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Enriching the Brain: How to Maximize Every Learner's Potential
Eric Jensen—a leading expert in the translation of brain research into education, argues in Enriching the Brain that we greatly underestimate students’ achievement capacity. Drawing from a wide range of neuroscience research as well as related studies, Jensen reveals that the human brain is far more dynamic and malleable than we earlier believed. He offers us a powerful new understanding of how the brain can be “enriched,” across the board to maximize learning, memory, behavior and overall function. The bottom line is we have far more to do with how our children’s brains turn out than we previously thought. Enriching the Brain shows that lasting brain enrichment doesn’t occur randomly through routine or ordinary learning. It requires a specific, and persistent experiences that amount to a “formula” for maximizing brain potential. Parents, teachers and policy-makers would do well to memorize this formula. In fact, the lifelong potential of all school age kids depends on whether or not we use it. Offering an inspiring and innovative set of practices for promoting enrichment in the home, the school, and the classroom, this book is a clarion call. All of us, from teachers to parents to policymakers must take their role as ‘brain shapers’ much more seriously and this book gives the tools with which to do it.
330 pages, Hardcover
First published January 1, 2006
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181 people want to read
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Displaying 1 - 13 of 13 reviews
October 17, 2013
Jensen's theories of enrichment are based on research which he explains in jargon-free everyday language. The research confirms that the brain changes throughout the lifespan. The brain grows with positive experiences. Negative experiences, if they are not managed properly, stunt the brain's ability to grow.
Jensen's definition of enrichment is that of a result: "a positive biological response to a contrasting environment, in which measurable synergistic, and global changes have occurred."
He cites 7 factors that contribute to enrichment and throughout the book returns to them in his discussions of research, designs for school and parental enrichment efforts, and implications for forming public policy.
Unfortunately, public education is moving in a different direction. Teachers spend more time each school year documenting their every minute of student contact at the expense of more creative lessons, multiple assessments and IEPs for all. Students spend increasing amounts of time studying for and taking one size fits all tests. Until the "system" changes, schools will be measured in the public eye by their rankings on these tests. Vocal parents (who enrich their kids at home) will continue to pressure school boards and administrators for the short term fix (test prep.) in the classroom.
Research, and its accessibility through the writings of Jensen and others, helps those with the resourses and energies to reach the diffuse and quasi-anonymous constituencies that support this ever growing testing. Hopefully, as more and more people come to understand the research and its implications, the current direction of reliance on testing in the name of accountability can be reversed.
Jensen's definition of enrichment is that of a result: "a positive biological response to a contrasting environment, in which measurable synergistic, and global changes have occurred."
He cites 7 factors that contribute to enrichment and throughout the book returns to them in his discussions of research, designs for school and parental enrichment efforts, and implications for forming public policy.
Unfortunately, public education is moving in a different direction. Teachers spend more time each school year documenting their every minute of student contact at the expense of more creative lessons, multiple assessments and IEPs for all. Students spend increasing amounts of time studying for and taking one size fits all tests. Until the "system" changes, schools will be measured in the public eye by their rankings on these tests. Vocal parents (who enrich their kids at home) will continue to pressure school boards and administrators for the short term fix (test prep.) in the classroom.
Research, and its accessibility through the writings of Jensen and others, helps those with the resourses and energies to reach the diffuse and quasi-anonymous constituencies that support this ever growing testing. Hopefully, as more and more people come to understand the research and its implications, the current direction of reliance on testing in the name of accountability can be reversed.
December 15, 2020
I first became aware of Eric Jensen's work at a teacher's training. I decided right then and there to get my hands on any works by this author. And it was well worth it.
Here is the blockbuster "announcement." According to the author, not only is "nature" greatly involved in brain development, but experiences could actually alter DNA in the brain--positively or negatively! He goes into much more depth in this area than I could summarize here--which is why you will have to garner your own copy, and grab an easy chair!
The author lays out the effects of poverty on a child's brain--from birth, and throughout the child's lifetime. The detailed description-from gritty depictions of urban life where lower socioeconomic youth are more likely to be exposed to (and affected by) lead poisoning, or to live on or near toxic waste sites, to impaired and retarded brain development brought on by poor nutrition. But all isn't lost (he asserts)--the potential for the brain to grow new neurons, increase connections, and-YES- IQ - is much greater than scientists had ever before thought possible.
The author discusses study after study that proved his assertion--and they are deliciously satisfying. He mentioned how we previously believed that little could be done to raise intelligence beyond what one was born with-but how we are discovering a myriad of changes (in nutrition, environment--and SCHOOL ENRICHMENT)=that could result in IQ increases of 19 points or more. He further made the very encouraging point that the potential for increasing brain growth (and overcoming deficits) is actually significantly GREATER among poor students. He went further and mentioned that there are actually many more gifted and talented students among the lower and middle classes--than there are among the upper classes. As you might well imagine, it has turned many sensibilities--on their prophetic heads!
There are many references to studies and findings regarding disabled and special-needs children, as well--particularly their overrepresentation among Black students. The author proposes and outlines a sustained program of enrichment (beginning as soon as possible) to counter the effects of poverty. He starts with comparative studies of the brains of rats--and ends outlining sustained increases in intelligence, vocabulary-and better life outcomes-for the vast majority of students who were fortunate to enjoy a program of enrichment; these materialized from long-term studies.
I will take a moment here to outline some of the claims of neuroplasticity--the ability of the brain to overcome injury, prior retarded growth, etc., for much longer than ever previously thought, and up into ages not previously known. Saliently, he mentions the role of exercise and music in brain development and enrichment--especially in grade school.
There is so much to unpack here, that I find myself returning to edit this review--here are a few more nuggets. The author points out that lower socioeconomic children-who are much more highly likely to have witnessed and been affected by trauma and/or nutritional deficiencies-display a greater incident of ADD and ADHD. This-combined with my later citation of a greater exposure to lead (which causes mental retardation) and greater likelihood of living on or near toxic waste sites-result in an unfortunate cornucopia of barriers to learning effectively. Enrichment, the author asserts, is the antidote to this distressing situation.
The author talks about 3 methods of enrichment--bottom-up, combination, and top-down. The bottom-up approach involves the classroom teachers taking action without the involvement of administration--applying the methodology his or herself, but also educating parents on creating and supporting enrichment at home. The combination approach involves doing this with some support from administration. Lastly, the top-down approach involves heavy investment and involvement by administration in coordinating and implementing a school or district-wide enrichment program (including parent education.)
The author also points out that *ALL* children need enrichment. He states that even very gifted children could get bored, tune-out, and even act-out. He goes on to say that gifted children are often not recognized due to various factors--and that they might also not be found to have learning disabilities (and they could be in both categories simultaneously.)
I want to highlight a crucial point made by the author. To be successful in engaging students (especially the poor and learning-disabled), teachers must create an engrossing climate-and program of enrichment-that is *CONTRASTED* with the home learning situation, which is suboptimal for the student populations examined--there must be CONTRAST. The climate must also be constrasted with past, stale, ineffective methods of learning. He asserts that BOREDOME ITSELF could result in brain insults in the loss of neurons (if I recall correctly), connections, and myelination (the fatty insulation covering neural synapses connecting neurons that aid in speeding up neural impulses.)
The revolutionary claim the author makes is that *ALL* students should have IEP's-individualized learning plans-not just special-needs students. He states that each student's education should be customized, they should not be compared to other students (but only to their own identified goals and progress), and that standardized testing should be deemphasized (and/or eliminated.) He goes on to say that students should not be in "grade 3" or "grade 10," but should move on to the next concept as mastery is achieved. It's a lot to take in, but he asserts that the maintenance of these plans would actually result in *LESS* work for teachers. He also points out that special-needs students with IEP's are better-supported than mainstreamed students--with smaller learning communities, constant feedback, and learning teams involving teachers, parents, specialists, etc.
The author asserts that your brain is a "use it or lose it affair," and that this is especially important in the first 3-5 years of life. He states that plopping a toddler in front of a "learning" DVD, TV, etc., is *NOT* enrichment. Enrichment involves active participation with hands-on paraphernalia, exploring parks, discovery, seeing the gleeful facial expressions of parents (who are modeling emotions that are beyond the 8-9 we are born with), making connections, etc.--things that busy parents these days have lost sight of. He also points out how children in poverty have much less oppportunity to explore--being in smaller homes, dangerous neighborhoods, etc.
As a teacher, this book invigorated and inspired me--and gave me great hope. It created raw fuel for further reflection--and suggested several other books for further study. I can't recommend it enough. In short, it's "literary crack." :)
Here is the blockbuster "announcement." According to the author, not only is "nature" greatly involved in brain development, but experiences could actually alter DNA in the brain--positively or negatively! He goes into much more depth in this area than I could summarize here--which is why you will have to garner your own copy, and grab an easy chair!
The author lays out the effects of poverty on a child's brain--from birth, and throughout the child's lifetime. The detailed description-from gritty depictions of urban life where lower socioeconomic youth are more likely to be exposed to (and affected by) lead poisoning, or to live on or near toxic waste sites, to impaired and retarded brain development brought on by poor nutrition. But all isn't lost (he asserts)--the potential for the brain to grow new neurons, increase connections, and-YES- IQ - is much greater than scientists had ever before thought possible.
The author discusses study after study that proved his assertion--and they are deliciously satisfying. He mentioned how we previously believed that little could be done to raise intelligence beyond what one was born with-but how we are discovering a myriad of changes (in nutrition, environment--and SCHOOL ENRICHMENT)=that could result in IQ increases of 19 points or more. He further made the very encouraging point that the potential for increasing brain growth (and overcoming deficits) is actually significantly GREATER among poor students. He went further and mentioned that there are actually many more gifted and talented students among the lower and middle classes--than there are among the upper classes. As you might well imagine, it has turned many sensibilities--on their prophetic heads!
There are many references to studies and findings regarding disabled and special-needs children, as well--particularly their overrepresentation among Black students. The author proposes and outlines a sustained program of enrichment (beginning as soon as possible) to counter the effects of poverty. He starts with comparative studies of the brains of rats--and ends outlining sustained increases in intelligence, vocabulary-and better life outcomes-for the vast majority of students who were fortunate to enjoy a program of enrichment; these materialized from long-term studies.
I will take a moment here to outline some of the claims of neuroplasticity--the ability of the brain to overcome injury, prior retarded growth, etc., for much longer than ever previously thought, and up into ages not previously known. Saliently, he mentions the role of exercise and music in brain development and enrichment--especially in grade school.
There is so much to unpack here, that I find myself returning to edit this review--here are a few more nuggets. The author points out that lower socioeconomic children-who are much more highly likely to have witnessed and been affected by trauma and/or nutritional deficiencies-display a greater incident of ADD and ADHD. This-combined with my later citation of a greater exposure to lead (which causes mental retardation) and greater likelihood of living on or near toxic waste sites-result in an unfortunate cornucopia of barriers to learning effectively. Enrichment, the author asserts, is the antidote to this distressing situation.
The author talks about 3 methods of enrichment--bottom-up, combination, and top-down. The bottom-up approach involves the classroom teachers taking action without the involvement of administration--applying the methodology his or herself, but also educating parents on creating and supporting enrichment at home. The combination approach involves doing this with some support from administration. Lastly, the top-down approach involves heavy investment and involvement by administration in coordinating and implementing a school or district-wide enrichment program (including parent education.)
The author also points out that *ALL* children need enrichment. He states that even very gifted children could get bored, tune-out, and even act-out. He goes on to say that gifted children are often not recognized due to various factors--and that they might also not be found to have learning disabilities (and they could be in both categories simultaneously.)
I want to highlight a crucial point made by the author. To be successful in engaging students (especially the poor and learning-disabled), teachers must create an engrossing climate-and program of enrichment-that is *CONTRASTED* with the home learning situation, which is suboptimal for the student populations examined--there must be CONTRAST. The climate must also be constrasted with past, stale, ineffective methods of learning. He asserts that BOREDOME ITSELF could result in brain insults in the loss of neurons (if I recall correctly), connections, and myelination (the fatty insulation covering neural synapses connecting neurons that aid in speeding up neural impulses.)
The revolutionary claim the author makes is that *ALL* students should have IEP's-individualized learning plans-not just special-needs students. He states that each student's education should be customized, they should not be compared to other students (but only to their own identified goals and progress), and that standardized testing should be deemphasized (and/or eliminated.) He goes on to say that students should not be in "grade 3" or "grade 10," but should move on to the next concept as mastery is achieved. It's a lot to take in, but he asserts that the maintenance of these plans would actually result in *LESS* work for teachers. He also points out that special-needs students with IEP's are better-supported than mainstreamed students--with smaller learning communities, constant feedback, and learning teams involving teachers, parents, specialists, etc.
The author asserts that your brain is a "use it or lose it affair," and that this is especially important in the first 3-5 years of life. He states that plopping a toddler in front of a "learning" DVD, TV, etc., is *NOT* enrichment. Enrichment involves active participation with hands-on paraphernalia, exploring parks, discovery, seeing the gleeful facial expressions of parents (who are modeling emotions that are beyond the 8-9 we are born with), making connections, etc.--things that busy parents these days have lost sight of. He also points out how children in poverty have much less oppportunity to explore--being in smaller homes, dangerous neighborhoods, etc.
As a teacher, this book invigorated and inspired me--and gave me great hope. It created raw fuel for further reflection--and suggested several other books for further study. I can't recommend it enough. In short, it's "literary crack." :)
January 5, 2009
Enriching the brain is a great introduction to the field of Neuroscience and the principles involved with understanding how our brains work in the hyper sensitive world around us. From the physical makeup of the brain to exterior stimulation and neurogenesis, Enriching the brain makes the case for how to make classrooms a better environment to learn, grow, and develop. Memory is the name of the game and it needs to be created, used, and applied to real life situations to remain a lasting, informative, and accessible part of our existence.
October 22, 2007
A book that combines nueroscience with education and discusses DNA is both influenced by both nature as well as nurture. In the past science thought that DNA and genes are fixed but new science using twins as the baseline are discovering that this is not the case. A very good read as it relates to parenting, education, and children.
March 9, 2018
Eminent neurologist Eric Jensen offers readers a profound insight into every brain's enrichment potential, as well as the several steps that can aid policy makers and parents in implementing successful processes that will uncoil every student's learning capacities. After all, brains are malleable and their foibles demarcate between certain individuals, from those lacking in complete brain formation to the average student to the precocious child.
Jensen offers interactive data that supports his claims and renders his primary theory plausible; enriching the brain shouldn't be a process solely reserved for the inherently genius, but for every individual who possesses a brain!
Jensen offers interactive data that supports his claims and renders his primary theory plausible; enriching the brain shouldn't be a process solely reserved for the inherently genius, but for every individual who possesses a brain!
July 4, 2021
Very good read. Challenging and gives me hope for humans and their development, especially kids.
“Enrichment is a positive biological response to a contrasting environment, in which measurable, synergistic, and global changes have occurred.”
“Enrichment is a positive biological response to a contrasting environment, in which measurable, synergistic, and global changes have occurred.”
July 17, 2015
This book is aimed at educators more than autodidacts, but that doesn't mean it doesn't have well researched information. The biggest take away is exercise. It doesn't even have to be real exercise, you can just mentally picture going through the motions, making sure to increase the weight, and you will increase muscle mass. The paper of the research can be found here.
Other things covered seemed very self evident. Eat right, avoid excessive stress, form social ties, etc.
Other things covered seemed very self evident. Eat right, avoid excessive stress, form social ties, etc.
February 19, 2008
I wrote down a bunch of notes about this book because I really got into it. But I don't have them with me at the moment. A good book for teachers or parents who want to enrich their children's brains.
January 7, 2011
This book gave me insight about how to use the brain not only to enrich my students that I teach but also how to enrich my own life. He gives a lot of practical suggestions that can be done without too much effort. This book gives me hope that things can change.
didnt-finish
October 4, 2015This book was, and could have been, fascinating, but I just couldn't get into it. Also, it doesn't help that I felt pressured with having to return it to the library soon so I was trying to hurry more than I was reading it. I'll probably pick it back up later...when i don't have so much to do.
April 8, 2009
great stuff and I want to read more on this subject matter, and by this author
February 12, 2010
Fascinating stuff!
May 12, 2014
Good information, but unoriginal.
Displaying 1 - 13 of 13 reviews