Cognitive Skills Development in an Accelerated Curriculum

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Cognitive Skills Development in an Accelerated Curriculum

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Much of our work has dealt with helping struggling students — those who are behind or have identified cognitive deficits — but it is important to remember that very bright students can also benefit from developing their cognitive skills and executive functions.  Here’s a story that explains what this can look like:

Dr. Sara Fraser, a clinical psychologist and Director of Students Services at Curtis School in Los Angeles, California, had been following the literature on executive functions for some time before she encountered BrainWare SAFARI at a Leaning and the Brain Conference in 2012. What she had seen up until that point was not all that encouraging – training on working memory that didn’t seem to transfer beyond short-term memory. It was also labor-intensive and would require a pull-out approach in their school setting.

What appealed to Dr. Fraser about BrainWare SAFARI was that its video-game format would appeal to their students, that it was supported by research showing that the breadth of cognitive skills developed meant that they could expect to see transfer to academic tasks, and that it could be implemented by teachers within the classroom.

The next step was to bring some teachers into the process – enter Joan Cashel and Susie Sobul, two of Curtis School’s third-grade teachers. Following a webinar demonstration, both teachers used BrainWare SAFARI themselves over the summer, with Joan finishing all but a few levels (we’re impressed!). An implementation webinar in the fall prepared them to kick things off with their students, which they did by reading Your Fantastic Elastic Brain and talking about brains as a learning muscle. The students heard that getting better at something means going for the sense of frustration that is inevitable when you’re moving up a learning curve.

Later, students would get the opportunity to learn that lesson at a deeper level. After building confidence as they passed the early, easiest levels of BrainWare, they would each find an area that was truly difficult for them. Joan found it fascinating to see some of her students easily complete levels she had struggled with and struggling with others.

Knowing that it was important that their students move around through the different games and taking to heart the admonition in their implementation webinar not to let students avoid the hardest games*, Susie and Joan had a timer running on their SmarBoard to help students switch games every ten minutes and came up with a chart that let the students plan and keep track of their own progress and. During each of their thrice-weekly sessions, students would pick one of the Key 5, and then ensure that they rotated through all the other games before repeating. The students used the program over 14 weeks, completing 30 or more sessions, the kind of usage that has been shown to drive substantial growth in cognitive skills.

A second cohort of students is using BrainWare SAFARI during the second half of the year. While the school won’t see the data on impact on student’s cognitive and academic skills until the end of the school year, a couple of things already apparent. First, the students started talking with each other outside of class … “How far did you get?” “Isn’t it fun?” The program became a real conversation piece. The other observation relates to the fact that the Curtis School offers an accelerated curriculum and serves high-level learners. As Dr. Fraser explains, many of those students haven’t experienced much in the way of frustration by the time they get to third grade. Giving students the experience of something where everyone gets challenged and learns to understand and tolerate frustration as a part of learning, has been, in her words, “incredibly helpful.”

Congratulations to all the third grade students at Curtis School for working hard at BrainWare SAFARI (and it’s ok if you think its fun!), and for learning that vital lesson – that challenge and frustration are essential in learning, and that persistence is key to accomplishing their goals.