In our research we found out what it takes for students to leave the safety of their comfort zones so they can fulfil their potential when learning. Student brains learn better in the “stretch zone”, thus helping students foster a “growth mindset”, to think positively about learning. This in turn helps students think more about their learning, are they in the “comfort zone” or in the “stretch zone”. There is one other zone which isn’t good for learning, the “panic zone”. We talked lots about these zones in class, discussed how we learn best and set goals to see if our brains would grow.
When in the “comfort zone”, students don’t feel challenged to learn something new, this means that our brains are not being stimulated, resulting in low neural activity. In the “stretch zone” students described their brains coming alive with activity. Happy hormones will also be released by the brain, which helps with our wellbeing and feeling successful.
We now refer to these zones in class, explaining to one another what zones of learning each student is in during an activity. This allows changes to take place to move to the “stretch zone” of learning and take recognise the times when our brains “struggle” with a task.
We are now taking more risks with our learning to move into the “stretch zone” and improve our learning performance. This is true learning and Grade 4 continues to explore the brain and the learning zones associated with it. Next we will learn about the areas of the brain and the “happy hormones” responsible for feeling successful and happy as a learner.