Food and the Brain

We’ve all been told to eat our vegetables since we were young. And most of us have probably nagged our own kids about it. No one doubts the health benefits of eating a balanced meal with a focus on fresh produce, whole grains, and lean protein. The effect foods have on the health of adults has been studied extensively. However, beyond eating a balanced diet consisting of foods we know are healthy, there has been little research into the effects specific foods have on children’s brains. One such study, conducted in 2019, made some interesting, yet unsurprising, findings. Students who consumed a higher level of sugary, salty snacks (aka, “junk food”) performed worse on standardized tests in ELA and Math. Another study looked into how hydration levels affect student performance. Spoiler alert: students who were better-hydrated (with water only) did better.

Fueling for Test Day

There are a number of foods that are considered “brain fuel.” These foods have been linked to improved concentration, memory, and focus. But regardless of what’s for breakfast on test day, the most important thing is that breakfast happens! When students skip breakfast, claiming they aren’t hungry or their nerves won’t let them keep food down, they are not likely to make it very far into their test without a significant crash in energy, focus, or both. Here are the best foods to eat the night before and/or the morning of:

• Anything with omega-3 fatty acids like fish, avocado, and nuts;

• Eggs, which contain vitamins and minerals that not only improve memory in the short term, but also slow long-term cognitive decline later in life;

• Berries, which contain important antioxidants, crucial for healthy brain function;

• Oats, also for their antioxidants in the form of Vitamin E;

• and Dark chocolate. In addition to being delicious, it also contains flavanoids (another type of antioxidant). BUT, it does need to be real dark chocolate (not milk), and only a small amount. No, we do not recommend eating a chocolate bar for breakfast.

Caffeine and the Developing Brain

Many adults rely on caffeine for brain functioning, and caffeine in moderate amounts does have some brain benefits. However, caffeine is a stimulant that has no place in a child’s regular diet. The small amounts found in any foods containing cocoa are fine, but children and adolescents who are still growing should wait a few years before making coffee part of their routine. The increase in heart rate, blood pressure, and anxiety can cause some long-term health problems.

The Bottom Line

Make sure your kids are eating a balanced diet. Limit junk food to special occasions (or bond over making your own together!). Never let them skip breakfast, and include eggs and oats on the menu regularly. Don’t worry too much about small amounts of caffeine in their diet, but don’t let them drink cups of coffee quite yet!

Foundational Reading Skills

Here at Smarten Up, we are big believers in the Science of Reading, and good reading habits begin with foundational reading skills. For that reason, our reading tutors place a strong emphasis on phonemic awareness, phonics, and multi-sensory instruction. Unfortunately, though, that's not the case in all classrooms. As a result, it's all the more important that parents and educators learn more about the science of good reading instruction.

Would you like to learn more about how to build foundational reading skills with your readers? We are so excited to share a conversation between Smarten Up and Braintrust CEO and Co-Founder, Mara Koffmann and Haly Samuels, a NYC-based reading specialist and Braintrust tutor, as they discuss resources and strategies to support early reading.

The Many Paths to Success

School is hard for so many students, and especially for children with learning differences like dyslexia, dysgraphia, dyscalculia, or ADHD. However, academic challenges aren't necessarily an indicator of a child's potential for success. Unfortunately, this is a message that these students (and their parents!) don't hear nearly often enough! Richard Branson struggled his way through school, as did Barbara Corcoran and Henry Ford. Thomas Edison and Andy Warhol had dyslexia, just like George Washington and Nelson Rockefeller. The list of incredibly accomplished people with learning disabilities is endless. The reality is that a diagnosis of a learning disability is only evidence of learning differently, and that is certainly true of chef Marc Murphy.

You might know him from Chopped on the Food Network. Or maybe you’ve eaten at one of Murphy’s restaurants or use his cookbook in your own kitchen. He’s built a successful career based on incredible experiences in kitchens around the world, and his dyslexia was an instrumental part of his path. This week, we’re sharing Mara’s conversation with Chef Murphy, covering his journey from the classroom to the kitchen and the lessons he’s learned along the way.

How Speech, Language, and Learning Are Connected

Any student’s experience of school is filled with words. There are the words a child hears or sees each time a teacher gives a direction or delivers a lesson. And there are the words he hears from his peers during class discussions or out on the playground. Then, there are the words that make up the spoken and written responses in class, on assignments, and during downtime. Each day is filled with endless words! So how does that impact the academic experience of a student who struggles with speech and language skills?

Of course, that’s a question best answered by a speech-language pathologist, which is why we were so excited for Mara to speak with Elizabeth Doherty. She is the founder of Manhattan Speech, Language, and Literacy, and Elizabeth has experience supporting learners of all ages with language skills. Listen to the conversation below or read the key takeaways to learn more about the work of a speech-language pathologist and the endless ways in which speech and language skills impact a child’s academic experience.

Key Takeaways

• A speech-language pathologist supports students with receptive and expressive language. One can think of the former as the input – the words that we are hearing, processing, and that we have to make sense of. Expressive language, on the other hand, is the output. These are the words we use to express our thoughts, ideas, and feelings.

• Receptive language is a huge part of the school experience for any child. From the moment a student enters elementary school, he is expected to follow spoken directions, make sense of the books his teacher reads, and learn from explanations. And as a child advances through school, the language demands only become more complex. In the end, if he struggles to process information from teachers, a child is sure to have a hard time in school.

• Similarly, a student will use his expressive language to communicate with his teachers and classmates. A child will want to share ideas and communicate understanding. Plus, he needs to be able to formulate questions if and when he needs support. These expressive language skills are central to a child’s academic success.

• And because language is made up of words and sounds, speech-language pathologists also support students with articulation and phonemic awareness. They teach kids how to not only formulate sounds but also how to segment and blend the individual sounds in words. They will also help kids learn to match those sounds to letters in order to build a strong foundation in phonics.

• Many of the challenges that younger children have with articulation are developmental. Lisps or difficulty with r-sounds are common and something that most kids simply grow out of.

• However, other difficulties with language-based skills are more concerning. If a young child is late to talk, late to use words, or late to learn to express himself, a speech-language evaluation can help to identify appropriate intervention if necessary. Similarly, it’s also helpful to speak with a speech-language pathologist if a child is struggling with reading, writing, and language processing in academic classes. Proactive, early intervention is always the best solution, and an excellent speech-language pathologist like Elizabeth is only an email or phone call away!

Learning to Love Learning

This Valentine’s Day, let’s all remember that a love of learning is the most important ingredient in student success. Okay, it’s corny: so is just about everything else about this holiday! Nevertheless, the value of nurturing a genuine sense of curiosity in our students cannot be overstated. We all want to see our students full of confidence, eager to take on challenges, undeniably passionate about the material they’re studying; if you’re a teacher, it’s likely that you yourself feel a deep passion for the subject you’ve chosen. But while the thrill of discovering new parts of the world and how it works is an inherent part of childhood, that thrill doesn’t always translate into the classroom. 

Instead, it’s easy to fall into the trap of seeing school as a job, defined by boring homework that keeps us from what we’d rather be doing, or frustrating difficulties that lead to anxiety and avoidance. Most unfortunately of all, this perception can lead to a downward spiral, since a lack of motivation can make mastering new material a foot-dragging, mind-numbing process that leaves students further behind and even less likely to engage the next day. 

Breaking out of this cycle isn’t easy. Sometimes an extrinsic motivation (i.e., a reward that creates a reason to finish the activity or invest in schoolwork) might be required to get over the hump. Whenever possible, though, it’s worth putting in the effort to encourage students to find intrinsic motivation—that is, a desire that comes from within themselves. Here are some tips for building this kind of motivation, and the love of learning that can accompany it:

• Teach students how to set achievable, relevant personal goals and help them to track their growth

• Offer students more control by providing options, so that they can have a sense of ownership over what and how they learn

• Give students simple access to the resources and support they need to overcome challenge without being burned by shame or anxiety

• Promote a growth mindset that celebrates challenge and rewards effort

How to Navigate Complex Text

Kids often have a hard time navigating the difficult texts they have to tackle in middle school and high school. Between complex ideas and challenging language, these readings can feel impenetrable. That's why Smarten Up Founder and CEO, Mara Koffmann, was so excited to speak with Alexis Ulaj about strategies for supporting students through these types of readings. After working with a wide range of learners in her classroom at Uncommon Schools, Alexis has developed a trusted set of tools and resources to support struggling readers through the complex texts they have to tackle in the classroom. Listen to their discussion below to learn more about creative approaches that parents and teachers can use to help kids tackle these types of assignments in a more strategic, confident way. And scroll down for key takeaways and resources!

Key Takeaways

• Common causes of reading challenges include …

  • A lack of schema, which can make texts feel inaccessible. Schema relates to our knowledge of and experience with a given topic, be it a place, time, event, etc! Without a strong schema to support comprehension with a text, readers are likely to struggle with engagement.

  • Technical vocabulary and complex language can also make a text feel impenetrable for many students. If reading and understanding the words is hard, kids are sure to have a difficult time understanding the big ideas.

  • Fictional texts that include multiple conflicts are also very challenging for kids. Readers often struggle to identify the main idea or message of these types of books.

• To better support readers through these sorts of reading challenges, try the following …

  • Teach kids to read nonfiction texts with a focus on claim. They should begin by identifying the topic of the reading by reviewing the title, summary or blurb, and first paragraphs. Then, kids should annotate with a focus on identifying sub-claims, or the mini arguments the author makes, by working through the text in sections. Last, readers can synthesize these details and think about why the author wrote the text in order to identify his or her primary claim. Remember, topic + sub-claim(s) = author’s claim!

  • Help students learn to read fiction with a focus on theme. At the beginning of a book, kids should read to identify the conflict that the main character must overcome. Then, as they continue reading, students can look for the changes in that protagonists’s perspective or behavior. Finally, as kids identify the resolution in the text, they can also gain a better understanding of the author’s message. By tackling the plot in chunks, readers will be able to better unpack the events in the text and the theme that they have in common.

  • Empower students to learn vocabulary in context. Once kids identify an unfamiliar word, they should underline or circle it. Next, they should identify the part of speech (i.e. adjective, noun, verb, etc.) and whether the term seems like a positive or negative one. Then, kids can use this information, along with context clues, in order to make a prediction as to the meaning of the word. This strategy will not only help students build schema to promote retention as they learn new vocabulary, it will also enable them to better understand an author’s claim and intention.

• Interested in bringing these strategies into your classroom or home? Check out Alexis’s resources below to better support readers through complex texts!

Universal Design for Learning

Universal Design for Learning (UDL) is a teaching approach that gives every student equal access to learning in the classroom. The term “universal” is a bit misleading. While it may sound like UDL classrooms find one pathway that all learners take, this isn't the case. UDL classrooms are all about finding multiple pathways any learner can take. Teachers in UDL classrooms provide options, but more than that, they make sure the options are purposeful. They make learning universally accessible.

So what does UDL look like in the classroom? There are three guiding principles to UDL:

1. Representation

In UDL classrooms, teachers represent information to students in multiple ways. Traditional classrooms (the type you would have seen decades ago) typically used one mode of learning for all students. They would read a textbook or look at a slide, and be expected to learn the material from that one representation. With UDL, students have access to multiple modes of learning at the same time: text-based, video-based, with an audio component, with a hands-on component, etc. Assistive technologies can play a key role in accessibility.

2. Engagement

The way students are engaged in a lesson also needs to be multi-modal. Students can build skills and develop knowledge through games, physical activity, and kinesthetic movement. They can read and annotate. They can collaborate with peers. And when teachers provide choices and take students' backgrounds into account, students are always more likely to engage. These are all examples of diversifying the way in which teachers can engage students.

3. Action and Expression

In addition to varying modes of content and engagement, the way students demonstrate their learning should also be dynamic and choice-based. Instead of every student completing the same task, UDL classrooms provide students with the choice between a 5-page paper, a five-minute oral presentation, or an artistic representation of the material with captions, labels, and descriptions. 

When students are given the academic and environmental supports and options they need to access learning, it’s hard not to be successful.

Becoming Your Child's Best Advocate

It is heartbreaking to watch your child struggle, and it’s even more difficult when you don’t know how to help. Yet so many parents find themselves in this position each year. In some cases, families are lucky enough to be a part of a proactive school that takes action to remedy challenges a student might face. More often than not, though, parents must take the lead in order to advocate for their child. And most times, families in this situation are left wondering where to begin.

That’s why we were so excited to speak with parent advocate and educational expert Meredith Gotlin. She worked as a math teacher, assistant principal, and principal with the New York City Department of Education before becoming a parent who had to learn to advocate for her own kids. She channels that wealth of experience into her work at Someplace to Start where she provides educational planning, support, and advocacy to families. Are you curious about how to become your child’s best advocate? Listen to the interview and read on for key takeaways.

Key Takeaways

• Parents should always trust their instinct! If you think that your child is struggling in any way, be proactive. A great first step is to reach out to your child’s teacher.

• During that conversation, don’t forget to be specific about where you think your child is having a hard time. This evidence will lead to a more meaningful dialogue that is grounded in facts.

• And this will begin your education as an advocate! At this stage, the best thing a parent can do is learn. Engage your child’s teacher, review your child’s work, ask questions, and ask for evidence so you can learn more!

• Then, once you’ve identified that there is an issue, it is time to secure intervention services for your child. This process begins with an evaluation.

• After a parent has received a neuropsychological report from the doctor, it is important to understand the results of the testing. You should carefully read the document, with the help of a doctor or educator if necessary, in order to understand your child’s neuropsychological profile and learning needs.

• Then, parents should share that report with their child’s school in order to secure services by putting an IEP in place. Some schools will want to do additional testing, while others will accept the results of a private evaluation. If your school suggests the former, you should agree to specific additional testing, such as an OT evaluation or one for assistive technology, but not a completely new neuropsychological exam. It is simply unnecessary, tedious, and exhausting for the child.

• Next, parents should ask lots of questions about the intervention plan in order to make sure that it is appropriate. At this stage, it is important for you to remember that the more questions you ask, the more you will learn; and the more you know, the better positioned you will be to advocate on behalf of your child!

• Be sure to keep in mind that schools will write an IEP that suits them best because every institution has limited resources. Ultimately, though, an IEP is a document that should service the needs of the child. In this way, a noisy parent will be a more effective advocate!

• Once an intervention begins, parents should be sure to ask for updates. Check in and ask for feedback from educators. That way, you can not only monitor but actually understand progress. Plus, you’ll be in a better position to proactively advocate for additional interventions or support if necessary.

• Ultimately, the most important step a parent can take to become their child’s best advocate is to learn. And the most powerful way to learn more is to ask questions! By doing this, not only will you teach your child how to become her own best advocate, you’re also demonstrating your commitment, love and support to your child’s success.

A Better Way to Learn New Words

Developing a strong vocabulary has knock-on effects across a wide spectrum of academic subjects — and it’s something that families can work on together. But parents, who have been out of school for some time, are not always up to date on the best ways to master new words.

Anyone who has made it through the K-12 system will remember the classic method of rote vocab memorization. First, we would look up a list of words in the dictionary. Then, we would write those words and their definitions a number of times. Eventually, we would take a vocabulary test to demonstrate all we had learned. How many of us actually turned around and used those words authentically, in writing or in conversation? Not many.

Thankfully, strategies for learning vocabulary have evolved. Educators no longer consider rote memorization to be an effective method for real learning. And having students copy vocabulary for the sake of learning it is pure busywork. Now, teachers provide learning opportunities for students to explore, discover, and manipulate new words. Sometimes, they even give students a choice of new words, and ask them to select words to which they are drawn. These methods almost never involve dictionaries.

Marzano’s Method for Teaching Vocab:

Robert Marzano, a renowned educational researcher, developed the following six-step method for teaching vocabulary:

Step One: The teacher introduces the new word to students through examples, imagery, and connections to students’ prior knowledge. The word's definition might be included, but should not be the foundation of the introduction.

Step Two: Students paraphrase the word’s meaning. This is best done in their notebooks, where they have an ongoing list of newly learned vocabulary words. These could be sorted by subject area, alphabetically, or just in the order in which students learn them.

Step Three: Students represent the word visually, through a drawing, a symbol, or some other graphic design. Students might then share their representations with the class or with a peer.

Step Four: Students engage in activities that will deepen their understanding and level of comfort using a new word. These activities could include synonym/antonym work, categorizing words, using the word in a new sentence, etc.

Step Five: Students have a discussion either with a partner or in a small group about the word, their understanding of it, and when and how they can use it.

Step Six: Finally, students consistently review ‘old’ vocabulary words. They participate in games and activities that allow them to use new and previously learned vocab so they don’t risk losing it.

A Purposeful Process

While Marzano’s method may seem time-consuming, the benefits of strong vocabulary instruction far outweigh the time cost. Students with an expansive vocabulary read more, are better able to communicate verbally and in writing, and tend to perform better in school generally. They are able to express themselves in more nuanced ways, and can engage in more rigorous dialogue with peers and adults. So save the dictionary for those moments when you just need to look up a word, and increase your vocabulary by other means.

Making the Most of IEPs

We think it’s fair to say that the word “IEP” creates a bit of anxiety for most parents and teachers alike. That’s because these three letters are central to the educational experience of any child who learns differently. An IEP is a student’s Individualized Education Program, and it outlines the plan for specialized instruction, supports, and services a child needs to make progress and thrive in school. As such, IEPs are crucially important to both parents and teachers alike. That’s why they work together at least once a year to update and revise a child’s IEP to ensure that he or she will receive an appropriate and individualized learning experience.

Given how important IEPs are, they can feel overwhelming to both parents and teachers. That’s why Smarten Up and Braintrust CEO and Co-Founder, Mara Koffmann, was so excited to speak IEPs with pro Stephanie DeLussey, creator of Mrs. D's Corner and the Intentional IEP. Listen to their conversation below and read on for key takeaways from their discussion.

Key Takeaways

• According to IDEA, the Individuals with Disabilities Education Act, every child is entitled to a free and appropriate public education, aka FAPE. A students’s IEP (Individualized Education Plan) is what gives students with special needs, disabilities, and differences access to the general education curriculum. The goal of IDEA and FAPE is always to place students in the least restrictive environment (LRE), and a student’s IEP helps to make this possible.

• The first step towards receiving an IEP is an evaluation. This is the process by which a doctor identifies disabilities and differences in the way a child learns or thinks. Once a student has been diagnosed with a disability, he or she is eligible for an IEP. And the results of each evaluation are valid for three years.

• IEPs are updated annually. Teachers, service providers, and parents attend IEP meetings as a team to review and revise a child’s goals, progress, and supports. Anyone on the IEP team has the right to request additional meetings if necessary.

• Stephanie’s top tips for parents navigating the IEP process:

  • Make sure you are an equal member of the IEP team! Your opinions, thoughts, and concerns should be a part of the discussion at each meeting.

  • Know your rights! Wrightslaw is an incredible resource for parents, educators, and advocates to learn about special education law and advocacy for children with disabilities.

  • Ask what you can do at home to support your child! Learning and growth happens in school and outside of the classroom. The more that you can do to reinforce skills and goals at home, the more progress your child is sure to make. And if you aren’t sure where to start, don’t be afraid to ask for help! Your child’s school is likely a great resource and one you should take advantage of. Plus, you can reach out to a parent training center for additional support and guidance.

  • It’s important to set realistic IEP goals. Learning is a process. Seemingly simple goals are actually made up of countless steps, and each one builds upon the one before it. With that in mind, parents should work with their IEP team to understand the stepping stones for each goal on their child’s plan. That way, the team can work together to achieve incremental growth and build meaningful momentum.

• Stephanie’s words of wisdom for teachers who have to manage IEPs:

  • Plan ahead for IEP due dates! You’ll be less stressed and better prepared if you’ve got your deadlines mapped out. Stephanie recommends adding all of your IEP due dates to your calendar at the beginning of the school year, so you can more easily prioritize your endless to-do list. The life of a teacher is a constant juggling act, and this bit of planning should make things slightly less stressful!

  • Share drafts of IEPs with parents at least a week before an IEP meeting! This will help them to prepare and offer feedback, and make for a more productive conversation as a team at the meeting. Just be sure to label the document as a draft, and give parents a heads up that you are passing it on.

  • Include parents in the process! Whether it’s a phone call, a Google form, or a questionnaire, it’s important to empower parents as active members of the IEP team. Remember, they know their child best. Accordingly, they can help you make an even better IEP for your student.

  • When it comes to data collection, keep it simple! Stephanie’s preferred tools are good old post-its, paper, and pencils. You can learn more about her recommended strategies on Mrs. D’s Corner and The Intentional IEP.