Communication with Dr. Zadina

The opportunity to communicate with the author of our text is unbelievably awesome!  I have gone through my notes from every chapter and have compiled a list of burning questions for her here:

- Do you place limits on homework menu choice to still allow for student choice whilst ensuring students do not choose the same type of activity/exercise repeatedly?

- Given the importance of working memory and its effect on both reading and math achievement, do you feel it wise that parents utilize strategies to improve working memory prior to formal schooling? If so, should parents also work on attention training?

-    Are there currently any school systems or universities that you know of that employ educational neuroscientists in the capacity you discuss in Chapter 1?

- Since the act of speaking is important for transfer, are you a proponent of more oral exams as these may possibly lead to longer-term potentiation?

- If learning is state-dependent, should teachers/administrators/parents hype-up high stakes tests for students, even though this will likely increase anxiety?

 -In chapter 6, you state the importance for students to understand the number system and, for example, that 8 = 2 groups of 4.  Twenty+ years ago when I learned multiplication, I memorized times tables. With curriculum packages such as EngageNY Math, students are taught this expression through a variety of pathways including arrays, number bonds, tape diagrams, etc.  In my experience, high achievers in these classes persist in asking, “Why,” when they are taught multiple options for solving a problem. Would you allow student choice in this situation, even if the high achievers were unable/unwilling to demonstrate knowledge in every way? 

-  Jamie Hipp