Why Students Give Up | Learned Non-Use + Constraint-Induced Movement Therapy after Stroke скачать в хорошем качестве

Why Students Give Up | Learned Non-Use + Constraint-Induced Movement Therapy after Stroke

Why Do We Give Up Too Soon? What if the biggest barrier to learning isn't ability, but the stories we tell ourselves? What if students who say "I'm just not a math person" or "I can't write" are experiencing something remarkably similar to stroke patients who stop using a perfectly functional limb? This isn't about motivation or mindset platitudes. This is about a fascinating neurological phenomenon called learned non-use that reveals something profound about human learning. When stroke patients lose motor function, researchers discovered that many retain the physical capacity to move — they simply learn not to try. The struggle becomes so associated with failure that the brain essentially writes off entire capabilities as "offline." But here's the remarkable part: with the right approach, those "lost" abilities can come back online. The implications for education are staggering. How many of our students have functioning intellectual "limbs" that they've simply learned not to use? How many have mistaken early difficulties for permanent limitations? In this installment of "From Theory to Practice", I examine Kwakkel's groundbreaking research on Constraint-Induced Movement Therapy after stroke, exploring how the science of neural recovery challenges everything we think we know about learning limitations. Kwakkel, G., Veerbeek, J. M., van Wegen, E. E., & Wolf, S. L. (2015) | Constraint-induced movement therapy after stroke. The Lancet Neurology, 14(2), 224-234 Here's what you'll learn: -- Why the "just do it" approach fails both stroke patients and struggling students — and what works instead -- How learned non-use creates artificial boundaries in learning that feel permanent ... but aren't -- The critical difference between early difficulties and innate limitations —and why we confuse them -- A gradual intervention strategy that helps learners reclaim abilities they thought were lost -- Real applications for helping students move beyond their self-imposed learning constraints Give it a watch, and let me know what you think. And, as always, if you have any peers or colleagues who may be interested in this topic, I encourage you to forward this video to them. Check us out at: www.lmeglobal.net This week's article: Kwakkel, G., Veerbeek, J. M., van Wegen, E. E., & Wolf, S. L. (2015). Constraint-induced movement therapy after stroke. The Lancet Neurology, 14(2), 224-234. --- Dr. Jared Cooney Horvath (PhD, MEd) is a neuroscientist, educator, and author of the new best-selling book 'Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick'. He has conducted research and lectured at Harvard University, Harvard Medical School, the University of Melbourne, and over 200 schools internationally. He currently serves as Director of LME Global: a team dedicated to bringing the latest brain and behavioral research to teachers, students, and parents alike.