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Brilliant! I’m going to need to spend some more time going through this content! Eager to see how this could benefit my students and teachers. Thanks Cooney!

As an early years educator who is passionate about child development, I self taught myself by exposing with tons of free webinars, articles, books, and podcast from the internet. I'm so passionate about how brains work that I've come across speakers who came from different backgrounds like preschool teachers, cognitive science, psychologist, clinical psychologist, organizational psychologist, journalism, leadership coach, and even a youtuber about bikes and roads! And it's true! The more I get to expose myself to the different disciplines, the more clarity I've found in my own philosophy in teaching and learning. They all look different in the surface, but turns out all of them are advocating for the same things. It's really mind boggling how different disciplines can have the same concept (in this case semantic knowledge). The only problem is, as someone who grew up being an introvert who isn't yet proficient in socially communicating to other adults, I'm having a hard time sharing my learnings (that I didn't learn in formal school) to my colleagues and friends.

A great video

My oldest brother was taught exclusively with Whole Language in the early 90s. When he was in the 3rd grade and still couldn’t read, my mother switched us to a different school that taught exclusively Phonics, specifically with “Professor Phonics Gives Sound Advice”. As the youngest I only learned Phonics. I now work as a Spanish teacher, and I can always tell which kids had Phonics and which had Whole Language. It is incredibly difficult for Whole Language kids to learn to read a second language.

What about the idea that that parents who like reading have kids who like reading and also have lots of books in the house? Isn’t at least some of this heritable?

I love the way this video pulls together this fragmented debate. I sense so much uncritical sleepwalking related to technology and AI at the moment and this is a great counterbalance to it.

super cool video! Where can I find the paper?

I really like your performance style. I love the way you learn and share it

Awesome. Our school assesses students' dispositions to learning. Ie, are they creative, resilient, collaborative etc. It makes sense that these are domain specific. Just because you can collaborate in PE class doesn’t mean you will in math.

Thanks, Jared. This video really got me thinking a lot.

Interesting Jared. I'm just wondering about how far we can stretch the implications of this study? The task that these people were asked to perform seems quite menial - can we therefore extrapolate from that that something like inhibition is specific rather than general, or do we need some more evidence based on a more complex testing method??

Hi Jared!

Focus patterns here is defined as unconscious method of how someone is assessing a problem and which elements they are concentrating on. Out of curiosity do you think focus patterns from birth could be the key in producing the difference in results? The study established anyone can learn and learning rates are practically parallel however where the student is focusing may help accelarate their results. You often hear about 'genius children' and you had spoken about 'rage to master' earlier. 'Rage to master' being a term being coined by Dr Ellen Winner. She said the children were predisposed to be good at the subject they were mastering and this is what drives them further. But predispositon for any skill at any age could be related to a deep unconscious method of which part grabs your attention? Example being addition with numbers. Some people when learning to focus on addition may get caught up on the numbers and how large or small they are, others on the end result and finally a small amount interested in why. The first two groups: the caught up on numbers size and end result may not progress quickly but the group focused on the why would progress faster and further. This would then lead to the idea of 'natural talent'. Now all 3 groups would not understand why the differences is produced. The other two groups would most likely be better at something else. This would not be a subject in class but something else that may relate to the unconscious focus pattern. For example the second group was focused on the end result of what two numbers add up to. Considering this fact that they were focused on the end result. If they were presented with a problem where only the end result mattered but the problem was structured in a way to make it look like the end result did not matter then chances are they may pick up on that problem faster than any other group. This would then lead to that group looking like they are 'naturally talented'. I am not sure if addition is usually struggled upon or a good example but I hope this illustrates the point I am trying to make which is the general way in which someone focuses on things since birth is invisble difficult to assess but produces these differences. I believe that this deep unconscious focus pattern will then produce such differences when it comes to IQ. So in other word everyone in average can do anything but how there deep unconscious focus processes will affect there performance and it may take longer for someone to get a topic or to because of this. The speed at which they are learning will have little to no effect tho on their ability to contribute and work though. I hope this makes sense and it doesn't too stupid. Not sure if this is an idea in any of the sciences, never seen anything about it but look forward to hearing your response. Thank youf or taking the time to read this. Much appreciated. :)

Uhhh I'm so confused. Is this video wrong? ruclips.net/video/Wt7rR0MCYsg/видео.html

thanks, Jared for ur gr8 videos, trying to contact u on X and LinkedIn but your links don't work? Is it possible to get the study u mentioned regarding student learning 2.5X if they liked the teacher?

Grades went up because of grade inflation and a loooooooooooooooooot more cheating. Of course it was a lot easier to get away with cheating.

Is it that computers harm learning, or is it that educators have not changed the teaching method to best utilize the computer? If they spend the majority of their time playing video games, then maybe education needs to become more like a video game. We cannot use a 19th centry school model to push 20th century ideas on a 21st century platform. We need to upgrade our educational process to reflect the 21st century tools we have. As an adult I use my computer and mobile phone to look up lots of information that helps me on my educational path. Many young kids who come to me from our schools can use their phones to get on social media and play games, but I have to teach them how to use their phone to do research and educate themselves.

@jaredcooney What happens if you give examples of more than one strategy to solve the problem?

I don't love that quote that you highlighted ("anyone can learn anything they want"), because they're hedging the answer to their own question. They didn't ask whether anyone can learn anything they want, but rather whether anyone can learn to be GOOD at anything they want. My read is that effectively the researchers are actually saying "no" but without doing so explicitly. It's simply not likely that they forgot how they initially qualified their own question. For the sake of argument, though, analyzing the conclusion on its face, it's an overbroad conclusion because they haven't really shown that anyone can learn anything they want, but rather that they can improve their declarative memory on a chosen topic. Given that intrinsic motivation is a factor in learning rate at each stage, starting with the very initial course, it seems like the best way to answer whether anyone can answer anything they want is by measuring initial learning rates + rates after practice sessions among only the very intrinsically motivated. Perhaps they did do this and you just didn't mention it, but if not, it's a dubious design decision (though to be sure it's possible that if the students could choose the topic they wanted to learn about, then that might at least address intrinsic motivation but it wouldn't be surefire).

Thank you so much for addressing logographic scripts!

Thanks for another course of food for thought. I was particularly taken with the better ratios for I do, You do, We do.

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