The Goldilocks Principle of Teaching

 “Not too Hard, Not too Boring"

Educators are keenly aware of the impact of stress and trauma on a student’s ability to learn. When stressed, students are unable to attend to and therefore, retain new learning. We can blame the amygdala. This little walnut-shaped organ essentially controls learning. If information from the environment is stressful, the amygdala will send signals to the instinctual center of our brain, releasing cortisol which impedes our ability to think for at least 20 minutes. The process is called downshifting. Unbelievably, studies have shown that cortisol remains in the body for several hours. 

I was surprised to learn that boring experiences are as stressful for the brain as feeling overwhelmed or anxious. Teachers can combat the “Goldilocks principle” by using stories, humor, choice, movement, and novelty in their lessons (Hattie). It’s not hard (or boring) to design learning experiences using the "Goldilocks principle." 

The following activity is an example: 
  1. Independently learn about retrieval practice by reading, listening, or watching 
  2. Develop a collective understanding. Each member should offer his/her thoughts. 
  3. Demonstrate your collective understanding by 
  • Creating a structure with Play-Doh or Legos 
  • Designing a concept map 
  • Selecting an image and color 
  • Writing a poem or rap 

The thinking required is challenging, but the task involves collaboration, novelty, movement, choice, and some fun. No downshifting, just learning.

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