on the totality of our learning experience. This explains, for example, why so many classrooms are painted in neutral or calming colours, or embellished with wood: Our surroundings affect how we learn, and provide subtle signals to our brains for information processing. In this case, our brains cue what we're learning to the music to which we are listening for future retrieval. An elegant and simple solution that ensures that as long as the stimuli is present, we can continue learning. For a parallel reference, see B.F. Skinner's work on stimuli in the learning experience: In sum, our brains only pay attention to the most relevant stimuli at the moment, irrespective of whatever else is going on around us.
The mistake many trainers, educators, and instructional designers commit is a strategy of one-size-fits-all - In effect, that one stimuli will have an equal effect on all people. The benchmark of a solid learning solution isn't just measured in cost, but in effectiveness, so while a one-size solution may be easiest on the bottom line, it may render itself pointless because, in point of fact, it helps no-one learn.
When designing a curriculum according to needs, my first question is "In their shoes, what do I need before I sit down?" We can develop extraordinarily complex, far-reaching tools to educate, innovate and inspire, but these come to naught if we do not consider the basics: Voice, content, and opportunity. In what voice do we educate? While the voice of authority certainly has cachet from our experiences in the school system, it lessens in impact (Note: Please, can we stop using "impactful"? As a former English teacher, I am against jargon of all kinds, but particularly this phrase. It hurts communication and is the managerial equivalent of "Um", "uh", and "eh"- Filler for greater thoughts) as we age and specialize in our own fields. In that sense, often the best idea is to set a tone that promotes collaboration. Rather than "you should" and "you must", phrases such as "Best results are achieved by", and "your job goes more smoothly when".
Content is another matter that warrants its own series of blog posts, but I'll attempt to sum it up as succinctly as possible from here: Don't try to make a silk purse out of a sow's ear. The content that you want to teach may not reach its desired result in your audience. Remember that question I asked about needs? The same should apply for content - In educational psychology, when curriculum exceeds a learner's ability, the phenomenon of "affective shielding" occurs. In essence, affective shielding is the process by which we tune out when faced with a barrage of information or information we don't understand. You can see this best when a consumer is faced with a wall of potato chip choices at the supermarket, and stares blankly. Too much or the wrong kind of information will make your intended audience shut down, completely negating the intentions of the curriculum. In sum, don't just tailor your content to your audience, be realistic in your expectations of that content: Teachers of history, English and math understand that what they teach won't change the world in 99% of cases, but as long as they can provide functional skills to their students, they know what works well and what doesn't.
Stay tuned tomorrow for the exciting conclusion to my Trilogy of Learning!
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