2014년 1월 29일 수요일

2014년 전기 제27회 성균관대학교 주최 전국 영어수학 학력 경시대회 일정 안내

2014년 제27회 성대경시 시행요강은 아래와 같습니다.

- 접수기간 : 1월 29일(수) ~ 2월 14일(금)(접수 취소는 접수기간 내에만 가능합니다.)

- 시험일 : 4월 13일 (일)

- 응시료 : 과목당 45,000원

- 대상 : 초1~고3 (영어는 초3부터~)
*수학 초1부문만 OMR답안지 사용 안함
*고3 수학의 경우 인문자연 구분하여 응시


-시상내역
성균관대 총장상 수여 (개인부문 영어ㆍ수학 각 학년별 대상, 금상, 은상, 동상, 장려상)

동아일보사 사장상 수여 - 최우수학교 및 지도교사

AMC 8/10/12
SCAT SSAT PSAT SATmath ACT
국제학교영어원서 강의 수학과학올림피아드
수학과학경시대회 성대수학경시 KMC 상담 환영합니다

053-765-8233 011-549-5206

MBA, 명예는 하버드 … 실속은 스탠퍼드

중앙일보
세계적 경영대학원(MBA)과 잉글랜드 프리미어리그(EPL)는 닮았다. 전문가들이 누가 1등을 할지 논란을 벌이지만 대개 톱5까진 큰 변동이 없어서다. 파이낸셜타임스(FT)는 26일(현지시간) 2014년 글로벌 MBA 랭킹을 발표하면서 든 비유다.

올해도 지난해에 이어 미국 하버드대 비즈니스스쿨과 스탠퍼드대 경영대학원, 런던 비즈니스스쿨, 펜실베이니아대 와튼스쿨, 컬럼비아대 비즈니스스쿨이 각각 1~5위를 차지했다.

하버드대 비즈니스스쿨은 1999년 평가가 시작된 이래 다섯 번째 수위를 차지했다. 특히 하버드대부터 와튼스쿨까지 네 학교는 평가가 시작된 이래 15년 동안 엎치락뒤치락하면서 1~4위를 차지해 왔다.

아시아권에선 홍콩과학기술대 비즈니스스쿨이 14위로 선두였다. 한국에선 100위권에 성균관대 경영전문대학원이 유일하게 포함됐다. 지난해보다 6단계 상승한 45위였다. 졸업 후 3년 평균 연봉(물가를 감안한 구매력 평가 기준)을 기준으론 스탠퍼드(18만4566달러)·하버드(17만8300달러)·와튼(17만472달러) 순이었다.

중앙일보

2014년 전기 제27회 성대 영어수학 경시대회 안내

시행요강

대회일시

  • 고사일 : 2014년 4월 13일(일)
  • 시 간 : 영어 : 13:00 ~ 14:10(70분) - 입실완료 12:40분까지
  • 수학 : 15:00 ~ 16:30(90분) - 입실완료 14:40분까지
    (초등 1,2학년도 일괄 16:30에 종료(90분))

접수기간

  • 2014년 1월 29일(월)~ 2014년 2월 14일(금)

참가대상

  • 영어 : 초등학교 3학년 ~ 고등학교 3학년
  • (초등1,2학년은 초등 3학년에 응시가능)
  • 수학 : 초등학교 1학년 ~ 고등학교 3학년(고등학교 3학년의 경우 인문/자연 구분하여 응시)
  • (응시과목은 영어 또는 수학을 선택하여 1과목 응시도 가능함)

문제출제범위

  • 자세한 내용보기
  • 영어 : 초/중/고 부문 듣기,독해, 통합교과 유형 출제
  • 수학 : 해당학년 3월말까지의 범위(이전학년 모든범위 포함)

접수처

  • 전국 하늘교육 영재교육원
  • (하늘교육 센터 및 교육원 - 신문광고, 포스터 참조)
  • 대표문의 : 02-761-3200
  • 인터넷접수 : www.edusky.co.kr

접수방법

  • 전국 각 지정접수처 접수방법 : 접수처에 방문하여 접수처에 비치된 지원서를 작성후 제출
  • 고사진행본부 우편 접수방법 : 응시료를 우편환으로 교환후 동봉하여 응시원서와 함께 발송
  • 주소 : (150-878)서울특별시 영등포구 여의도동 국제금융로2길 25 한진해운 15F 전국 영어/수학학력경시대회 고사진행본부 앞
  • 인터넷 접수방법 : www.edusky.co.kr에서 접수 가능
  • (응시생 사진은 스캔하여 업로드하며, 응시료는 카드결제만 가능)

구비서류

  • 지원서(지원서에 반드시 사진(3x4)1매 부착요망/뒷면 개인정보취급방침 서명요망)
  • 응시료(과목당 45,000원)
  • 우편접수시에는 응시료를 우체국에서 소액환으로 교환하여 지원서와 함께 고사진행본부로 우편발송

성적발표

  • 성적발표일시 : 2014년 4월 30일(목) 오전 10시
  • 개인접수는 지원서에 기재한 주소로 개별 발송함
  • 단체접수는 단체(학교 등)로 발송 함
  • 변동사항이 있을 경우 반드시 고사진행본부로 연락바람.
  • (주소, 연락처 변경시 홈페이지에 수정 등록해야함. 미 등록시 성적처리 및 등급인정 불가)

응시자 유의사항

  • 고사당일 입실 시간은 시험시작 20분 전 까지이며, 특히 영어 응시자는 듣기평가를 치루어야 하므로 반드시 시간을
  • 엄수 해야함.
    • 시험당일 고사장 입실시간에 늦어 불이익을 당하지 않도록 주의하시기 바랍니다.
    • 개인사정에 의하여 고사장에 늦게 도착하여 생기는 문제는 본인에게 책임이 있음을 주지하시기 바랍니다.
  • 대표문의 : 02-761-3200 | 홈페이지 www.edusky.co.kr
  • 지원서 기재 내용이 사실과 다를 경우에는 해당 시험을 무효 처리하며 응시자는 향후 2년간 본 대회 출전 자격을
  • 제한한다.
  • 대회 당일 수험자 및 보호자는 가능한 대중교통을 이용한다.
  • 응시자는 전형 당일 고사장에 도착하여 자신의 고사실을 확인한다.
  • 응시자는 전형 당일 시험시작 20분전에 고사실에 입실하여 감독관의 주의사항에 따라야 한다.
  • 응시자 준비물 : 수험표, 컴퓨터용 수성사이펜(흑색), 연필, 지우개
  • 초등학교 1학년만(수학응시) : 연필, 지우개 (OMR마킹 없이 시험지에 바로 답 표기하여 제출)
  • 부정행위자의 시험 성적은 0점 처리하고 향후 2년간 본 대회 자격을 제한한다.
  • 응시자는 고사장과 고사실의 청결을 유지한다.
  • 응시자 주요인적사항(이름, 학교, 집주소 등) 변경시 반드시 고사진행본부로 연락한다.
  • 접수마감 후 고사장 변동은 불가능 하므로 유의하시기 바랍니다.
  • 희망고사장의 응시인원이 정원을 초과하였을 경우 인근 타 고사장으로 임의 배정 될 수 있음.

대회주체

주 최 성균관대학교
후 원 동아일보

자녀가 관심 있는 소재로 대화 풀어보세요

설날이 며칠 앞으로 다가왔다. 모처럼의 연휴지만 자녀들이 귀성길 차량 안에서도, 시골집에서도 스마트폰만 들여다보고 있을 가능성이 높다. 부모도 차례음식 준비, 가족모임 등으로 정신없긴 마찬가지.

어떻게 하면 설 연휴에 자녀와 소통하며 더 친밀한 사이가 될 수 있을까. 설 연휴에 초등생 자녀와 소통하는 방법을 소개한다.

‘세뱃돈’을 대화 소재로

고향집에 오가는 시간은 자녀와 대화를 나눌 좋은 기회다. 자녀가 관심을 가질 만한 대화 소재가 무엇인지 잘 모르겠다면 세뱃돈을 소재로 활용해보자. “세뱃돈을 얼마나 받을 거 같니? 그 돈으로 뭘 사고 싶어?” 같은 질문을 할 수 있다.

이향숙 한국아동청소년 심리상담센터장은 “그래도 자녀가 반응을 보이지 않는다면 더 구체적인 질문으로 반응을 끌어낼 수 있다”며 “‘지난 설날에 삼촌한테 세뱃돈을 얼마나 받았니?’와 같은 식으로 질문하면 대화를 풀어가기 한결 수월하다”고 말했다.

자녀에게 조언하려는 듯한 태도를 보이지 않도록 주의하자. 자녀가 마음의 문을 닫아 대화하기 어려워진다. 예를 들어 자녀가 “세뱃돈으로 스마트폰을 바꾸고 싶다”고 말한다고 “이미 스마트폰이 있는데 왜 필요하니? 차라리 다른 걸 사렴”과 같이 말하면 대화가 끊어질 가능성이 높다. “지금 쓰는 휴대전화도 스마트폰인데 어떤 기능이 추가된 거니?” “새 휴대전화를 사면 어떤 점이 좋니?”같이 질문하듯 대화를 풀어나가는 것이 효과적이다.

어린시절 이야기로 공감대 만들기

부모의 어린시절 이야기를 대화소재로 활용하자. ‘부모님도 나와 비슷할 때가 있었구나’라는 생각에 공감대가 생길 수 있다. 자녀의 공감을 이끌어 내기 위한 대화 소재는 어릴 적 많이 하던 놀이나 할머니, 할아버지와 얽힌 일화가 효과적이다.

양미진 한국청소년상담복지개발원 상담교수는 “자녀에게 부모의 어린시절 이야기를 들려줄 때 할머니, 할아버지 이야기를 소재로 활용하면 좋다. 자녀가 조부모와의 심리적인 거리를 좁히는 데 도움이 된다”고 말했다.

단, 부모가 어렸을 때 잘했던 것을 이야기하면 자녀는 이를 ‘너도 아빠처럼 잘할 수 있다’ 같은 잔소리로 느낄 수 있으니 주의하자.

함께 차례준비… 가계도 그리기

차례음식을 준비할 때 자녀가 방해된다는 생각에 ‘잠시 놀다가 오라’고 하는 부모가 적잖다. 자녀들에게 작은 역할이라도 맡겨보자. 친밀한 관계를 만드는 데 도움이 된다.

이소연 워킹맘연구소장은 “가족행사는 자신과 관계없는 일이라고 생각하며 소외감을 느끼는 아이가 많다. 수저 놓기, 제기 닦기, 만두 빚기 등 자녀에게 간단한 역할을 맡기면 자녀의 생각이 달라질 수 있다”며 “차례 준비를 하는 집이라면 ‘차례를 왜 지내는지’ 설명하면서 명절의 의미에 대해 알려주면 학습적인 효과도 기대할 수 있다.

친척들을 오랜만에 만난 초등생 자녀는 어색해하며 자리를 피하려 할 수 있다. 함께 대화를 나누면서 가계도를 그려보자. 간단한 활동이지만 가족 구성원간 친밀도를 높이는 기회가 될 수 있다.

박신식 서울 송중초 교사는 “요즘 초등학생 중엔 친할아버지가 고종사촌에게는 왜 외할아버지인지 잘 모르는 경우도 있다”며 “가정에서 부모가 말로 설명하는 것보다 다같이 모인 자리에서 얼굴을 보고 가계도를 그려보는 것이 효과적”이라고 말했다.

:: 설날 자녀와 소통하는 Tip ::

동아일보
동아일보DB
1. TV 속 관심사 묻기

연휴 기간 TV에 빠진 자녀를 나무라기보단 요즘 어떤 프로그램에 관심이 많은지, 관심 있는 연예인은 누군지를 물어보자.

2. 자녀가 주도하는 나들이

연휴 기간에 특별한 계획이 없다면 나들이를 가자고 자녀에게 권유해보자. 장소와 계획을 자녀가 직접 세우면 더 적극적으로 참여하기 마련.

3. 함께 즐기는 취미생활


최신 게임, 음악감상 등 자녀가 좋아하는 취미를 함께 즐겨보자. 부모를 친근하게 느낄 수 있다.

4. 가족 ‘공동작업’

방 가구 재배치 하기, 거실 꾸미기 등 가족이 함께할 수 있는 작업을 해보자. 가족간 유대감이 커질 수 있다.

5. 독서·영화토론


자녀와 함께 책을 읽거나 영화를 보고 난 뒤 감상평을 나눠보자. 책 또는 영화의 주제는 가족이 함께 토론할 만한 가벼운 소재로 선택.

6. 보드게임 활용

대화 주제를 찾기 힘들다면 자녀가 좋아할 만한 보드게임을 함께하면서 대화를 나누자. ‘게임에서 이긴 사람 소원 들어주기’ 같은 내기를 하면 자녀의 관심을 끌 수 있다.
동아일보

외고·자사고 합격 3인이 전하는 비교과 활동 노하우 진로관련 봉사·성장한 경험·문제해결력… 합격 여는 3박자

《 최근 교육부가 ‘2015학년도 외고·국제고·자사고 입학전형 개선방안’을 발표하면서 특목고 입시에 큰 변화가 생겼다. 자기소개서(기존 자기개발계획서)에 기재할 수 있는 분량이 2300자에서 1500자로 줄었다. 또 각종 인증시험 점수, 경시대회 입상실적 등을 암시하는 내용을 자기소개서에 적을 경우 0점 처리된다.

앞으로 특목고와 전국 단위 자율형사립고 입시를 준비하는 중학생과 학부모는 이전보다 분량이 줄어든 자기소개서에 자신의 경쟁력을 더 압축적으로 보여줄 필요가 생긴 것. 2014학년도 특목고와 자사고에 합격한 학생들은 어떤 비교과 활동을 했고, 이를 자기소개서에 어떻게 담았을까.

최근 대원외고, 용인외고, 하나고에 각각 합격한 정수경(서울 서초중3), 김시연(경기 화홍중3), 정원찬(서울 오산중3) 학생의 합격비결을 들었다. 세 학생은 해당 고등학교가 우수 입학생으로 직접 추천했다. 》

■대원외고 합격, 정수경 양
“제 꿈과 관련된 봉사활동 했죠”



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정수경 양

대원외고에 합격한 정수경 양은 진로와 관련된 봉사활동으로 높은 평가를 받았다. 이영근 대원외고 입학부장은 “정 양은 자신의 진로와 비교과 활동을 연결해 입학평가 과정에서 좋은 평가를 받았다”고 말했다.

정 양은 중학교 때 중국어과 교수로 진로를 정했다. 중1 때 어머니의 권유로 중국어 공부를 시작한 정 양은 중국어에 매력을 느꼈다. 학교에서 친구들이 모르는 문제를 자신에게 물어볼 때 가르쳐주면 마음이 뿌듯했다.

“어떻게 하면 두 가지 적성을 모두 살릴 수 있을지 고민하다 중국어과 교수를 꿈꾸게 됐어요. 단순히 중국에 대한 지식을 전달하는 사람이 아니라 학생들이 목표를 이룰 수 있도록 돕는 안내자 역할을 하는 교수가 되겠다고 결심했죠.”(정 양)

교수를 진로목표로 세운 정 양은 다양한 봉사활동에 참여했다. 중2 때부터는 학습봉사활동을 하길 원하는 친구들과 함께 모임을 꾸려 영어학습 봉사에 참여했다. 초등생을 대상으로 지역아동센터에서 영어를 가르쳐주는 활동이었다. 처음엔 낯선 아이들을 만나 영어를 가르치는 것이 쉽지 않았지만 아이들과 금방 친해져 즐겁게 영어를 가르칠 수 있었다.

학교에서는 학급 친구의 공부를 도와주는 ‘일대일 멘토·멘티 프로그램’에 참여했다.

“과학 공부를 잘하는 편이라 중2 때 학급 친구의 과학 공부를 돕는 멘토가 됐어요. 선생님이 나눠준 프린트물을 같이 보고 친구가 모르는 것을 이해할 수 있도록 도왔어요. 결국 친구의 과학 성적이 올라 함께 우수 멘토·멘티상을 받기도 했어요.”(정 양)

■용인외고 합격, 김시연 양
“대회 실적, 결과보다는 과정에 집중했어요”



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용인외고에 합격한 김시연 양의 꿈은 흉부외과 의사. 김 양은 실험을 통해 질병연구를 진행할 수 있는 ‘탐구심’, 진행된 질병연구를 바탕으로 새로운 치료법을 개발해낼 수 있는 ‘창의력’이 의사가 갖추어야 할 자질이라고 생각했다.

중학교에서 3년 동안 과학독서, 식물채집, 생물탐구 등 교내 특별활동에 참여하면서 ‘탐구심’을 기르기 위해 노력했다.

2학년 때는 ‘창의력’을 기르기 위해 특허청과 삼성전자가 공동 주최한 ‘대한민국 학생 창의력 챔피언 대회’에 나가려고 친구들과 팀을 꾸려 준비했다. 하지만 친구들과의 준비 일정을 조정하는 데 어려움이 생겨 무산됐다. 3학년 때 다시 한 번 도전하기로 마음먹고 한 학기 동안 준비했다. 김 양에게 이 대회에 참가한 사실 자체는 중요하지 않았다. 준비 과정에서 시행착오를 겪으며 발전한 자신의 모습에 주목했다.

“3학년 때 대회에 다시 도전할 때는 반드시 전국대회에 나간다는 생각보다 2학년 때의 시행착오를 극복하기 위해 더 노력했어요. 친구들과 협의해 자투리 시간을 활용하는 법, 의사소통을 통해 사소한 마찰을 줄이는 법 등 과정에 집중했죠. 비록 전국대회에 출전하진 못했지만 대회가 끝난 뒤 과학탐구를 계속하고 싶다는 열정이 생겼어요.”(김 양)

김 양은 그 열정으로 중3 때 교내 과학 관련 동아리를 주도적으로 만들었다. 단순히 대회에 출전해 상을 받기 위해 비교과 활동을 했던 것이 아니라 비교과 활동을 통해 하나라도 배우고 얻기 위해 노력한 결과였다.

최종우 용인외고 입학홍보부장은 “단순히 어떤 비교과 활동을 하고 이를 자기소개서에 기록할지를 고민하기보단 입학사정관들이 활동의 의미를 잘 파악할 수 있도록 자신만의 스토리를 담는 것이 중요하다”고 말했다.

■하나고 합격, 정원찬 군
“문제 해결하려고 노력했어요”


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정원찬 군

하나고에 합격한 정원찬 군은 디스플레이 관련 신소재공학자가 꿈이다. 꿈을 위해 수학, 과학에 집중해 공부했다.

정 군은 수학 문제를 풀 때 이해가 안 되면 큰 보드판에 풀이과정을 적고 스스로 선생님이 돼 직접 설명하는 방법으로 공부했다. 이런 공부법은 정 군의 발표능력 향상에 큰 도움이 됐다.

정 군은 평소 생활 속에서 불편을 느끼거나 개선이 필요하다고 느낀 것을 창의적 방법으로 해결하는 활동을 했다.

“요양원에서 봉사활동을 할 때 구석에 화이트보드가 쓰이지 않고 놓여있었어요. 그걸 치우려고 하다 보니 무겁고 이동도 어려워 어떻게 하면 움직이기 좋고 보관도 쉽게 할 수 있을까 고민하게 됐죠. 시트지 형식의 보드판과 접히는 자바라 소재를 거치대에 접목하는 아이디어로 ‘접이식 화이트보드’를 개발했어요.”(정 군)

중3 때 재질이 두꺼운 하복 교복을 입어 더워하는 친구들을 본 정 군. 당시 학생회장이던 그는 ‘시원한 하복 체육복을 입으면 좋을 것 같다’고 선생님에게 건의하고, 설득했다.

정군은 “처음에는 선생님이 큰 관심을 보이지 않으셨지만 친구들이 겪고 있는 불편함을 학교운영회의에서 발표해 결국은 건의 사항을 인정받게 됐다”고 말했다.

김성해 하나고 기획홍보실장은 “문제를 고민하고 해결하는 과정은 자기주도학습전형에서 중요하게 평가하는 부분”이라며 “학생이 특정 활동을 통해 어떤 고민을 했고 어떻게 성장했는지를 보여주는 것이 필요하다”고 말했다.
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예비 고3의 국어 고득점 학습법

누구나 알지만 실천하기 힘든 ‘꾸준히 매일 공부’가 핵심
중앙일보
올해 수능일은 11월 13일이다. 300일도 채 남지 않았다. 예비 고3·재수생들은 남은 기간 동안의 과목별 학습 계획을 세워야 할 때다. 국어 영역은 단기간에 점수를 올리기 쉽지 않다. 학습 계획을 짜는 것도 힘들어 하는 학생이 많다. 하지만 포기하기는 이르다. 수능점수를 올릴 수 있는 효과적인 국어 학습법을 알아봤다.

2월은 예비 고3에게 가장 중요한 시기다. 이 시기를 어떻게 보내느냐에 따라 남은 1년이 달라진다. 가장 먼저 할 일은 꾸준히 공부하는 습관을 키우는 것이다. 이런 습관은 특히 국어 공부에 필요하다.

영어와 수학 성적은 좋지만 국어 성적만 낮은 학생들이 많다. 대부분 국어 공부를 꾸준히 하지 않거나 적게 하는 경우다. 개념 정리와 문제풀이에 집중하는 수학, 암기를 통해 성적을 올릴 수 있는 탐구영역에 비해 국어는 단기간에 점수를 향상시키기 힘들다. 독해력과 사고력, 문법과 문학작품에 대한 이해가 뒷받침되야 문제풀이가 가능한 과목이다. 때문에 매일 꾸준히 그리고 일정한 분량을 공부해야 국어점수를 올릴 수 있다.

문학·비문학 등 파트별 학습법 달리해야

2015학년도 수능시험을 준비하는 수험생들은 2014학년도 기출 문제와 지난해 6·9월평가원 모의고사 분석부터 시작해야 한다. 이것이 선행돼야 국어 공부의 정확한 방향을 설정할 수 있다.

비문학(독서) 파트는 독해력 향상에 초점을 맞춰 공부한다. 최근 수능시험에 나왔던 비문학 지문과 평가원 모의고사에 출제된 지문을 매일 아침 3~4개씩 꾸준히 읽는다. 대성마이맥·티치미·비상에듀의 김동욱 강사는 “국어는 단순히 문제를 푸는 방법으로 공부해선 안 된다. 지문을 제대로 이해하는 것이 핵심이다. 시간이 오래 걸리더라도 글쓴이의 사고 과정과 의도를 파악하고 지문의 내용과 주제를 이해한 후 문제를 풀어야 한다. 지난해 수능에서 A형은 과학·기술 제재, B형은 인문·과학제재의 난이도가 높았다. 이 부분에 더 집중해야 한다”고 말했다.

문학은 A·B로 나눠지는 시험유형에 따라 수험생의 공부방법이 달라야 한다. 이과생이 많이 치르는 A형 시험의 경우 B형보다 문학이 다소 쉽게 출제된다. 지난해 수능시험에서 출제된 문학작품들은 대부분 EBS교재에 실린 작품이다. A형 수험생은 EBS교재에 있는 문학 작품을 집중적으로 공부하는 것이 좋다.

B형 수험생들은 EBS 작품만 공부하면 시험장에서 당황할 수 있다. 지난해의 경우 현대 소설, 현대시 문제가 EBS교재에 나오지 않은 작품에서 출제됐다. 학생들이 어려워했던 고전 소설 문제는 EBS교재에 나온 작품이긴 하지만 출제된 부분이 달랐다. 김 강사는 “B형 수험생은 EBS교재 공부에 앞서 문학 각 장르의 분석법을 익히고 문학 교과서에 실린 작품들을 집중적으로 분석해야 한다”고 말했다.

1번부터 5번까지 출제되는 ‘화법’ 문제는 지난해 수능시험에서 처음 나온 문제다. 김 강사는 “문제의 난이도가 그리 높지 않으므로 작년 수능시험과 평가원 기출 문제를 꼼꼼히 분석한다면 큰 어려움 없이 문제를 풀 수 있을 것”이라고 말했다.

6번부터 10번까지의 ‘작문’ 문제는 과거의 기출문제와 크게 달라진 것은 없다. 문제의 출제원리를 파악한 후에 기출 문제를 풀어보는 데 초점을 맞춘다.

‘문법’ 파트는 수능 국어 영역에서 유일하게 국어 지식을 묻는다. 3월 모의고사 전까지는 문법적 지식을 쌓는데 집중해야 한다. 문법 교과서를 바탕으로 필요한 개념들을 정확히 숙지한 후 기출 문제를 풀도록 한다.

수능 특강 교재 풀며 독해력 향상에 집중

EBS 수능 특강 교재가 지난해보다 빠르게 출간됐다. 실질적 반영 비율이 낮아졌지만 EBS교재를 무시할 수 없다. 지금부터 공부하는 것이 좋다. 독해력이 갖춰지지 않은 채 문제를 외우기만 하면 좋은 점수를 받기 힘들다. EBS교재의 지문을 꼼꼼히 읽으면서 독해력 향상의 도구로 활용해야 한다.

당장 실전 모의고사처럼 시간을 재면서 문제를 푸는 방법은 피하는 게 좋다. 학기 초에는 독해력이 부족한 수험생이 많다. 이런 학생들이 시간에 쫓기며 문제를 풀게 되면 논리가 아닌 감으로 답을 맞추는 습관이 생긴다. 실전 연습은 독해력을 기르고 다양한 문제를 접한 후 시작해도 늦지 않다.

이 강사는 “국어는 단기간에 성적향상이 이루어지는 과목이 아니다. 하지만 3월초까지 꾸준하게 위의 방법대로 공부를 해나간다면 3월 교육청 모의고사에서 성적이 향상될 수 있을 것”이라고 조언했다.
중앙일보 

초등 3~4학년 수학·과학 교과서 바뀐다

스토리텔링 수학·STEAM 과학 적용...사회·과학 과목, 디지털 교과서 도입


새 학기부터 전국 초등학교 3~4학년 수학 교과서에 스토리텔링 방식을, 과학 교과서에는 융합인재교육(STEAM)을 적용한다. 3~4학년 사회·과학 과목에는 디지털 교과서도 도입한다.

28일 미래창조과학부 산하 한국과학창의재단에 따르면 올해부터 전국 초 3∼4학년에 스토리텔링 방식을 적용한 수학교과서가 도입된다.

스토리텔링 수학은 학습내용과 관련 있는 소재, 상황 등과 연계해 이야기하듯 수학적 개념을 가르치고 익히는 방식이다. 수학적 정의나 공식을 제시하고 관련 문제를 풀게 한 기존 교과서와 다른 점이다.

3~4학년 과학교과서에는 순수 과학뿐만 아니라 기술, 공학, 예술, 수학 등 다른 교과와 관련해 통합된 내용을 적절한 수준으로 지도할 수 있도록 STEAM(Science, Technology, Engineering, Arts & Mathematics) 교육 요소와 내용이 반영된다.

STEAM은 과학 기술에 대한 학생들의 흥미와 이해를 높이고 과학 기술 기반의 융합적 소양과 실생활의 문제 해결력을 배양하는 교육이다.

물질, 에너지, 생명, 지구 등 4개 단원별로 최소 2개 차시에 STEAM 교육 요소, 내용을 반영했다.

3학년 1학기 '자석의 이용' 단원은 자석을 이용한 장난감을 학생들 스스로 설계해 만들어 본 뒤 완성된 장난감을 가지고 놀면서 어느 부분을 개선할지 토의하는 방식이다.

과학과 사회 교과서는 디지털 교과서 형식으로도 제작된다. 디지털 교과서는 가정이나 학교에서 개인용 컴퓨터(PC), 노트북, 스마트 패드 등으로 공부할 수 있는 교재다. 기존 교과서 내용 외에 멀티미디어 자료, 용어 설명 등을 추가로 학습할 수 있다.

창의재단 관계자는 3~4학년 1학기 용 디지털 교과서를 제작하고 있다"며 "2학기 교과서는 8월까지 만들 계획"이라고 말했다.
연합뉴스

상위권 학생 대입 전략

1~2점 차이가 대입 좌우… 전형 분석해 치밀하게 전략 세워야
중앙일보

2014학년도 정시 모집 전형이 마무리되고 있다. 2015학년도 대학 입학을 준비하는 학생들은 벌써 입시 전략을 짜느라 고민하고 있다.대학에 합격하기 위해선 학교 또는 학과마다 다른 전형에 맞춰 전략을 짜는 것이 중요하다. 상위권 대학들은 합격 가능 점수의 차이가 크지 않다. 때문에 상위권 학생들은 중위권 학생보다 더 치밀한 전략을 세워야 한다.

대학 입시에서는 학생부 교과·비교과·대학별고사·수능 등 4가지 전형요소가 가장 중요하다. 4가지 중 자신의 강점인 요소를 선택해 집중해야 한다. 학생부 교과 점수가 1점 중반이고 학급회장·동아리회장·경제학 관련 대외 활동 경력이 있는 인문계열 학생의 경우를 살펴보자. 이 학생이 상위권, 그중에서도 한양대까지만 지원할 생각이라면 과감하게 학생부 교과 우수자 전형은 포기해야 한다. 1점 중반의 학생부 교과 점수로 합격을 장담할 수 없기 때문이다. 경제학과 관련한 활동을 중심으로 입학사정관 전형에 지원하는 것이 더 바람직하다. 그러나 성균관대·한양대의 입학사정관 전형은 수능최저기준이 높은 편이다. 자기소개서 작성에 시간을 투자하는 것보다 수능 점수 향상을 목표로 입시 전략을 구상해야 한다.

만약 이 학생이 중앙대·경희대 이하의 대학까지도 지원할 의사가 있다면 전략은 달라진다. 중앙대·경희대 입학사정관 전형은 준비하는 데 많은 시간을 필요로 해 수능에 집중하기 쉽지 않다. 따라서 중앙대·경희대입학사정관 전형을 준비하면 ‘수능’이라는 전형 요소를 배제한다. 선택과 집중을 통해 입학사정관 전형을 준비하되 그 아래 대학의 교과 중심 전형들을 검토해야 한다.

자연계열의 예를 살펴보자. 학생부 교과 점수는 1점 후반, 모의고사 평균 성적은 4개 영역 등급합이 4~5이지만 3개 영역에서 1등급인 학생이 있다. 이 학생이 반드시 의대에 진학하고 싶다면 어떤 전략을 짜야 할까. 이 경우 많은 학생들이 수시에서 의대 지원 자체를 포기한다. 지원하더라도 학생부 100% 전형을 피하거나 비교과 반영 비율이 높은 대학을 찾는 경우가 많다. 하지만 학생부를 100%반영한다고 해서 무조건 불리한 것은 아니다. 예를 들어 계명대 면접우수자 전형의 경우 1단계 학생부 100%이지만 10배수를 뽑는데다가 수능 최저기준이 3개 영역에서 1등급을 받아야 한다. 2단계에서는 면접 100%로 선발한다. 이 전형은 분명 학생부 100% 반영 전형이지만 가능성이 낮지 않다. 이 학생은 학생부교과 반영 비율보다 수능 최저 기준과 1단계 선발 인원을 가장 먼저 검토해야 하는 것이다.

이렇듯 상위권일수록 더 세밀한 입시 전략이 필요하다. 자신에게 유리한 전형 요소를 면밀히 분석해 그 전형에 맞는 입시 전략을 구상해야 입시에 성공할 수 있다.
중앙일보

재수생 강세’?… 슬럼프 빠질 가능성까지 대비해야

최근 2015학년도 대입에 재도전하기로 마음먹고 학습전략을 고민하는 수험생이 많다. 2015학년도 대입 재수를 앞두고 고려할 부분은 무엇일까. 성공적인 재수 생활을 결정짓는 학습

전략은 어떻게 세워야 할까. 정용관 스카이에듀 총괄원장에게 2015학년도 대입 재수 전략을 들었다.

재수생 유리?… 막연한 환상 버려야


대입 재수를 최종 결정하기 전에 2015학년도 입시의 특징을 살펴보자. 2015학년도 대입에서 주요 대학 대부분은 정시모집 선발인원을 늘렸다. 2014학년도 대입은 A·B선택형 대학수학능력시험이 처음 도입되면서 재수를 꺼리는 경향이 나타났다. 재수생이 1만5000명가량 줄었다.

2015학년도 대입은 수능 영어에서 A·B형이 폐지되지만 지난해 수험생 대부분이 B형을 선택했던 만큼 큰 영향을 없을 것으로 전망된다. 2015학년도엔 입시제도의 큰 틀이 유지되므로 재수생이 2014학년도보다 늘어날 것으로 예상된다.

자연계열은 의·치대 선발 인원이 늘어 성적 상위권 재수생이 늘어날 개연성이 크다. 2015학년도엔 지난해보다 의·치대 선발 인원이 1195명 늘어난 2965명을 모집한다.

2015학년도 대입은 재수생에게 유리할까? 2015학년도 대입은 재수생에게 불리할 것이 없다는 분석이 지배적이다. 하지만 이는 재학생과 비교해 상대적으로 유리할 수 있다는 일반적인 분석이라는 사실을 기억해야 한다. 재수생은 재학생보다 절대적 공부 시간이 많고, 수능을 한번 경험해 수험생활에 대한 이해도가 높아 유리한 것이 사실이다. 하지만 이는 모든 재수생에게 해당하는 내용이기도 하다.

정 총괄원장은 “매년 입시가 끝나면 ‘재수생 강세’라는 말이 나온다. 하지만 재수생이 대입에서 불리한 적은 사실상 없었다”며 “재수하면 성적이 오른다는 막연한 환상을 버리고 자신을 객관적으로 분석한 뒤 대입 재수에 도전해야 한다”고 말했다.

종합학원 vs 기숙학원


대입 재수에 성공하기 위해선 자신의 성적과 학습 성향에 맞는 학습 방법을 선택해야 한다. 정 원장은 “혼자서 독서실을 다니며 인터넷 강의를 활용해 공부하려는 재수생이 많은 데 이는 위험할 수 있다”며 “1년 동안 생활과 학습 리듬을 유지하며 공부하기 쉽지 않다. 또 입시정보를 얻고 지원 전략을 수립해 제출서류를 준비하는 것도 혼자 해야 한다는 점에서 학습 외적인 부담도 많은 편”이라고 말했다.

기숙학원은 외부와 차단된 채 체계적인 학습과 생활 관리를 받으며 대입 준비에만 전념할 수 있는 장점이 있다.

종합학원은 오후 3시 정도까지 정규 수업을 하고 그 이후에는 자율학습을 한다. 기본적인 학습·생활 관리를 받지만 기숙학원보다 상대적으로 자율성이 높다. 혼자서 학습계획을 세워 공부할 수 있는 학생은 자신의 상황에 따라 유연하게 학습 계획을 조절할 수 있는 재수 종합학원이 유리할 수 있다.

하지만 자율성이 높은 만큼 효과적으로 공부하지 못해 시간만 낭비하거나 자칫 슬럼프에 빠져 성적이 더 떨어질 수도 있으니 주의해야 한다. 정 원장은 “재수 학원은 한번 선택하면 중간에 바꾸기 어렵다. 처음 학원을 선택할 때 상담과 학습 컨설팅을 통해 자신에게 적절한 학원을 선택해야 한다”고 조언했다.

수시지원 프로그램도 확인

재수 학원을 선택할 땐 유명 강사가 직접 강의를 담당하는지 확인하자. 인지도가 높은 강사와 많은 노하우를 가진 검증된 전임강사진이 학생을 지도하는 학원인지도 확인해야 한다. ‘스타 강사의 수업’을 경쟁력으로 내세우지만 정작 현장 강의를 담당하지 않거나 그 비율이 낮을 수도 있다. 이땐 구체적으로 수업시수를 따져보는 것이 바람직하다.

재수생도 논술과 학생부 중심 전형 등 수시모집 합격자가 적지 않으므로 수시모집 지원 시스템을 갖췄는지도 살펴보자. 자체적인 진학지도 시스템을 갖추고 입시 전문가가 개인별로 단계별 입시 전략과 학습방법을 제시하는지 확인할 필요도 있다.

상위권 대학 입시 결과를 좌우할 수 있는 수학학습에 대한 별도의 프로그램을 갖췄는지도 확인해야 한다. 학원 자체적으로 인터넷 강의가 지원되면 학습에 도움이 된다. 오프라인 수업과 연계해 자신의 취약점을 보완할 수 있기 때문. 정 원장은 “수능 사회탐구 10개 과목, 과학탐구 8개 과목 중 자신이 선택할 과목의 수업이 개설되어 있는지와 강사진 이력도 확인해야 한다”면서 “학원의 교육철학도 중요한 부분이다. 재수 학원은 교육 업체이므로 상업성을 배제할 순 없지만 책임감을 갖고 학생을 끝까지 지도하는 ‘멘토’가 되어야 한다”고 말했다.

동아일보

Over-Practicing Makes Perfect

The brain can get by on less energy when you overlearn a task



“Why do I have to keep practicing? I know it already!” That’s the familiar wail of a child seated at the piano or in front of the multiplication table (or, for that matter, of an adult taking a tennis lesson). Cognitive science has a persuasive retort: We don’t just need to learn a task in order to perform it well; we need to overlearn it. Decades of research have shown that superior performance requires practicing beyond the point of mastery. The perfect execution of a piano sonata or a tennis serve doesn’t mark the end of practice; it signals that the crucial part of the session is just getting underway.
(MORE: 10,000 Hours May Not Make a Master After All)
Evidence of why this is so was provided by a study published recently in the Journal of Neuroscience. Assistant professor Alaa Ahmed and two of her colleagues in the integrative physiology department at the University of Colorado-Boulder asked study subjects to move a cursor on a screen by manipulating a robotic arm. As they did so, the researchers measured the participants’ energy expenditure by analyzing how much oxygen they inhaled and how much carbon dioxide they breathed out. When the subjects first tackled the exercise, they used up a lot of metabolic power, but this decreased as their skill improved. By the end of the learning process, the amount of effort they expended to carry out the task had declined about 20 percent from when they started.
Whenever we learn to make a new movement, Ahmed explains, we form and then update an internal model—a “sensorimotor map”—which our nervous system uses to predict our muscles’ motions and the resistance they will encounter. As that internal model is refined over time, we’re able to cut down on unnecessary movements and eliminate wasted energy.
Over the course of a practice session, the subjects in Ahmed’s study were becoming more efficient in their muscle activity. But that wasn’t the whole story. Energy expenditures continued to decrease even after the decline in muscle activity had stabilized. In fact, Ahmed and her coauthors report, this is when the greatest reductions in metabolic power were observed—during the very time when it looks to an observer, and to the participant herself, as if “nothing is happening.”
(MORE: Ten Ways We Get Smarter As We Age)
What’s going on here? Ahmed theorizes that even after participants had fine-tuned their muscle movements, the neural processes controlling the movements continued to grow more efficient. The brain uses up energy, too, and through overlearning it can get by on less. These gains in mental efficiency free up resources for other tasks: infusing the music you’re playing with greater emotion and passion, for example, or keeping closer track of your opponent’s moves on the other side of the tennis court. Less effort in one domain means more energy available to others.
While Ahmed’s paper didn’t address the application of overlearning to the classroom or the workplace, other studies have demonstrated that for a wide range of academic and professional activities, overlearning reduces the amount of mental effort required, leading to better performance—especially under high-stakes conditions. In fact, research on the “audience effect” shows that once we’ve overlearned a complex task, we actually perform it better when other people are watching. When we haven’t achieved the reduction of mental effort that comes with overlearning, however, the additional stress of an audience makes stumbles more likely.
“The message from this study is that in order to perform with less effort, keep on practicing, even after it seems the task has been learned,” says Ahmed. “We have shown there is an advantage to continued practice beyond any visible changes in performance.” In other words: You’re getting better and better, even when you can’t tell you’re improving—a thought to keep you going through those long hours of practice.
This article is from the Brilliant Report, a weekly newsletter written by Annie Murphy Paul.


유네스코 "한국 교육체계, 가장 성공적 사례에 속해"

유네스코(UNESCO·유엔교육과학문화기구)가 한국의 교육 체계를 세계에서 가장 성공적인 사례 중 하나로 꼽았다.

유네스코는 28일(현지시간) 발표한 연례 모니터링 보고서를 통해 세계 각국의 교육 현실을 비교한 가운데 한국 교사의 교육수준과 임금체계, 교육 형평성 등을 호평했다.

보고서는 "한국의 교육 체계는 가장 성공적인 제도 중 하나"라며 "한국의 학습 성과가 좋고 공평하게 나타나는 이유는 취약계층이라도 질 좋고 경험 많은 교사와 만날 기회가 많기 때문"이라고 설명했다.

특히 한국의 경우 농촌 지역에 근무하는 교사의 75%가 학사 학위를 갖추고 있으며, 교사의 45%가 20년 이상의 경험이 있어 도시지역 교사보다 교육이나 경험 면에서 앞선다고 강조했다.

교사의 임금 수준이 높고 경력에 따라 임금 상승폭이 큰 것도 장점이라고 언급했다.

보고서에 따르면 한국 중학교 교사의 임금은 전문직보다 20% 더 높으며, 초임은 영국과 비슷한 3만2천 달러(약 3천428만원) 수준이지만 경력이 쌓이면 연봉이 초임의 2배 이상에 이른다.

또 한국이 수준 높은 교사를 양성하고 교육 형평성을 높인 것은 국가 경제발전에 영향을 줬다고 풀이했다.

보고서는 "한국은 필리핀보다 50% 빠르게 교육 불평등을 해소했으며, 필리핀의 연평균 국내총생산(GDP) 성장률이 1.5%에 그치는 동안 한국의 성장률은 5.9%에 달했다"고 설명했다.

한편, 부실한 교육 때문에 전 세계적으로 연간 1천290억 달러(약 137조9천655억원) 규모의 교육비가 낭비된다는 점도 지적됐다.

조사결과 매년 2억5천명의 아동이 교육을 받고도 기초적인 읽기나 산수를 익히지 못했으며, 이를 금액으로 환산하면 전 세계 초등 교육비의 10퍼센트에 해당하는 1천290억 달러에 달했다.

또 전 세계 국가 3곳 중 1곳은 국가 기준에 맞게 교육받은 초등학교 교사가 전체의 75%에 미치지 못하는 것으로 조사됐다.

보고서 집필을 총괄한 폴린 로즈는 "어린이들이 학교에 수년간 다니고도 필요한 기술을 하나도 익히지 못한다면 교육이 무슨 소용이 있겠냐"고 지적했다.
연합뉴스

대구 올해 학급당 학생 수 감소…초등학교 23.3

올해 대구지역 초·중·고등학교 학급당 평균 학생 수가 작년보다 감소했다.

대구시교육청은 올해 학급당 평균 학생 수가 초등학교 23.3명, 중학교 32.2명, 고등학교 33.2명으로 지난해보다 각각 0.6명, 1.6명, 1.0명 줄었다고 29일 밝혔다.

이는 올해 초등학교 2천400여명, 중학교 5천여명, 고등학교 3천600여명이 각각 감소했기 때문이다.

"학생 수가 매년 줄어드는 추세지만 학급 감축을 최소화해 교육여건을 개선하도록 하겠다"고 말했다.

연합뉴스

The Real Source of Heroic Behavior

We tend to think of heroes as larger-than-life figures who accomplish physical feats, such as the man who pulled two women trapped in a car from the Colorado floods, or the policeman who rescued a woman and her two children from the mall under fire in Nairobi. And those rescuers are indeed heroic, but we should also be thinking about people like 47-year old Antoinette Tuff. Tuff, in case you haven’t heard, is the school clerk in Decatur, GA who talked school shooter Michael Brandon Hill into dropping his AK-47 last month and likely averted a Newtown-scale tragedy. Tuff is actually fairly characteristic of many real-life heroes—she’s an ordinary person, but her outlook, beliefs and experiences had prepared her to rise to the challenge of an extraordinary situation.
Like many people who later become heroes or career altruists, Antoinette Tuff has made it through her share of rough times. In 2012, her husband left her after 33 years, and she has struggled to raise a son with multiple disabilities. Heroes are often notable for their determination to lead a meaningful life in the face of challenges. University of Winnipeg psychologist Jeremy Frimer and his colleague Lawrence Walker report that heroes are more likely than others to view their life stories in redemptive terms—if they suffer a loss or defeat, they may draw strength from it instead of just viewing it as a setback.
It was her deep inner conviction that we can persevere in spite of difficulties that prompted Tuff to relate to the school shooter as a fellow human being. “You know, I tried to commit suicide last year after my husband left me,” she told Hill, according to the transcript of her 911 call. “But look at me now. I’m still working and everything is okay. It’s gonna be all right, sweetheart. I just want you to know that I love you, though, okay?” Convinced Tuff understood what he was facing, Hill was so moved that he laid his weapon down.
As Tuff’s heroic feat captivated media all over the world, she used her newfound fame to start raising money for inner-city kids. “Proceeds will be used to provide travel for underprivileged children,” she wrote on her fund’s website. “If you change their vision, you can change their lives.” At press time, the fund had raised more than $110,000. Stanford psychologist Phil Zimbardo’s surveys reveal that heroism and generosity often overlap, as in Tuff’s case: Altruists like committed volunteers are more likely to be heroes, and conversely, heroes are more likely to take part in social service. While heroes may take unusual risks that altruists do not, the core motivation to improve other people’s prospects is the same, which is why Zimbardo believes practicing everyday selfless acts may prepare us for heroic intervention later on.
Finally, Tuff was not a “first responder” per se, but as an employee of the DeKalb County school district, she had gone through emergency training where she had to practice dealing with potential intruders. “The training is so often and extensive they thought [the actual situation] was a drill,” district spokesman Quinn Hudson told CNN. Rehearsing how and what to do in certain situations greatly increases your ability to act under stress. In fact, one study found that people who intervened to help others at a moment’s notice had often had some type of lifesaving training beforehand.
Our traditional conceptions of heroes (male, muscle-bound, unflappable) are far too narrow. A University of Chicago study reveals that women overall actually tend to perform more heroic acts than their male counterparts, although men receive more heroism awards like the Carnegie Medal. Yes, men are more apt to engage in extreme risk-taking, but women feel compelled to take certain risks to serve others—whether that means donating a kidney, providing medical care in a Third World country, or reaching out to a troubled young man with a gun. The prototypical hero with a Y chromosome is little more than a comic book fantasy; in the real world, people of every gender, background, and temperament are capable of coming through heroically when it counts.
Elizabeth Svoboda is the author of What Makes a Hero?: The Surprising Science of Selflessness, now out from Current.



Time

Need to Remember Something? Make It Rhyme

Medical students have long used rhymes and songs to help them master vast quantities of information, and we’ve just gotten fresh evidence of how effective this strategy can be. A young British doctor, Tapas Mukherjee of Glenfield Hospital in Leicester, was distressed by a survey showing that 55% of nurses and doctors at Glenfield were not following hospital guidelines on the management of asthma; 38% were not even aware that the guidelines existed.
Using his cell phone, Mukherjee recorded a video of himself singing immortal lines like “Aim for 94% to 98% sats now” (a reference to the asthma patient’s blood oxygen level). He posted the video to YouTube, and it went viral among the hospital staff. Two months after he released the video, Glenside conducted another survey and found that 100% of doctors and nurses were aware of the asthma-treatment guidelines and that compliance with the guidelines had increased markedly. Mukherjee reported the results at a meeting of the European Respiratory Society last week.
(MORE: Does Listening to Music While Working Make You Less Productive?)
Although Mukherjee’s methods are modern, his approach is part of a long tradition of oral storytelling—one that has shaped itself over thousands of years to the particular proclivities of the human brain. In his classic book Memory in Oral Traditions, cognitive scientist David Rubin notes, “Oral traditions depend on human memory for their preservation. If a tradition is to survive, it must be stored in one person’s memory and be passed on to another person who is also capable of storing and retelling it. All this must occur over many generations … Oral traditions must, therefore, have developed forms of organization and strategies to decrease the changes that human memory imposes on the more casual transmission of verbal material.”
What are these strategies? Tales that last for many generations tend to describe concrete actions rather than abstract concepts. They use powerful visual images. They are sung or chanted. And they employ patterns of sound: alliteration, assonance, repetition and, most of all, rhyme. One of Rubin’s experiments showed that when two words in a ballad are linked by rhyme, contemporary college students remember them better than nonrhyming words. Such universal characteristics of oral narratives are, in effect, mnemonics—memory aids that people have developed over time “to make use of the strengths and avoid the weaknesses of human memory,” as Rubin puts it.
Songs and rhymes can be used to remember all kinds of information. A study just published in the journal Memory and Cognition finds that adults learned a new language more effectively when they sang the words instead of spoke them. Even great literature is susceptible to this treatment. Book Tunes, a collaboration between educational entrepreneur Jonathan Sauer and hip-hop artist Andy Bernstein (he performs under the name Abdominal), turns long, wordy books into compact, catchy raps, spoken over an insistent beat.
(MORE: Overpracticing Makes Perfect)
The duo’s latest offering: a rap version of The Scarlet Letter, by Nathaniel Hawthorne. (“Hester’s story is set in the Puritan settlement/ that was 17th century Boston, where she’s being led/ from the town prison holding her baby daughter Pearl with an A on her chest/ for the world to see, which we quickly learn stands for adulterer ’cause turns out/ H is married … ”). Book Tunes’ take on the tale of Hester Prynne is being offered jointly with SparkNotes, the study-aid provider owned by Barnes & Noble, which is said to be interested in raps of other classics like the plays of William Shakespeare.
Purists aghast at the notion may need to be reminded that many of the world’s greatest works of literature, such as The Odyssey and The Iliad, began as oral chants.
This article is from the Brilliant Report, a weekly newsletter written by Annie Murphy Paul.


When Homework is a Waste of Time

Most after-school assignments are based on out-of-date and often ineffective methods

Homework in backpack
We often hear passionate arguments about how American students have too much homework, or too little. But I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
The evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the past three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science, and 31st in math, according to the latest results from the Program for International Student Assessment (PISA). In a 2008 survey, one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and four in ten said they believed that some or a great deal of homework is busywork. A recent study, published in the Economics of Education Review, reports that homework in science, English and history has “little to no impact” on students’ test scores. (The authors did note a positive effect for math homework.)
(MORE: School Has Become Too Hostile to Boys)
Fortunately, research is available to help parents, teachers and school administrators make homework smarter, although these particular innovations have yet to be applied outside the classroom. A new discipline, known as Mind, Brain and Education, has recently emerged that is devoted to understanding and improving how people absorb, retain and apply knowledge. A collaboration between psychologists at Washington University in St. Louis and teachers at nearby Columbia Middle School, for example, lifted seventh- and eighth-grade students’ science and social studies test scores by 13 to 25 percent. The field’s methods may seem unfamiliar and even counterintuitive, but they are simple to understand and easy to carry out. After-school assignments are ripe for the kind of improvements this new science can offer.
“Spaced repetition” is one example of the kind of evidence-based technique that researchers have found has a positive impact on students’ learning. Here’s how it works: instead of concentrating the study of information in large one-shot doses, as many homework assignments currently do—reading about, say, the Civil War one evening, and Reconstruction the next—learners encounter the same material in briefer sessions spread out over a longer period of time. With this approach, students would be re-exposed to information about the Civil War and Reconstruction in their homework a number of times during the semester. It sounds unassuming, but spaced repetition produces impressive results. Eighth-grade history students who tried a spaced approach to learning had nearly double the retention rate of students who studied the same material in a consolidated unit, reported researchers from the University of California-San Diego in 2007. The reason the method works so well goes back to the brain: when we first acquire memories, they are volatile, subject to change or to disappear. Exposing ourselves to information repeatedly over time fixes it more permanently in our minds, by strengthening the representation of the information that is embedded in our neural networks.
(MORE: The Problem with Prize Culture)
A second learning technique, known as “retrieval practice,” employs a familiar tool—the test—in a new way: not to assess what students know, but to reinforce it. We often conceive of memory as something like a storage tank, and a test as a kind of dipstick that measures how much information we’ve put in there. But that’s not actually how the brain works. Every time we pull up a memory, we make it stronger and more lasting—so that testing doesn’t just measure, it changes. Simply reading over material to be learned, or even taking notes and making outlines, as many homework assignments require, doesn’t have this effect. In one experiment, language learners who employed the retrieval practice strategy to study vocabulary words remembered 80 percent of the words they studied, while learners who used conventional study methods remembered only about a third of them. Study subjects who used retrieval practice to learn from a science textbook retained about 50 percent more of the material than those who studied in traditional ways, reported researchers from Purdue University in 2011. [10] Students—and parents—may groan at the prospect of more tests, but the self-quizzing involved in retrieval practice need not provoke any anxiety. It’s simply an effective way to focus less on the input of knowledge (passively reading over textbooks and notes) and more on its output (calling up that same information from one’s own brain).
Another common misconception about how we learn can render homework much less effective than it might be. Most of us assume that if information feels easy to absorb, we’ve learned it well. In fact, just the opposite is true. When we work hard to understand information, we recall it better; the extra effort expended signals the brain that this knowledge is worth keeping. This phenomenon, known as cognitive disfluency, promotes learning so effectively that psychologists have devised all manner of “desirable difficulties” to introduce into the learning process: for example, sprinkling a passage with punctuation mistakes, deliberately leaving out letters, shrinking font size until it’s tiny, or wiggling a document while it’s being copied so that the words come out blurry. Teachers are unlikely to start sending students home with smudged or error-filled worksheets, but there’s another kind of desirable difficulty—called interleaving—that can readily be applied to homework. An interleaved assignment mixes up different kinds of situations or problems to be practiced, instead of grouping them by type. When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution—and the result is that they learn the material more thoroughly.
A study published in 2010 in the journal Applied Cognitive Psychology asked fourth-graders to work on solving four types of math problems, and then to take a test evaluating how well they had learned. The scores of those whose practice problems were mixed up were more than double the scores of those students who had practiced one kind of problem at a time. The effectiveness of interleaving has been demonstrated many times in the laboratory, yet real-world homework assignments still commonly present problems of a single type together.

Homework has long been an academic laggard, slow to adopt scientifically-supported approaches to learning. No wonder it’s assailed by critics on all sides, whether they believe homework is piled on too heavily or given too sparingly. Maybe the heated debates about the amount of homework children are assigned would cool if it became clear that the homework was effectively advancing their learning. At our resource-strapped public schools, the application of such research-based strategies to homework is an untapped opportunity. Science has shown us how to turn homework into a potent catalyst for learning. Our assignment now is to make it happen.
This article is from the Brilliant Report, a weekly newsletter written by Annie Murphy Paul.


Time

There Is No Left Brain/Right Brain Divide

You are hardly alone if you believe that humanity is divided into two great camps: the left-brain and the right-brain thinkers — those who are logical and analytical vs. those who are intuitive and creative. For years, an industry of books, tests and videos has flourished on this concept. It seems to be natural law.
Except it isn’t.
Scientists have long known that the popular left brain/right brain story doesn’t hold water. Here’s why. First, the sweeping characterizations of the two halves of the brain miss the mark: one is not logical and the other intuitive, one analytical and the other creative. The left and right halves of the brain do function in some different ways, but these differences are more subtle than is popularly believed. (For example, the left side processes small details of things you see, the right processes the overall shape.) Second, the halves of the brain don’t work in isolation; rather, they always work together as a system. Your head is not an arena for some never-ending competition, the brain’s “strong” side tussling with its “weak.” Finally, people don’t preferentially use one side or the other.
(MORE: Remember That? No You Don’t. Study Shows False Memories Afflict Us All)
The roots of the left/right story lie in a small series of operations in the 1960s and 1970s by doctors working with Roger W. Sperry, a Nobel-laureate neuroscientist at the California Institute of Technology. Seeking treatment for severe epilepsy, 16 patients agreed to let the doctors cut the corpus callosum, the main nerve bundle that joins the two halves of the brain. They found some relief from these dramatic visits to the OR — and when they left the hospital, they allowed Sperry and his team to study their cognitive functioning.
Laboratory findings do not always make their way into the popular culture, but these did, which provided an unfortunate opportunity for misinterpretation of what was, in essence, a limited set of experiments. In 1973, the New York Times Magazine published an article titled, “We Are Left-Brained or Right-Brained,” which began: “Two very different persons inhabit our heads … One of them is verbal, analytic, dominant. The other is artistic …” TIME featured the left/right story two years later. Harvard Business Review and Psychology Today jumped in. Never mind that Sperry himself cautioned that “experimentally observed polarity in right-left cognitive style is an idea in general with which it is very easy to run wild.” A myth spread.
(MORE: 8 New Ways of Looking at Intelligence)
Myths, of course, are a timeless way to make sense of experience. In the search for meaning, people may create simplified narratives. This is a reasonable strategy, but the right brain/left brain narrative introduced misconceptions.
We have developed a new theory built on another, frequently overlooked anatomical division of the brain, into its top and bottom parts. Among other things, the top part sets up plans and revises those plans when expected events do not occur; the bottom classifies and interprets what we perceive.
Based on decades of research, the theory holds that this distinction can help explain why individuals vary in how they think and behave. We all use both parts of the brain but differ in how deeply we use each part. The key is the way the parts interact, not each part by itself. Depending on the extent to which a person uses the top and bottom parts, four possible cognitive modes emerge. These modes reflect the amount that a person likes to devise complex and detailed plans and likes to understand events in depth. (You can determine your own dominant mode with this test.)
(MORE: Big Brains: What You and (Some) Guppies Have in Common)
This new approach avoids the pitfalls of the left brain/right brain story for several reasons. The characterizations of what each part does are based on years of solid research. We emphasize that the two parts always work together — it’s the relative balance of how much people use the two parts that determines each cognitive mode. And we stress that the parts of the brain don’t work alone or in competition but seamlessly together. In some ways this theory too is a simplification, but one that brings more understanding. If there’s one thing we do know, it’s that as a species, we are continually inclined to try to understand what we encounter, even something as complex as the brain.
Kosslyn is a cognitive neuroscientist and was professor of psychology at Harvard University for over 30 years; he now serves as the founding dean of the Minerva Schools at the Keck Graduate Institute. Miller is an author, filmmaker and Providence Journal staff writer. They are the co-authors of Top Brain, Bottom Brain: Surprising Insights Into How You Think.



Time

The Pain of Piano Lessons: Can You Force Kids to Develop Interests?

Personal interests don't have to arise "naturally" but are often triggered by external events



In recent years researchers have begun to build a science of interest, investigating what interest is, how interest develops, what makes things interesting, and how we can cultivate interest in ourselves and others. Interest has the power to transform struggling performers, and to lift high achievers to a new plane.
Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events or objects over time. Paul Silvia of the University of North Carolina at Greensboro speculates that interest acts as an “approach urge” that pushes back against the “avoid urges” that would keep us in the realm of the safe and familiar. Interest pulls us toward the new, the edgy, the exotic. As Silvia puts it, interest “diversifies experience.” But interest also focuses experience. In a world too full of information, interests usefully narrow our choices: they lead us to pay attention to this and not to that.
Interest is a powerful motivator. In fact, scientists have shown that passionate interests can even allow people to overcome academic difficulties or perceptual disabilities. One study found that students who scored poorly on achievement tests but had well-developed interests in reading or mathematics were more likely to engage with the meaning of textual passages or math problems than were peers with high scores but no such interests. Another study, of prominent academics and Nobel laureates who struggled with dyslexia, found that they were able to persist in their efforts to read because they were motivated to explore an early and ardent interest.
Does interest have to arise naturally in children? Some educators have questions or qualms about meddling in what they feel should be a natural, organic and student-led process. But it is possible to elicit interest that didn’t exist before. As researcher Suzanne Hidi notes, “Teachers often think that students either have, or do not have, interest, and might not recognize that they could make a significant contribution to the development of students’ academic interest.”
In fact, research suggests that well-developed personal interests always begin with an external “trigger” — seeing a play, reading a book, hearing someone talk — and that well-designed environments can make such a triggering more likely.
(MORE: The Key to Smarter Kids: Talk to Them)
Some argue that students’ interests should emerge organically and authentically from their own investigations of the world. The educational philosopher John Dewey warned teachers against artificially “making things interesting,” and a long line of research has shown that providing “extrinsic,” or external, rewards for an activity can undermine students’ “intrinsic,” or internal, motivation to engage in that activity.
But research also shows that, done carefully, the deliberate elicitation of interest has many positive effects, and does not produce the negative results that educators may fear. Especially for academically unmotivated students, it’s imperative that the adults in their lives create environments that allow them to find and develop their interests. And parents and educators can promote the development of kids’ interests by demonstrating their own passion for particular subjects. A study of 257 professional musicians, for example, found that the most important characteristics of the musicians’ first teachers (and, of course, parents are often kids’ first teachers) was the ability to communicate well — to be friendly, chatty and encouraging — and the ability to pass on their own love of music, through modeling and playing well.
(MORE: Overpracticing Makes Perfect)
Two more thoughts on intrinsic vs. extrinsic motivation: although research has convincingly established the value of intrinsic interest, in the real world most of us are driven by a combination of intrinsic and extrinsic motivation. High-achieving students learn for learning’s sake, but also to get A’s; successful businesspeople are driven to create useful products or productive organizations, but also to enjoy financial rewards. There’s nothing wrong with this mingling of motives.
Second, when intrinsic motivation is entirely absent, there’s nothing to undermine with an external incentive. Parents and teachers are sometimes reluctant to offer a reward to a young person for doing something he or she “should” like for its own sake — a monetary bonus for reading a book, for example. But if the kid shows no interest in reading the book in the first place, there’s no intrinsic motivation to undercut. And if the student does read the book in order to get the money — and discovers that reading is actually pretty fun — that’s a win for everybody.
In short, while motivation is more complex than we sometimes assume, there is clearly a role for parents and educators to nudge young people’s interests along.
This article is from the Brilliant Report, a weekly newsletter written by Annie Murphy Paul.



Time

The Key to Smarter Kids: Talk to Them

Having discussions with your kids teaches them to become assertive advocates for themselves in school



When it comes to children’s learning, are we focusing too much on schools—and not enough on parents?
“There is, quite rightly, a cacophonous debate on how to reform schools, open up colleges, and widen access to pre-K learning,” notes a new article, “Parenting, Politics, and Social Mobility,” published by the Brookings Institution, a Washington think tank. “But too little attention is paid to another divide affecting social mobility—the parenting gap.”
Given all the roiling debates about how America’s children should be taught, it may come as a surprise to learn that students spend less than 15% of their time in school. While there’s no doubt that school is important, a clutch of recent studies reminds us that parents are even more so. A study by researchers at North Carolina State University, Brigham Young University and the University of California-Irvine, for example, finds that parental involvement—checking homework, attending school meetings and events, discussing school activities at home—has a more powerful influence on students’ academic performance than anything about the school the students attend.
(MORE: Why Parenting is More Important Than Schools)
Another study, published in the Review of Economics and Statistics, reports that the effort put forth by parents (reading stories aloud, meeting with teachers) has a bigger impact on their children’s educational achievement than the effort expended by either teachers or the students themselves. And a third study concludes that schools would have to increase their spending by more than $1,000 per pupil in order to achieve the same results that are gained with parental involvement (not likely in this stretched economic era).
So parents matter—a point made clear by decades of research showing that a major part of the academic advantage held by children from affluent families comes from the “concerted cultivation of children” as compared to the more laissez-faire style of parenting common in working-class families. But this research also reveals something else: that parents, of all backgrounds, don’t need to buy expensive educational toys or digital devices for their kids in order to give them an edge. They don’t need to chauffeur their offspring to enrichment classes or test-prep courses. What they need to do with their children is much simpler: talk.
(MORE: When Homework is a Waste of Time)
But not just any talk. Although well-known research by psychologists Betty Hart and Todd Risley has shown that professional parents talk more to their children than less-affluent parents—a lot more, resulting in a 30 million “word gap” by the time children reach age three—more recent research is refining our sense of exactly what kinds of talk at home foster children’s success at school. For example, a study conducted by researchers at the UCLA School of Public Health and published in the journal Pediatrics found that two-way adult-child conversations were six times as potent in promoting language development as interludes in which the adult did all the talking. Engaging in this reciprocal back-and-forth gives children a chance to try out language for themselves, and also gives them the sense that their thoughts and opinions matter. As they grow older, this feeling helps middle- and upper-class kids develop into assertive advocates for their own interests, while working-class students tend to avoid asking for help or arguing their own case with teachers, according to research presented at American Sociological Association conference last year.
The content of parents’ conversations with kids matters, too. Children who hear talk about counting and numbers at home start school with much more extensive mathematical knowledge, report researchers from the University of Chicago—knowledge that predicts future achievement in the subject. Psychologist Susan Levine, who led the study on number words, has also found that the amount of talk young children hear about the spatial properties of the physical world—how big or small or round or sharp objects are—predicts kids’ problem-solving abilities as they prepare to enter kindergarten.
While the conversations parents have with their children change as kids grow older, the effect of these exchanges on academic achievement remains strong. And again, the way mothers and fathers talk to their middle-school students makes a difference. Research by Nancy Hill, a professor at Harvard University’s Graduate School of Education, finds that parents play an important role in what Hill calls “academic socialization”—setting expectations and making connections between current behavior and future goals (going to college, getting a good job).
(MORE: Is School Just for Getting a Good Job?)
Engaging in these sorts of conversations, Hill reports, has a greater impact on educational accomplishment than volunteering at a child’s school or going to PTA meetings, or even taking children to libraries and museums. When it comes to fostering students’ success, it seems, it’s not so much what parents do as what they say.
This article is from the Brilliant Report, a weekly newsletter written by Annie Murphy Paul.



Time

The Secret to Success in a Global Economy

For now, no country seems to have a big leg up in the push to raise the financial I.Q. of its citizens. But as mandatory financial education spreads that will change.


We’ve been practicing capitalism and embracing free markets in the U.S. for two centuries. But in some ways we’re not so far ahead of nations relatively new to these concepts—especially as it concerns the ability of individuals to manage their own financial affairs.
A case in point is Turkey, a developing economy where many citizens incorrectly still see gold and real estate as their primary investment options. Turkish officials only now are joining the global movement to boost personal financial know-how. The country will soon have a formal national strategy for financial literacy and is pushing for mandatory school lessons in personal finance in grades K-12. Officials generally cite two driving forces:
  • The number of financial products and services available to consumers is exploding, which presents all sorts of challenges for those with access but lacking the knowledge to choose wisely.
  • The country’s savings rate is too low, threatening to push up interest rates, slow growth and leave individuals financially unprepared for retirement.
If those forces sound familiar it’s because they are a big part of what’s driving the financial education movement in the U.S. too. Financial products like prepaid cards and annuities are proliferating and morphing at a dizzying pace; even mutual funds have become more complex. Two in five adults worry they will never be able to retire, according to the 2013 Consumer Financial Literacy Survey,
In the first survey of its kind in Turkey, the World Bank found that only a third of the population had a basic understanding of interest rates while nearly two-thirds were confident they understood budgets, credit, financial planning and financial products. This disconnect—what people think they know and what they actually know—is strikingly similar in the U.S., where only a third of adults can correctly answer three basic quesions about compound interest, inflation, and diversification, according to research by the economists Annamaria Lusardi of George Washington University and Olivia Mitchell of the Wharton School of the University of Pennsylvania.
Such similarities came to light last spring at a financial literacy conference in Istanbul, and they will be highlighted in a forthcoming report from the conference sponsor, Visa Europe. They point up the global nature of the financial literacy movement; individuals in poor and rich countries alike need better personal finance skills in our age of declining safety nets and expanding personal choice. We’re all in the soup together, and for now no one seems to have a significant leg up. Nations that get this right the quickest stand to gain an economic advantage through, among other things, better household debt management and long-term savings.
That’s worth remembering amid the clamor of critics who view personal finance as largely unlearnable and financial education as a waste of time, and prefer the Big Brother approach of stiffer regulation. I’ll take education and personal choice any time. That seems to be the conclusion in a lot of other places too, including the U.K. where beginning this fall financial education will be mandatory for students aged 12 to 16.
One of the U.K.’s chief proponents of financial education, Tracey Bleakley, CEO of the nonprofit Personal Finance Education Group and a fellow speaker at the Istanbul conference, acknowledged that it is not easy to change financial behavior, and doing so has not been widely achieved through financial education to date. But the goal, she says, is not so much for people to avoid financial problems as it is for them to be able to realize their troubles quickly and understand how to do something about it.
“Financial education does not necessarily guarantee a life without financial problems,” Bleakley says in the report. “But it gives individuals the tools to avoid, cope with and solve those problems.” That’s true anywhere in the world.
TIME

The Mindful Revolution

Finding peace in a stressed-out, digitally dependent culture may just be a matter of thinking differently



The raisins sitting in my sweaty palm are getting stickier by the minute. They don't look particularly appealing, but when instructed by my teacher, I take one in my fingers and examine it. I notice that the raisin's skin glistens. Looking closer, I see a small indentation where it once hung from the vine. Eventually, I place the raisin in my mouth and roll the wrinkly little shape over and over with my tongue, feeling its texture. After a while, I push it up against my teeth and slice it open. Then, finally, I chew--very slowly.
I'm eating a raisin. But for the first time in my life, I'm doing it differently. I'm doing it mindfully. This whole experience might seem silly, but we're in the midst of a popular obsession with mindfulness as the secret to health and happiness--and a growing body of evidence suggests it has clear benefits. The class I'm taking is part of a curriculum called Mindfulness Based Stress Reduction (MBSR) developed in 1979 by Jon Kabat-Zinn, an MIT-educated scientist. There are nearly 1,000 certified MBSR instructors teaching mindfulness techniques (including meditation), and they are in nearly every state and more than 30 countries. The raisin exercise reminds us how hard it has become to think about just one thing at a time. Technology has made it easier than ever to fracture attention into smaller and smaller bits. We answer a colleague's questions from the stands at a child's soccer game; we pay the bills while watching TV; we order groceries while stuck in traffic. In a time when no one seems to have enough time, our devices allow us to be many places at once--but at the cost of being unable to fully inhabit the place where we actually want to be.
Mindfulness says we can do better. At one level, the techniques associated with the philosophy are intended to help practitioners quiet a busy mind, becoming more aware of the present moment and less caught up in what happened earlier or what's to come. Many cognitive therapists commend it to patients as a way to help cope with anxiety and depression. More broadly, it's seen as a means to deal with stress.
But to view mindfulness simply as the latest self-help fad underplays its potency and misses the point of why it is gaining acceptance with those who might otherwise dismiss mental training techniques closely tied to meditation--Silicon Valley entrepreneurs, FORTUNE 500 titans, Pentagon chiefs and more. If distraction is the pre-eminent condition of our age, then mindfulness, in the eyes of its enthusiasts, is the most logical response. Its strength lies in its universality. Though meditation is considered an essential means to achieving mindfulness, the ultimate goal is simply to give your attention fully to what you're doing. One can work mindfully, parent mindfully and learn mindfully. One can exercise and even eat mindfully. The banking giant Chase now advises customers on how to spend mindfully.
There are no signs that the forces splitting our attention into ever smaller slices will abate. To the contrary, they're getting stronger. (Now arriving: smart watches and eyeglasses that will constantly beam notifications onto the periphery of our vision.) Already, many devotees see mindfulness as an indispensable tool for coping--both emotionally and practically--with the daily onslaught. The ability to focus for a few minutes on a single raisin isn't silly if the skills it requires are the keys to surviving and succeeding in the 21st century.
REWIRING YOUR BRAIN
With Tiny Bits of raisin still stuck in my teeth, I look around at the 15 other people in my MBSR class, which will meet every Monday evening for eight weeks. My classmates cite a wide variety of reasons they have plunked down $350 to learn about meditation and mindfulness. One 20-something blond woman said back-to-back daily work meetings meant she couldn't find time to pause and reset; she had been prescribed the anti-anxiety drug Klonopin. A mother on maternity leave said "being present" with her infant seemed more important than ever, but she was struggling. One man, a social worker, said he needed help dealing with the stress of working with clients trying to get their lives on track.
Although I signed up to learn what mindfulness was all about, I had my own stressors I hoped the course might alleviate. As the working parent of a toddler, I found life in my household increasingly hectic. And like so many, I am hyperconnected. I have a personal iPhone and a BlackBerry for work, along with a desktop computer at the office and a laptop and iPad at home. It's rare that I let an hour go by without looking at a screen.
Powering down the internal urge to keep in constant touch with the outside world is not easy. At the start of each two-hour MBSR class, our teacher, a slight woman named Paulette Graf, hit two small brass cymbals together to indicate we should begin meditating. During this agonizingly frustrating period, which lasted up to 40 minutes, I would try to focus on my breath as Paulette advised, but I felt constantly bombarded by thoughts about my family, random sounds in the room and even how I would translate each evening's session into this story.
One evening, we were introduced to mindful walking. In our small meeting room, we formed a circle and paced together. "Feel your heel make contact with the floor, then the ball of your foot," said Paulette. "One foot, then the other." Anxious feelings about planning the week ahead and emails in my inbox that might be waiting for replies crept into my head even though my phones were off and tucked away. Mindfulness teachers say this kind of involuntary distraction is normal and that there's no point in berating ourselves for mentally veering away from the task at hand. Rather, they say, our ability to recognize that our attention has been diverted is what's important and at the heart of what it means to be mindful.
Some of this may sound like a New Age retread of previous prescriptions for stress. Mindfulness is rooted in Eastern philosophy, specifically Buddhism. But two factors set it apart and give it a practical veneer that is helping propel it into the mainstream.



One might be thought of as smart marketing. Kabat-Zinn and other proponents are careful to avoid any talk of spirituality when espousing mindfulness. Instead, they advocate a commonsense approach: think of your attention as a muscle. As with any muscle, it makes sense to exercise it (in this case, with meditation), and like any muscle, it will strengthen from that exercise.
A related and potentially more powerful factor in winning over skeptics is what science is learning about our brains' ability to adapt and rewire. This phenomenon, known as neuroplasticity, suggests there are concrete and provable benefits to exercising the brain. The science--particularly as it applies to mindfulness--is far from conclusive. But it's another reason it's difficult to dismiss mindfulness as fleeting or contrived.
Precisely because of this scientific component, mindfulness is gaining traction with people who might otherwise find mind-body philosophies a tough sell, and it is growing into a sizable industry. An NIH report found that Americans spent some $4 billion on mindfulness-related alternative medicine in 2007, including MBSR. (NIH will release an update of this figure later this year.) There's a new monthly magazine, Mindful, a stack of best-selling books and a growing number of smartphone apps devoted to the concept.
For Stuart Silverman, mindfulness has become a way to deal with the 24/7 pace of his job consulting with financial advisers. Silverman receives hundreds of emails and phone calls every day. "I'm nuts about being in touch," he says. Anxiety in the financial industry reached a high mark in the 2008 meltdown, but even after the crisis began to abate, Silverman found that the high stress level remained. So in 2011, he took a group of his clients on a mindfulness retreat. The group left their smartphones behind and spent four days at a resort in the Catskills, in upstate New York, meditating, participating in group discussions, sitting in silence, practicing yoga and eating meals quietly and mindfully. "For just about everybody there, it was a life-changing experience," says Silverman.
The Catskills program was run by Janice Marturano, a former vice president at General Mills who began a corporate mindfulness initiative there and left the company in 2011 to run an organization she started called the Institute for Mindful Leadership. (About 500 General Mills employees have participated in mindfulness classes since Marturano introduced the concept to the company's top managers in 2006, and there is a meditation room in every building on the company's Minneapolis campus.) Marturano, who ran a well-attended mindfulness training session at Davos in 2013 and wrote a book called Finding the Space to Lead: A Practical Guide to Mindful Leadership, published in January, says most leaders she encounters feel besieged by long work hours and near constant connectivity. For these people, there seems to be no time to zero in on what's important or plan ahead.
There's evidence they're correct. Researchers have found that multitasking leads to lower overall productivity. Students and workers who constantly and rapidly switch between tasks have less ability to filter out irrelevant information, and they make more mistakes. And many corporate workers today find it impossible to take breaks. According to a recent survey, more than half of employed American adults check work messages on the weekends and 4 in 10 do so while on vacation. It's hard to unwind when your boss or employees know you're just a smartphone away. Says Marturano: "The technology has gone beyond what we are capable of handling."
It might seem paradoxical, then, that Silicon Valley has become a hotbed of mindfulness classes and conferences. Wisdom 2.0, an annual mindfulness gathering for tech leaders, started in 2009 with 325 attendees, and organizers expect more than 2,000 at this year's event, where participants will hear from Kabat-Zinn, along with executives from Twitter, Instagram and Facebook. Google, meanwhile, has an in-house mindfulness program called Search Inside Yourself. The seven-week course was started by a Google engineer and is offered four times a year on the company's Mountain View, Calif., campus. Through the course, thousands of Googlers have learned attention-focusing techniques, including meditation, meant to help them free up mental space for creativity and big thinking.
It makes sense in a way. Engineers who write code often talk about "being in the zone" the same way a successful athlete can be, which mindfulness teachers say is the epitome of being present and paying attention. (Apple co-founder Steve Jobs said his meditation practice was directly responsible for his ability to concentrate and ignore distractions.) Of course, much of that world-class engineering continues to go into gadgets and software that will only ratchet up our distraction level.
But lately there's been some progress in tapping technology for solutions too. There are hundreds of mindfulness and meditation apps available from iTunes, including one called Headspace, offered by a company of the same name led by Andy Puddicombe, a former Buddhist monk. Puddicombe, 40, co-founded Headspace in the U.K. in 2010 and opened a new office in Los Angeles in 2013 after attracting venture capital. The company offers free content through an app and sells subscriptions to a series of web videos, billed as a "gym membership for the mind," that are narrated by Puddicombe and explain the tenets of mindfulness and how to meditate.
"There's nothing bad or harmful about the smartphone if we have the awareness of how to use it in the right way," says Puddicombe. "It's unplugging by plugging in."
THE SCIENCE OF DESTRESSING
Jon Kabat-Zinn, the father of MBSR, doesn't look like the kind of person to be selling meditation and mindfulness to America's fast-paced, stressed-out masses. When I met him at a mindfulness conference in April, he was dressed in corduroys, a button-down shirt and a blazer, with wire-rimmed glasses and a healthy head of thick gray hair. He looked more like the professor he trained to become than the mindfulness guru he is.
But ultimately, a professor may prove more valuable than a guru in spreading the word on mindfulness. The son of an immunologist and an artist, Kabat-Zinn, now 69, was earning a doctorate in molecular biology at MIT in the early 1970s when he attended a lecture about meditation given by a Zen master. "It was very moving. I started meditating that day," he says. "And the more I meditated, the more I felt like there was something else missing that science could say in terms of, like, how we live as human beings."
By 1979, Kabat-Zinn had earned his Ph.D. and was working at the University of Massachusetts Medical Center studying muscle development and teaching anatomy and cell biology to medical students. On a meditation retreat that year, he had a revelation. What if he could use Buddhism-based meditation to help patients cope with conditions like chronic pain? Even if he couldn't alleviate their symptoms, Kabat-Zinn speculated that mindfulness training might help patients refocus their attention so they could change their response to pain and thereby reduce their overall suffering.
With three physicians, Kabat-Zinn opened a stress-reduction clinic at UMass based on meditation and mindfulness. "It was just a little pilot on zero dollars," he says.
Almost immediately, some of the clinic's patients reported that their pain levels diminished. For others, the pain remained the same, but the mindfulness training made them better able to handle the stress of living with illness. They were able to separate their day-to-day experiences from their identity as pain patients. "That's what you most hope for," says Kabat-Zinn, "not that you can cure all diseases, but you could help people live in a way that didn't erode their quality of life beyond a certain point." Eventually Kabat-Zinn's program was absorbed into the UMass department of medicine and became the MBSR curriculum now used by hundreds of teachers across the country.
In the years since, scientists have been able to prove that meditation and rigorous mindfulness training can lower cortisol levels and blood pressure, increase immune response and possibly even affect gene expression. Scientific study is also showing that meditation can have an impact on the structure of the brain itself. Building on the discovery that brains can change based on experiences and are not, as previously believed, static masses that are set by the time a person reaches adulthood, a growing field of neuroscientists are now studying whether meditation--and the mindfulness that results from it--can counteract what happens to our minds because of stress, trauma and constant distraction. The research has fueled the rapid growth of MBSR and other mindfulness programs inside corporations and public institutions.
"There is a swath of our culture who is not going to listen to someone in monks' robes, but they are paying attention to scientific evidence," says Richard J. Davidson, founder and chair of the Center for Investigating Healthy Minds at the Waisman Center, at the University of Wisconsin at Madison. Davidson and a group of co-authors published a paper in the prestigious Proceedings of the National Academy of Sciences in 2004 that used electroencephalography to show that Buddhist monks who had logged at least 10,000 hours of meditation time had brains with more functional connectivity than novice meditators. The monks also had more gamma-wave activity, indicating high states of consciousness.
Of course, most people will never meditate at the level of a monk. But neuroscientists have shown that even far less experienced meditators may have more capacity for working memory and decreases in mind-wandering.
Many of the studies on mindfulness and meditation have been funded by individual private donors and have not met the highest scientific standards, leading the NIH to declare in 2007 that future research had to be "more rigorous." Perhaps to this end, the NIH has funded some 50 clinical trials in the past five years examining the effects of mindfulness on health, with about half pertaining to Kabat-Zinn's MBSR curriculum alone. The NIH trials completed or now under way include studies on how MBSR affects everything from social-anxiety disorder to the body's immune response to human papilloma virus to cancer-related fatigue. Altogether, in 2003, 52 papers were published in scientific journals on the subject of mindfulness; by 2012, that number had jumped to 477.
MINDFULNESS GOES MAINSTREAM
Tim Ryan, a democratic Congressman from Ohio, is among those pushing to use more federal funds for mindfulness research. Stressed and exhausted, Ryan attended a mindfulness retreat led by Kabat-Zinn in 2008 shortly after the election. Ryan turned over his two BlackBerrys and ended the experience with a 36-hour period of silence. "My mind got so quiet, and I had the experience of my mind and my body actually being in the same place at the same time, synchronized," says Ryan. "I went up to Jon and said, 'Oh, man, we need to study this--get it into our schools, our health care system.'"
In the years since, the Congressman has become a rock star among mindfulness evangelists. His book A Mindful Nation was published in 2012, and Mindful, launched in May 2013, put Ryan on the cover of its second issue after he secured a $1 million federal grant to teach mindfulness in schools in his home district. Ryan has hosted meditation sessions and a mindfulness lecture series on Capitol Hill for House members and their staffs. The effort, says Ryan, is all about "little candles getting lit under the Capitol dome."
Elizabeth Stanley, an associate professor at Georgetown, is trying to do the same for those in uniform. Stanley was an Army intelligence officer deployed to the Balkans in the early 1990s. After she left active duty, Stanley enrolled in a doctoral program at Harvard and pursued an MBA at MIT--at the same time--planning a career studying national-security issues.


But as the demands of two graduate programs combined with leftover stress from her time deployed, Stanley found herself unable to cope. "I realized my body and nervous system were constantly stuck on high," she says. She underwent therapy and started practicing yoga and mindful meditation, eventually completing both of her degree programs as well.
"On a long retreat in 2004, I realized I wanted to pull these two sides of me together and find a way to share these techniques with men and women in uniform," Stanley says. She teamed up with Amishi Jha, a neuroscientist at the University of Miami who studies attention, and together they launched a pilot study with private funding that investigated whether a mindfulness program could make Marines more resilient in stressful combat situations. The findings were so promising, according to Jha, that the Department of Defense awarded them two $1 million grants to investigate further, using an MBSR-based curriculum Stanley developed called Mindfulness-Based Mind Fitness Training. Stanley has been involved in two additional mindfulness studies with Marines since, and Jha has been awarded $3.4 million more in federal grants to study how mindfulness training affects stress among other populations, including undergraduates facing exams and accountants slogging through tax season.
Educators are turning to mindfulness with increasing frequency--perhaps a good thing, considering how digital technology is splitting kids' attention spans too. (The average American teen sends and receives more than 3,000 text messages a month.) A Bay Area--based program called Mindful Schools offers online mindfulness training to teachers, instructing them in how to equip children to concentrate in classrooms and deal with stress. Launched in 2010, the group has reached more than 300,000 pupils, and educators in 43 countries and 48 states have taken its courses online.
"It was always my intention that mindfulness move into the mainstream," says Kabat-Zinn, whose MBSR bible, Full Catastrophe Living, first published in 1990, was just reissued. Lately, the professor has also been spreading the gospel abroad. On a November trip to Beijing, he helped lead a mindfulness retreat for about 250 Chinese students, monks and scientists. "This is something that people are now finding compelling in many countries and many cultures, and the reason is the science," he says.
LISTENING TO LIFE
The MBSR class I took consisted of 21 hours of class time, but there was homework. One week, we were assigned to eat a snack mindfully and "remember to inhale/exhale regularly (and with awareness!)," according to a handout. Since we were New Yorkers, another week's assignment was to count fellow passengers on a subway train. One student in my class said he had a mindfulness breakthrough when he stopped listening to music and playing games on his phone while riding to work. Instead, he observed the people around him, which he said helped him be more present when he arrived at his office.


After eight weeks, we gathered one Saturday for a final exercise, a five-hour retreat. We brought our lunches, and after meditating and doing yoga, we ate together silently in a second-floor room overlooking a park. After the meal, Paulette led us into the park and told us to walk around for 30 minutes in a meditation practice known as aimless wandering. No phones and no talking. Just be present, she said.
As I looked across a vast lawn, I easily spotted my fellow MBSR students. They looked like zombies weaving and wandering alone through groups of friends and families lounging on picnic blankets or talking and barbecuing. I saw a group of 20-something men playing Frisbee, young kids riding bikes and a pair of women tanning in the sun.
I had lived close to this park for three years and spent hundreds of hours exploring it, but what struck me as different on the day of the retreat were the sounds. I noticed the clap, clap of a jogger's sneakers going by on a paved path. I saw a group playing volleyball on the lawn, and for the first time, I heard the game. The ball thudded when it hit the grass and whapped when it was being served. The players grunted when they made contact. Thud, whap, grunt. Whap, whap, thud. I heard a soft jingling, and I knew just what it was. A dog with metal ID tags came up behind me and passed by. Jingle, jingle.
After the prescribed half hour, we returned to our meeting room with Paulette. We had a brief group discussion about how we could continue our mindfulness training through other classes, and then we folded our chairs and put them away in a closet. Silently, we eased down a set of stairs and out the front door. I made it all the way home before I turned on my phones.
In the months since, I haven't meditated much, yet the course has had a small--but profound--impact on my life. I've started wearing a watch, which has cut in half the number of times a day I look at my iPhone and risk getting sucked into checking email or the web. On a tip from one of my MBSR classmates, when I'm at a restaurant and a dining companion gets up to take a call or use the bathroom, I now resist the urge to read the news or check Facebook on my phone. Instead, I usually just sit and watch the people around me. And when I walk outside, I find myself smelling the air and listening to the soundtrack of the city. The notes and rhythms were always there, of course. But these days they seem richer and more important.
Time