Roots of Learning » educational research

The Merits of Single Sex Education

admin — Tue, 22 Jun 2010 02:30:17 +0000

I just read an article from the Washington Post describing how a middle school in Northern Virginia will be piloting a voluntary program wherein students will attend single sex classes in the core academic areas. I laud this effort. Many students, both boys and girls, will – in my opinion – likely flourish in this new setting. I hope that this growing trend in K-12 education keeps growing. Unlike some critics of the idea, I do not believe that single-sex instruction leads to a confirmation of stereotypes. Rather, teachers are less able to ‘gloss’ over divergent learning styles. If a teacher knows that she is facing a class of all girls, or all boys, each day, then she will tailor her teaching to their styles. This brings up my only concern with this program. I hope that those in charge who have made the decision to go forward with the single-sex instruction have not neglected to invest in appropriate training for the teachers to prepare them for the different methods that they will need to employ. I hope to hear more examples of this, and will update my blog as I find them. For those reading this, if you know of a program such as this, please let me know!

Heather

Performance Assessments Would Address Basic Knowledge and Skills as well as “21st C. Skills”

admin — Wed, 26 May 2010 19:52:34 +0000

I don’t know when they began calling critical thinking skills “21st Century Skills” – I used them and taught them plenty during the 20th century, but no matter. It seems to be the educational buzzword of the day. And if the trend results in teachers and parents focusing more on communication, collaboration, critical thinking, problem solving, innovation and use of technology, then I’m all for it. One thing that articles and reports focusing on 21st century skills – as well as those focusing on No Child Left Behind and state assessments – tend to neglect is the concept of performance assessment. Performance assessments can help school divisions, private schools, and homeschooling parents determine not only their students’ mastery of basic knowledge and skills, but also their capacity with those skills deemed “21st century skills.” However, we rarely hear of performance assessment being used in a widespread manner.

It is not a new invention, either. In the mid to late 1990′s, some states used performance assessment measures to assess every student for all types of skills and capacities. These assessments can, however, be costly. Perhaps that is the issue during this time of ever tightening budgets. A performance assessment cannot be run through a scantron for scoring. It requires manpower. So while we may not see widespread performance assessment in the near future, we can all encourage the educators that we work with to use them in their own classrooms for formal and informal assessment of students. Before the end of the 21st century, they’ll thank you.

The Correlation between Reading (OUTSIDE OF SCHOOL) and Success (INSIDE OF SCHOOL)

admin — Fri, 15 Jan 2010 03:37:01 +0000

I read an interesting blog post by Dan Brown, a teacher and author of The Great Expectations School: A Rookie Year in the New Blackboard Jungle. He is the also the author of an education blog called Get in the Fracas. Here is an excerpt:

“I have a clutch of students who read for pleasure, yet bizarrely hand in assignments only sporadically. Let’s call them “Readers.” These are the kids who take home The Kite Runner and read the whole thing in two days—then never write any of their journal responses. Their grades do not reflect their abilities. However, these students always score at or near the very top of the class on these standardized tests.”

This hints at an even deeper gift that these students have – one that feeds their love of reading – and that is the innate (or is it taught? modeled? suggested?) gift of CURIOSITY. These people do not read because they have to – “have to” doesn’t factor in that heavily if they are not writing their journal responses and earning poor grades. They are reading because of something else. That SOMETHING is also leading them to score at the top of these assesments that Mr. Brown refers to. Freedom of thought, freedom from the slavish “do only what you are told to do and nothing more” and a freedom to pursue knowledge and adventure (what else?) through books fuels these students’ success. As a parent, how do you foster CURIOSITY?

- Heather

A Peaceful Place to Learn

admin — Tue, 11 Aug 2009 04:10:40 +0000

As we quickly approach the upcoming school year, think about creating a space in your home that is a designated “quiet space” conducive to studying and reading. In these days of pervasive media, it is difficult sometimes to ‘turn it all off’ and focus.

Your child should have an area that is dedicated to his/her academic work, away from the family comings and goings - a place to keep supplies handy, a good surface for writing (and perhaps access to a computer). A few resources that you’ll want to have available are:

a dictionary and a thesaurus
a pencil sharpener, extra pencils, highlighters, pens, erasers, etc.
math supplies such as a ruler, counters (for younger kids), and a calculator if appropriate

The area needs to be well-lit, and might include a radio or cd player so that your child can study with music on in the background (while that could distract some kids, it actually helps others focus – if you are not sure, test it out). Also, be sure that the chair your child is using is comfortable and supports good posture for writing and reading. Additionally, you may consider adding a beanbag chair or comfy pillow in the area for when your child is curled up with a good book.

The study area is also a good place to have organization tools such as a homework calendar, a list of montly goals, a corkboard with pushpins or a whiteboard for jotting down deadlines and reminders, and cues such as the one I’ve provided here, which reminds kids to check their writing to ensure it has met various criteria. Feel free to download this resource and print it for your own use. Or, make your own study resources according to your child’s changing needs.

If your house is like mine, it is a flurry of activity, often bordering on chaos. It is important to think about your child’s academic needs at home, whether he or she is home schooled or leaves the house for school. A love of learning is nurtured in the home, and a snug place for a child to explore books, maps, and ideas will encourage that learning – even through the din of family life.

Heather

Cognitive “Sweet Spots”

admin — Tue, 07 Jul 2009 02:38:19 +0000

I just read an article by Greg Toppo of USA Today. UVA cognitive scientist Daniel Willingham is the author of Why Don’t Students Like School? Here is a question from an interview with the author:

Q: After all we’ve learned about the mind and brain, why is it so difficult to make school enjoyable for students?

A: School is all about mental challenge, and that is hard work, make no mistake. Still, people do enjoy mental work or, more exactly, people enjoy successful mental work. We get a snap of satisfaction when we solve a problem. But solving a problem that is trivially easy is not fun. Neither is hammering away at a problem with no sense you are making progress.

So the challenge for a teacher is to find that sweet spot of mental difficulty, and to find it simultaneously for 25 students, each with a different level of preparation. To fight this problem, teachers must engage each student with work that is appropriate for his or her level of preparation. This must be done sensitively, so that students who are behind don’t feel like second-class citizens. But the fact is they are behind, and pretending that they are not does them no favors.

For parents who are working with their children, the problem of meeting the needs of 25 is not relevant; however, sometimes the problem of perspective is. When does a parent know that their child is exceeding expectations? How does a parent know when a child is struggling – do we all have tunnel vision when it comes to our own children? I would love to hear from other parents on this issue.

Sometimes when I am working with my 9 year old on his writing, I think that while he is bright and knowledgeable, this is not shining through as much in writing as in other areas. But when I see his writing compared to others of his age group, I feel reassured that he is progressing at a decent pace. I guess my question to other parents is, how much of what we expect our kids to do comes from our personal knowledge of them as individuals and their capabilities, and how much of it comes from what we expect from any child of their particular age group?

- Heather

Exercise Primes the Brain for Learning

admin — Fri, 05 Jun 2009 01:39:00 +0000

I am always amazed when I read these studies that they need to be done at all! But I’m glad someone is out there, proving once again the vast benefits on the brain that exercise conveys, in children and adults. This article, from Edutopia, will provide all the details if you’re interested in more…. Whether you read it or not – encourage your kids to go out and PLAY!

- Heather

Writing to Learn; Learning to Write

admin — Tue, 28 Apr 2009 01:35:40 +0000

This is an excerpt from an article in Teacher Magazine, written by Mary Tedrow:

“My idea of innovation calls for a quieter revolution, one with fewer bells and whistles. It begins by envisioning a quiet but humming classroom, where busy heads bend over pads of paper and hands scribble rapidly with pens or pencils.

If I were running the education world, I’d ensure that every building contain, at a minimum, one teacher trained through the National Writing Project in the teaching of writing and the use of writing to learn. Planting that single seed could revolutionize the way we look at students and student work.”

I couldn’t agree more. If you want to see the rest of the article, check out Teacher Magazine.

Teaching the Brain to Read

admin — Sun, 26 Apr 2009 03:17:57 +0000

I just finished reading a book by Judy Willis entitled Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension.

I highly recommend it for teachers and parents interested in how reading is learned and how we build meaning and gain comprehension.

Find out more at ASCD.org.

Learning Styles Quiz

admin — Tue, 21 Apr 2009 21:09:52 +0000

I just stumbled upon a learning styles quiz at Edutopia. It is interesting because it classifies intelligence according to the categories naturalistic, bodily-kinesthetic, musical, interpersonal, intrapersonal, visual-spatial, logical-mathematical, and verbal-linguistic. I found the results surprising because I have always ‘seen myself’ as a visual learner – and have read that, overwhelmingly, people are visual learners. However, in this particular quiz, I scored very low in that area. Instead, my strongest score came in the area of “intrapersonal,” which describes a person who is “…connected to who you are and how you feel, and you know your own limits and abilities. You often set goals for yourself, self-manage, and reflect on results.” This is an excellent description of me, but is it my intelligence? That may be open to debate. I think that if you want to measure your learning style or that of your child, do so periodically and do so using a variety of evaluation tools. In my opinion, this is not a science, but it can shed light into the way we think and learn, and on what learning activities would be most beneficial for us. I am now going to give the quiz to my eldest child – I’ll report back later! I’d love to hear others’ insights!

- Heather

Powerful, Personal Effects of Writing

admin — Fri, 17 Apr 2009 19:14:07 +0000

Writing can help some struggling students overcome anxiety and perform better in school. In a study published by Science, researchers found students who completed 15 minute writing assignments centered around their values had the effect of maintaining a higher GPA – by .4 - than their peers who did not do these writing exercises. The positive effect had not faded over a year after the exercises! The things the kids valued and wrote about ranged from athletic ability, sense of humor, to creativity and being smart — they wrote about why those values were so important. Read more: The New York Times.