Write
a response to the reflection #1 prompt:
Learning to
think "scientifically" about learning, development, and
education is no small task. A scientific approach doesn't always fit
neatly with our instincts as teachers. Teaching is often
described as an art--one based on individual judgment and social
interactions. That said, there's a great deal of scientific
knowledge out there that can inform the art of teaching. What do you think
will be the most difficult part of learning to think more scientifically
about educational problems? What do you think you will need the most help
with along the way?
Why we do what we
do
My first thought, upon reading the instructions above,
was “which educational problems
should I focus on as there are so many?”
Those that can be thought of in scientific terms could include:
·
our culture of over-testing
·
the push for STEM training
Fortunately, I work in a private school and we are free
from many of the constraints that the public schools face. Although there is always room for
improvement, I do think that we are on-track with much of this “scientific”
approach to learning (even if staff doesn’t realize the scientific component!).
What I need the most help with is how to bring this
information to colleagues and parents in terms that are vivid, understandable, and
engaging. It is wonderful to now have
scientific backup for what our teachers are doing in their classrooms each
day. Being able to communicate that
effectively, especially to parents, is crucial.
I would love to have one-page takeaways to give at weekly
staff meetings. I envision them to be
very visual in nature (infographics) that could supplement a 10-minute “presentation”
on a topic.
Next, we need to extend this discussion into the
home. Parents are a huge part of the
equation for student success and those that are making excuses for their child or
don’t educate themselves on how to best help prepare the children are doing all
a disservice.
We need parents that are assisting and challenging their
children to become independent learners.
"Because of its broad implications for individual and social well-being, there is now a consensus in the scientific community that the biology of mind will be to the twenty-first century what the biology of the gene was to the twentieth century."
