Daniel Willingham--Science & Education
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The 21st century skill students really lack.

5/13/2013

 
Most teachers t think that students today have a problem paying attention. They seem impatient, easily bored.

I’ve argued that I think it’s unlikely that they are incapable of paying attention, but rather that they are quick to deem things not worth the effort.

We might wonder if patience would not come easier to a student who had had the experience of sustaining attention in the face of boredom, and then later finding that patience was rewarded. Arguably, digital immigrants were more likely to have learned this lesson. There were fewer sources of distraction and entertainment, and so we were a bit more likely to hang in there with something a little dull.

I remember on several occasions when I was perhaps ten, being sick at home, watching movies on television that seemed too serious for me—but I watched them because there were only three other TV channels. And I often discovered that these movies (which I would have rejected in favor of game shows) were actually quite interesting.

Students today have so many options that being mildly bored can be successfully avoided most of the time.

If this analysis has any truth to it, how can digital natives learn that patience sometimes brings a reward?

Jennifer Roberts, a professor of the History of Art and Architecture at Harvard, has a suggestion.

She gave a fantastic talk on the subject at a conference hosted by the Harvard Initiative on Learning and Teaching (more here).

Roberts asks her students to select a painting from a Boston museum, on which they are to write an in-depth research paper.

Then the student must go the museum and study the painting. For three hours.

The duration, “meant to seem excessive” in Roberts’ words, is, of course, part of the point. The goal is that the student think “Okay, I’ve seen about all I’m going to see in this painting.” But because they must continue looking, they see more. And more. And more. Patience is rewarded.

Picture
Roberts gave an example from her own experience. As part of a book she was writing on 18th century American painter John Singleton Copley, she studied at length the painting A Boy With a Flying Squirrel. Although she is, obviously, an extremely experienced observer of art, Roberts noted that it was many minutes before she noticed that the shape of the white ruff on the squirrel matches the shape of the boy’s ear, and is echoed again in the fold of the curtain over his left shoulder.

If we are concerned that students today are too quick to allow their attention to be yanked to the brightest object (or to willfully redirect it once their very low threshold of boredom is surpassed), we need to consider ways that we can bring home to them the potential reward of sustained attention.

They need to feel the pleasure of discovering that something you thought you had figured out actually has layers that you had not appreciated.

That may not be the 21st century skill of greatest importance, but it may be the one in shortest supply.


Paul Muench
5/13/2013 01:05:36 am

As a warm up I recommend watching hippopotamuses at the zoo for an hour.

Steve Straight
5/13/2013 01:35:24 am

I start my composition students with this classic, still a favorite of mine, "Look at Your Fish," by Samuel Scudder.

http://grammar.about.com/od/classicessays/a/Look-At-Your-Fish-By-Samuel-H-Scudder.htm

Tim Holt link
5/13/2013 01:48:37 am

My response to this silliness here: http://holtthink.tumblr.com/post/50338496826

Dan, you are becoming the education equivalent of the old guy from the movie "UP." Get off my lawn dammit!

Inka
5/14/2013 11:45:20 am

What rhymes with dolt?
And I'm not an "old guy." Not in the least.

Sarah Howell
5/13/2013 02:06:09 am

Very interesting post and I feel particularly important is the "need to consider ways that we can bring home to [...] the potential reward of sustained attention."

Jorge
5/13/2013 02:36:27 am

Dr. Willingham, I don't know if you are familiar with the thought of Nicholas Carr and his article "Is Google Making Us Stupid?", but I saw a similar thinking between you two:

http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/

Would you think that the use of the internet and the the way we are used to read small articles and do many stuff at the same time is changing our neural system?

Dan Willingham
5/13/2013 05:26:18 am

I think it's unlikely to be having a big impact on the brain in the way people fear. that's why I think that the widespread perception on the part of educators that students have shortened attention spans is due to something else--namely, beliefs.

Chuck Granger
5/13/2013 02:49:58 am

Mr. Holt....
I think much of this comes down to the importance of content and knowledge in the thinking process. Willingham may value it more than you.
Hirsch says it best....
"The argument used by educators to disparage "merely" factual knowledge and to elevate abstract, formal principles of thought consists in the claim that knowledge is changing so rapidly that specific information is outmoded almost as soon as it has been learned. This claim goes back at least as far as Kilpatrick's Foundations of Method (1925). It gains its apparent plausibility from the observation that science and technology have advanced at a great rate in this century, making scientific and technological obsolescence a common feature of modern life. The argument assumes that there is an analogy between technological and intellectual obsolescence. Educators in this tradition shore up that analogy with the further claim that factual knowledge has become a futility because of the ever-growing quantity of new facts. The great cascade of information now flowing over the information highway makes it pointless to accumlate odd bits of data. How, after all, do you know which bits are going to endure? It is much more efficient for all students to spend time acquiring techniques for organizing, analyzing, and accessing this perpetual Niagra of information."

It's an argument that's been around for decades...and decades

Margaret link
5/13/2013 03:17:12 am

As a secondary ed teacher, I don't have the ability to assign students a three hour assignment to be completed during their free time, but I have been trying a similar tactic with questioning. I've been starting units with a set of pictures or maps and asking students to examine the images and write 12-15 questions the images raise. It at first seems a ridiculously high number, but we've been having good results. Asking for 15 instead of 5 forces the students to move past the obvious questions that everyone asks and work into questions that tap into their individual curiosity. Or it forces them to take a break and come back to finish the assignment - and many report that they had completely different types of questions after coming back for a second look. Still playing with the format for this, but the three hour observation reminded me of this.

Virginia Poston
5/14/2013 10:13:52 am

Margaret,
May I borrow your assignment? I teach introductory college courses and keep looking for ways to get the students to observe things more than superficially.

Or-Tal Kiriati link
5/13/2013 04:53:25 am

There's a fantastic quote on the BBC classic "Yes, Prime Minister" where the PM is criticizing the education system including something like "most of the time the kids are bored stiff" (or similar) and Humphry answers "Well, I should think being bored is the perfect preparation for a career"....
But other than laughing at this scene - coping with bored and what you can get out of it is also discussed here: http://wp.me/poxt1-iP

Joe Riener
5/13/2013 01:01:15 pm

I often offered my high school English students Yogi Berra's quip, "you can observe a lot by just looking." For years on my classroom door I had painted two columns of tiger paw prints, three paws per column. Everyone assumed I was showing school pride, since our school mascot was a tiger. On a slow day, I might refer to the tiger paws on the door, even draw them again on the board. Then ask, "When is the only time in nature you might see six tiger paws?" Ah, the delight and guffaws, as they got an inkling how much more interesting the world appears, adding just a bit of imagination. Me, I'd be reluctant to command even 30 minutes of boredom to my young ones, given the Geneva Convention Against Torture. But maybe a wee bit of a dirty joke might suffice to engage my students in just looking.

And given how hard I've seen my students work on learning and rehearsing lines on our school's plays, or write and rewrite for the school newspaper, I've got no worries that when motivated, these electonics-bred ragamuffins work very hard indeed. The task becomes, as always, to connect with their capacity to wonder.

IkeNewton
5/13/2013 05:24:39 pm

Mr. Holt, you are guilty of shallow reasoning. The vast majority of jobs which pay well require careful attention to details, whether they are boring or not is irrelevant. In those fields, when careful attention is not paid to the details very bad things happen. Engineers, surgeons, accountants, pilots, the list goes on and on. That more and more people are dying because they are busy texting rather than paying attention to driving (or even flying) the vehicle they're in is testimony to the fact that increasingly the ability to pay attention is regarded as unnecessary. A truly fatal fallacy.

Tim Holt link
5/14/2013 02:25:41 am

Ikenewton,
Hmm, IKE, shallow thinking? Perhaps. Maybe it was because I became bored and distracted.

On a side note, it appears that you think that the goal of education is to move people to "jobs which pay well." Interesting thought. Like University professor I assume? Like artists? Those "detail" jobs also require people to be able to distinguish between what is important and what is not, much like what these kids are doing in class. I think it is wonderful that we are now at a point where students have access to so much information that they can call out bullshit when they see it. I remember teachers telling me stories of how THEY won WWII all by themselves...we were supposed to believe them because they were in front of th eclass. I remember calculus teachers spending 45 minutes on problems and getting the answer wrong, then telling us to do homework "just like I did."
As for dying while texting,,,,really? That is your best argument? Were you writing this while putting makeup on while driving or perhaps eating your Big Mac while driving? Pleaeease!

IkeNewton
5/14/2013 12:09:29 pm

Your meandering diatribe made my point. If you were informed about the world around you, you would know that deaths caused by texting while driving now constitute the largest source of deaths for teenagers, exceeding deaths caused by drunken driving. I didn't offer this as the primary problem caused by the inability to pay attention (although it is clearly significant) but as a symptom. Education theory is definitely your field. A world where facts are unimportant, only what you feel is true.

Daven
5/14/2013 09:20:40 am

Also, it's maybe a good idea not to circumvent kids' own tendencies to "go deep." If a kid reads the same book or watches the same movie or draws horses over and over and over and over again, grown-ups want to give them something new to read or watch or draw already. We feel like they're doing the easy thing, reading the old favorite or watching the same old movie or drawing yet another horse. But maybe they're actually studying the thing. Maybe they're paying attention in a way we can't see, and by shoving a new book in their hand in the name of broadening their horizons or something, we're breaking an important spell.

Dan Willingham link
5/14/2013 09:35:17 am

Daven, I think this is a great point. Young children may need repetitions just to understand what's going on. . .and young or old may be coming see the underlying structure (of the narrative, of the intuitive physics of what they are building, etc., etc.)

EB
5/14/2013 12:08:10 pm

I have spent a lifetime learning how to grow vegetables. I started by paying attention to what my grandfather did. Then my father. Then I started gardening on my own. Then I read books. Then I helped my mother-in law. Then I read more books, and websites, and talked to friends. Not all of this was interesting. Often, I have had to wait weeks to find out whether seeds were going to lead to crops. Once you get it in your mind that THIS IS GOING TO TAKE TIME, you get OK with that. It helps that the activity carries a reward!

Steve R link
5/14/2013 12:47:56 pm

Maybe we're trying out new types of attention. If some people have their attention span reduced and others grow up autistic and obsessed with detail, it's not a defect, it's just the human race experimenting with varying levels of focus?

Terry A. Davis link
5/14/2013 04:16:21 pm

Gleaning wisdom. Humility before honors; pride before a fall. I like sword in the stone and karate kid.

God says...
17:9 The righteous also shall hold on his way, and he that hath clean
hands shall be stronger and stronger.

17:10 But as for you all, do ye return, and come now: for I cannot
find one wise man among you.

17:11 My days are past, my purposes are broken off, even the thoughts
of my heart.

17:12 They change the night into day: the light is short because of
darkness.

17:13 If I wait, the grave is mine house: I have made my bed in the
darkness.

Guy Srinivasan
5/14/2013 05:38:07 pm

I must need to look at the painting longer... I don't see the shape of the white ruff on the squirrel matching the shape of the boy's ear. Or "echoed" in the fold of the curtain. Is Roberts sure she saw something real, or was it just the human brain's propensity to find patterns in everything, even random noise, taking over because of boredom?

I am not an art critic, but...

Kevin Rommen
5/14/2013 09:08:30 pm

Interestingly a whole lot of people respond to the discussion of which none are students.... Food for thought.

Anyway, while Mr. Holt is quickly ignored (probably due to the tone of voice he uses) he does have an important point. This should not be ignored. Furthermore, it seems to be that his argument is viewed as a contradiction towards the view of the author of this blog. People, it's not a contradiction!!!

The author is discussing a problem he is seeing with students, while Mr. Holt is describing a problem he is seeing with teachers. However, the problem is still exactly the same. It's resembles the push-pull discussion in marketing, i.e. should you push your message across or should people ask for your message.

In that sense, this discussion reflects the changes in our economy. The view of Mr. Holt is more adaptable to a 'new' economy in which the power balance had changed. Nevertheless, deep thinking provides value, and the author has a point. The question remains, which do you prefer: the carrot or the stick?

I want to end with a quote of (if i'm not mistaken) Ben Franklin: "Tell me and I'll forget, teach me and I'll remember, but involve me and I'll learn". Involve students, and since I'm one I know what the implications of this might be.

Michiel
5/14/2013 09:50:12 pm

Totally agree with Kevin. If you have ever seen a kid engaged in a computergame, forgetting about time and place and being concentrated for hours on end, there's no denying that kids are very much able to focus. I'm not saying every college should be like a computergame, I'm just saying kids/students aren't unable to concentrate. It's a matter of being able to tap into the kind of motivation that gets these guys going. The current system, based upon the way we did things 100 years and more ago, just isn't able to do that.

Alexander Ramin
5/21/2013 09:40:55 pm

I think we need to put this idea to death (after a fair trial of course). Being engaged in a computer game is NOT the same as concentrating while learning. Gaming is almost entirely passive and only requires ongoing reflex responses which, after the player has practised enough, become completely unconscious. An experienced and engrossed Call of Duty player is doing very little thinking.
The type of concentration required to learn calculus, or chemistry or Coleridge is of a completely different order; it is active and it is taxing. Mastering calculus takes months or years of hard work; the payoff is distant and uncertain. Mastering Call of Duty takes a couple of hours and the payoff is instant and continuous.
Kids hear people telling them that they do know how to concentrate (on games) and that it's the schools fault that they can't concentrate on learning. This encourages disengagement from any lesson that isn't an hi-tech extravaganza. We need to be reminding kids that concentration is difficult, but that the payoff is worth it.

Jean-Rémy Duboc link
5/15/2013 12:22:14 am

Being a young(ish) man (30 years old), I am somewhere in-between a digital native and immigrant, and I see the negative effects of this inability to focus for a long period of time on one thing in my daily life.
I thank my parents for fostering and valuing activities that trained my attention. Thanks to them, I can notice when my attention drifts.
The role of parents in this cannot be underestimated. They to set boundaries on TV and computer time, and allow their kids to be bored from time to tome.

An Artist's Mom
5/15/2013 01:41:17 am

Ah yes, boredom. Any of my suggestions would be deflected (with whining). Which is why I learned to turn the responsibility over to them. So when my sons would tell me they were bored, I'd say, "You're not bored. You're being boring. Go think of something interesting to do." And they did. :-)

An Artist's Mom
5/15/2013 01:30:49 am

When my 9 yr old took classes at the Museum of Fine Arts in Boston, I wheeled my 4 yr old through the galleries. We had a museum guard who would direct us, each week, to a painting of a child. One of my little boy's favorites was the above pictured Boy w/the Squirrel. He loved to "watch" that picture. Today? A graduate of Pratt, a talented illustrator, and an art director for an international ad agency. And it all started by his "watching"--not just "looking" at paintings.

Bostonian
5/15/2013 07:13:50 am

In the first sentence, about paying attention, not enough attention was paid, because there is a typo (an extraneous "t").

Barry Kort link
5/16/2013 10:57:44 pm

Repeating patterns are everywhere. But the most interesting repeating patterns are not of the wallpaper variety.

The most interesting ones are the textures of nature generated by deeply hidden natural laws, known as Recursion Laws.

Fractals are the most astonishing revelation of textures generated by recursion laws.

See Chaos Theory: Making a New Science with James Gleick ...

http://youtu.be/3orIIcKD8p4

See also "Our Place in the Cosmos" ...

http://moultonlava.blogspot.com/2013/05/our-place-in-cosmos.html

Dacia
5/20/2013 08:01:25 am

I think that the ability to sustain attention and notice deeply is essential and a gateway to the 21st Century skills that are more highly esteemed and directly marketable.

Kevin Rommen
5/21/2013 09:51:11 pm

Alexander. With al due respect, you do not know what you're talking about. You refer to the gaming industry as one game, very representative! If I did this in statistics I'll surely get an F.

You might want to investigate serious gaming and gamification. Then come back with a serious answer to this discussion.

Facts is that the gaming industry understand way better what thrives and motivates people then schools and teachers. You might want to look beyond the obvious and investigate where the differences lie.

Alexander Ramin
5/21/2013 09:59:49 pm

Thanks for the advice. I'm a teacher and I just completed a semester long course on gamification in education. I accept that you disagree with me, but I was making a serious point.
I was referring specifically to the idea that a child's absorption in a video game (for example, Call of Duty) is equivalent to concentration on learning a difficult subject. I do not think it is, and neither does the professor who taught the gamification course.

Kevin Rommen
5/21/2013 10:30:37 pm

I'm curious what you've learned in this semester, because according to what you're stating you haven't got a clue what gamification is truly about.

I'm also curious to what your professor does believe? It appears that he completely does not beleive that gamifaction can add value... If so, that will definitely reflect in the quality of the course.

Anyway, back on topic. You state that a child's absorption in games is different from learning a difficult subject. What's your line of reasoning... Why is it different?

To some extent I agree with you. Games are often used for fun. However, that games are used for fun does not imply that education cannot learn from them. Why are games so interesting for kids? They can do even less, they can just watch TV. Still, they engage in gaming. Not only simple games such as Call of Duty, but also complex games such as World of Warcraft or Minecraft. The former being a real world simulation in fantasy form. This game asks people to make choices, solve problems and deal with complex organizational issues. The latter is an open environment LEGO look-a-like. There are no rules, no goals only that each night the zombies come along to kill everything. So you have to protect yourself, for instance in a cave. Pretty boring you'd might say. However, this game unleashes the creativity of people. Online you'll find amazing cities created in Minecraft, just because people have a desire to create.

Why do they do this? More importantly, why do they do this in their free time instead of homework or extra schoolwork? You bluntly assume that because the goal of playing a game is different from learning education that these are world apart. I believe that similar motivational variables are in play and can be unleashed within education.

The motivational variables active in gameplay are do not exist because of the goal of the game. They exist because these games understand what motivates people regardless of fun, education or even work.

The possibilities of serious gaming and gamification are endless because they originate at the human mind. These names are in my opinion even weak, as it has nothing to do with gaming. It's all about intrinsic and extrinsic motivation.

I believe this Math teacher explains it very well. His Ted Talk on how to teach math shows that it's not about the learning the material, but being triggered to engage in creative problem solving.

Ted Talk of Dan Meyer
http://www.youtube.com/watch?v=NWUFjb8w9Ps&feature=channel

The surprising truth about what motivates us by Dan Pink
http://www.youtube.com/watch?v=u6XAPnuFjJc

Kind Regards,

Kevin

Alexander Ramin
5/21/2013 11:31:30 pm

I'm sorry Kevin, but you seem to be missing my point. I agree with most of what you have said about gamification. But you are confusing 'gamification' with video games. They are not necessarily the same thing. It is possible to introduce the motivational techniques of games into education (scores, badges, leaderboards, etc.): this is what I mean by gamification.
Concentration during video games is a separate issue which I was addressing.

Kevin Rommen
5/21/2013 11:37:47 pm

No i don't. I'm not talking about leaderboards, badges, etc. I'm focusing on higher (more abstract) motivational variables that influences and results in intense concentration. This is based upon the human desire to solve problems, create and feel satisfied. These are universal (e.g. Dan Pink & Jane McGonigal) and thus apply to children in education as well. The concentration is not different, the environment in which concentration is triggered is different.

Alexander Ramin
5/21/2013 11:52:18 pm

Alright, I see what you mean. But a good teacher is one who allows students to "solve problems, create and feel satisfied." This was the case before video games or discussion of gamification in education.
A teacher cannot compete with the reward to effort ratio that a computer game provides. Computer games are optimized to balance difficulty with reward; if a game were so difficult that no one could advance in it, no one would play it. A teacher does not have the same flexibility; there will sometimes be a particular topic or concept that a student finds very difficult. After a teacher simplifies and explains using all the props they can think of, it's up to the student to make the effort. Some student's decide the effort is not worth it and so stop trying. They don't have the option of reducing the difficulty level of the real world to meet their needs.

Anyway, I have appreciated this discussion, but I really should get back to my work. Perhaps someone else will take it up.

Cheers

Barry Kort link
5/21/2013 11:17:21 pm

See also this blurb (and embedded TED Talk) about Jane McGonical, an inspiring gamification guru who will be a keynote speaker this summer at ISTE (International Society for Technology in Education).

"How to Game the Real World"

Jane McGonigal is an exuberant game designer at the Institute for the Future in Palo Alto. She believes that time spent gaming in virtual worlds enables players to develop the skills they need to solve challenging problems in the real world. There is evidence to support that, but it's not clear how much rehearsal time it will take in game worlds before we are ready to successfully premier our problem-solving skills in the real world.

http://iste2013.org/forum/topics/keynotes-announced?commentId=6596130%3AComment%3A6334

Barry Kort link
5/21/2013 11:17:53 pm

See also this blurb (and embedded TED Talk) about Jane McGonical, an inspiring gamification guru who will be a keynote speaker this summer at ISTE (International Society for Technology in Education).

"How to Game the Real World"

Jane McGonigal is an exuberant game designer at the Institute for the Future in Palo Alto. She believes that time spent gaming in virtual worlds enables players to develop the skills they need to solve challenging problems in the real world. There is evidence to support that, but it's not clear how much rehearsal time it will take in game worlds before we are ready to successfully premier our problem-solving skills in the real world.

http://iste2013.org/forum/topics/keynotes-announced?commentId=6596130%3AComment%3A6334

Barry Kort link
5/21/2013 11:18:23 pm

See also this blurb (and embedded TED Talk) about Jane McGonical, an inspiring gamification guru who will be a keynote speaker this summer at ISTE (International Society for Technology in Education).

"How to Game the Real World"

Jane McGonigal is an exuberant game designer at the Institute for the Future in Palo Alto. She believes that time spent gaming in virtual worlds enables players to develop the skills they need to solve challenging problems in the real world. There is evidence to support that, but it's not clear how much rehearsal time it will take in game worlds before we are ready to successfully premier our problem-solving skills in the real world.

http://iste2013.org/forum/topics/keynotes-announced?commentId=6596130%3AComment%3A6334

Barry Kort link
5/21/2013 11:19:15 pm

See also this blurb (and embedded TED Talk) about Jane McGonigal, an inspiring gamification guru who will be a keynote speaker this summer at ISTE (International Society for Technology in Education).

"How to Game the Real World"

Jane McGonigal is an exuberant game designer at the Institute for the Future in Palo Alto. She believes that time spent gaming in virtual worlds enables players to develop the skills they need to solve challenging problems in the real world. There is evidence to support that, but it's not clear how much rehearsal time it will take in game worlds before we are ready to successfully premier our problem-solving skills in the real world.

http://iste2013.org/forum/topics/keynotes-announced?commentId=6596130%3AComment%3A6334

Barry Kort link
5/21/2013 11:20:22 pm

See also this blurb (and embedded TED Talk) about Jane McGonigal, an inspiring gamification guru who will be a keynote speaker this summer at ISTE (International Society for Technology in Education).

"How to Game the Real World"

Jane McGonigal is an exuberant game designer at the Institute for the Future in Palo Alto. She believes that time spent gaming in virtual worlds enables players to develop the skills they need to solve challenging problems in the real world. There is evidence to support that, but it's not clear how much rehearsal time it will take in game worlds before we are ready to successfully premier our problem-solving skills in the real world.

http://iste2013.org/forum/topics/keynotes-announced?commentId=6596130%3AComment%3A6334

Kevin Rommen
5/21/2013 11:24:36 pm

That didn't went completely well, but Barry wow!
Thanks for your addition to this discussion,
I haven't seen this movie yet so I'm going to immediately.

Kevin Rommen
5/21/2013 11:59:28 pm

I've also appreciated this discussion, but my master thesis is calling. Some last remarks.

"But a good teacher is one who allows students to solve problems, create and feel satisfied". Then it is time to start creating or finding those. In middle school and at the university there are two teachers who did this. The only time this was triggered was at art school. This is a major problem, at least in the Netherlands.

A teacher does not have the same flexibility ... .... it's up to the student to make the effort.
This is the current paradigm. We might wonder if this needs changing. I believe this flexibility is essential in creating the problem solvers this world needs.

They don't have the option of reducing the difficulty level of the real world to meet their needs.
Especially the perception of difficulty is important, and stimulating to be a problem solver might thrive people. See the tedtalk i've posted earlier.

Cheers!


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