Will Rogers once said, “It isn’t what people don’t know that hurts them. It’s what they do know that just ain’t so.” All of us – teachers, parents, and students – retain outdated ideas about learning that are based largely on our previous experiences in school. Modern brain science has helped steer us in the right direction.
Here are a few of the biggest myths:
Basic Facts Come Before Deep Learning
This one translates roughly as, “Students must do the boring stuff before they can do the interesting stuff.” Or, “Students must memorize before they can be allowed to think.” In truth, students are most likely to achieve long-term mastery of basic facts in the context of engaging, student-directed learning.
Rigorous Education Means a Teacher Talking
Teachers have knowledge to impart, but durable learning is more likely when students talk, create, and integrate knowledge into meaningful projects. The art of a teacher is to construct ways for students to discover.
Covering It Means Teaching It
Teachers are often seduced by the idea that if they talk about a concept in class, they have taught it. At best, students get tentative ideas that will be quickly forgotten if not reinforced by a student-centered activity.
Teaching to Student Interests Means Dumbing It Down
If we could somehow see inside a student’s brain, its circuitry would correspond to its knowledge. Since new learning always builds on what is already in the brain, teachers must relate classroom teaching to what students already know. Teachers who fail to do so, whether due to ignorance or in pursuit of a false idea of rigor, are running afoul of a biological reality.
Acceleration Means Rigor
Some schools accelerate strong students so that they can cover more material. ICG schools are more likely to ask such students to delve deeper into important topics. Deep knowledge lays a stronger foundation for later learning.
A Quiet Classroom Means Good Learning
Students sitting quietly may simply be zoned out, if not immediately, then within 15 minutes. A loud classroom, if properly controlled, included the voices of many students who are actively engaged.
Traditional Schooling Prepares Students for Life
Listening to teachers and studying for tests has little to do with life in the world of work. People in the work world create, manage, evaluate, communicate, and collaborate, like students in ICG schools.
The Independent Curriculum Group is delighted to announce that Peter Gow has joined the organization as Associate Director. Peter has spent the past 33 years at Beaver Country Day School, where he has served as English teacher, History Department Chair, Academic Dean, and most recently, Director of College Counseling. He previously worked at The Gow School, The Fessenden School, and Providence Country Day School.
The Episcopal School of Dallas will host “Fostering a Culture of Conversation: Students, Parents, Colleagues” on Monday, January 7 from 9:00 a.m. to 3:00 p.m. The program will explore the ways in which schools can use conversation as a powerful tool to create community, broaden horizons, resolve conflicts, challenge conventional thinking, and hone vital skills in collaboration, communication, and critical thinking. A call for proposals is now open.
ICG members and friends are urged to check out this year’s slate of summer offerings from the Center for Innovative Teaching (CIT), sponsored by The Urban School of San Francisco, an ICG Founding School. Sessions will be hosted by the Urban School (June 18-22) and The Chapin School in New York City (August 13-17).