Different Strokes for Deeper Learning
““Learning is an active process. We learn by doing”
— Dale Carnegie
Think about the last time you tried to binge-watch an entire season of a show in one sitting. At first, you’re hooked. The story’s exciting, the characters are engaging. But by the fifth episode, your mind starts to wander. Even though you’re still watching, you’re not really absorbing.
Now imagine students in the same position. We often expect them to stay engaged for 30, 45, even 60 minutes straight. But the truth is, the brain isn’t built for that kind of marathon learning.
Our brains crave rhythm, change, and a chance to breathe. This is why two of the most powerful brain-based principles are about how we use time and variety in learning.
This brings us to our next two principles in Teaching from the Back of the Room:
SHORTER OVER LONGER
The brain learns best in short bursts of focused activity, followed by breaks that allow time to process. Research shows that after about 10–20 minutes, attention naturally starts to fade.
So instead of trying to pour everything into students at once, chunk the learning. Teach for a few minutes, pause for discussion, invite reflection, or let them move around. It’s in those pauses that learning sticks.
Think of it like watering a plant: small, steady sips over time do far more good than one giant flood that washes everything away.
Quick Tip: Instead of showing only bullet points on a slide, add a relevant picture. Or better yet, ask students to draw a symbol that represents what they’ve learned. The brain remembers symbols more vividly than sentences.
DIFFERENT OVER SAME
Even the best 10-minute lesson will lose its power if it always looks the same. Imagine eating your favorite dish every day—it wouldn’t take long before you got tired of it.
The same is true for learning. The brain craves novelty. When we vary the way we deliver information—through visuals, storytelling, group discussions, role plays, hands-on practice, or even quick games—we create multiple pathways for the brain to encode and retrieve knowledge.
And variety isn’t about adding entertainment for its own sake. It’s about meeting different learning styles, sparking curiosity, and giving concepts a chance to land in ways that stick.
Quick Tip: Switch it up every 15–20 minutes.
Whether it’s moving from listening to discussing, from writing to drawing, or from sitting to standing — small changes keep students’ brains alert and engaged.
When we pair shorter learning chunks with varied delivery, we create classrooms that are more dynamic, engaging, and brain-friendly. Students don’t just listen—they interact, process, and connect. And that’s when real learning happens.
Next week, we’ll explore two more principles that build on this momentum—ones that remind us that how we connect and involve students matters just as much as what we teach.
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