Learning Interpretation Secrets Hidden In Plain Sight
H. Mike Kanitz, 2023

WHAT IS NECESSARY AND ESSENTIAL FOR INTERPRETATION OF CURRICULUM STANDARDS.

The action of explaining the meaning of something does not
require complex interpretations. So why is that act so elusive
when one attempts to apply what one has learned? How does one
interpret what both state and federal departments of education
demand of learners?
An example would be in Michigan, the K-5 standards in English
Language Arts; over one hundred percent of the state standards
are verbal requirements.
michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

This auditory cortex requirement emphasizes the temporal lobe of the
brain. This brain lobe interprets visual input and comprehends
and remembers what we see. However, the main work of this lobe
decodes speech and language. There are four lobes of the brain,
and three of the brain’s lobes involve visual processing. State
Departments follow Federal Departments, and Curriculum
Committees in local school districts follow both.
An auditory process requires visualization presence before there
is visual Memory. We observe the consequences of educational
standards that seek meaning before analysis; this remains a
transparent error. Put another way, Learning is show and tell,
not tell and don’t show. Monkey see, monkey do, and not the
other way around. “Information passes from your visual cortex
(seeing), to Wernicke’s area (language understanding), to
Broca’s area (speaking) and finally to the motor cortex to
activate your lips, tongue and vocal cords” (Biffle, 2013, p.
19).
The learner almost always struggles at the Application Level of
Learning. The various departments of education and curriculum
committees often confront learners with dozens of transitive
verbs (Describe, Explain, and Interpret are examples). This
challenge exists in most K-12 standards provided by federal and
state education departments. These transitive verbs are verbal,
not visual. Compelled to find at least one direct object to
which it transfers its action, confusion often occurs. The
innate question for the quantum brain of the learner is often
unknown. Transitive verbs require some action done to something
or someone. The learner may not find a direct object and fail to
question who, whom, or what. The direct and indirect objects are
in the key concepts identified in the original Study Script
assignment. The seven Ws applied to a key idea compiles the
innate question of what and to whom? Two or more of the seven Ws
create the adhesion.
In this sense, the neuroscientific principle behind adhesion is
simple: if explicit Memory can bond with implicit Memory, it is
chemically bonded by the brain’s entanglement network. The
sticking together of synaptic plasticity particles tends to
expand working memory capacity.
When transformed into long-term Memory by the hippocampal area
of the brain, the result is stored somewhere in the cerebral
cortex, ready for retrieval. Distributed study of the Study
Script over space and time strengthens the adhesion bond.
There is no attempt to demonize state and federal departments of
education or curriculum developers. Instead, this Study Script
discovery is rushing to share the ecological brain process that
triggers real meaning. The Lansing State Journal newspaper
reported, “It’s 2019, and over 50 percent of Michigan thirdgraders can’t read at grade level.” When one examines the
Michigan K-5 Language Arts Standards, over one hundred percent
require a verbal response like Explain or Describe. An
overemphasis on auditory standards before visual standards can
and will influence or determine learner cognitive achievement.
In discussing exploiting or enhancing cognitive strategies,
Stolovitch and Keeps conclude, “In that way, you shore up
specific weaknesses while strengthening the overall ability of
your learners to learn more efficiently” (Telling Ain’t
Training, 2011, p. 242). The goal of the Study Script Secret is
that the instructor becomes the Guide-on-the-Side rather than
the Sage-on-the-Stage lecturer.

In a future Blog, I will explain why 60% of Michigan and
California third graders cannot read at grade level. Visit
memtrix.org for additional information. Thank you for visiting.