Factor In Processing Time 

We explored the impact of time and the pace of learning with high school students in a past blog, “Why Time Is So Important in Learning.” We shared author and educational consultant Chip Wood’s thoughts about the importance of allowing students the time to process what they’ve learned, incorporating it into long-term memory, and integrating new learning into an accessible and functional framework of understanding. For elementary and middle school students this is especially important—adolescent brains (ages 10 to 15) process information about the world around them at the same rate of speed as infants—the fastest they will ever acquire knowledge throughout life!

In fact, adolescent brains are working hard even when at rest. In a 2012 study, Researcher Mary Helen Immordino-Yang, along with colleagues at USC and MIT, used MRI in examining activity of the brain in a resting state, normally associated with letting our minds wander. In this ‘default’ state, the brain is still active, though in different regions than when we are externally focused. It turns out this default mode is essential for consolidating memories, reflecting on experiences, future planning, and generally making sense of our lives. 

Reflecting on the Benefits of Brain Breaks 

So breaks are an essential part of learning. But the benefits extend beyond the processing of lessons to the psychological well-being of students. Particularly for younger students, regular breaks throughout the school day help to reduce disruptive behavior. Results from a series of studies have shown that short physical activity breaks in the classroom improved students’ behavior, helped increase the effort they put into activities, as well as improving their ability to stay focused and on task. Connecting with students on a more personal level during brain breaks is an extra bonus.

During one period, extending from the nineties into the early 2000s, considerable research was conducted on the benefits of ‘nature’ breaks, that is, getting outside, whether to engage in directed activities or simple free time. The effect was the same as the 2012 Immordino-Yang study: the children’s brains shifted into default mode allowing a period of reflection and integration of lessons into a working whole. But the time needed to get a class outside is sometimes considerable, requiring dressing warmly, traveling to the playground, and the return trip and readjustment to the indoor environment. As the research stated above, if the break is well-timed, then it’s worth the extra effort that may be required to head outside. The proof is in the reflection, once you return to the classroom and observe your students’ behavior and focus level.

So, as our friend the sea slug would say—if it could—let’s start learning smarter and, ‘G…I…V…E…M…E… a brain break!’