On Education
Principles of Education
Modern approaches to education need to consider different ways in which children learn, the settings that provide effective learning environments, methods and curricula likely to be effective, and the different levels at which children learn, including the analytical and reflective level as well as the basic information processing level.
Evidence-Based Teaching Methods and Curricula or Evidence-Based Learning Relationships and Environments
There are many voices calling for evidence-based teaching methods. This means teaching methods and curricula that have some research behind them. Figuring out which approaches work best for which children is not as easy as it might appear. For example, many studies show that it is not the curricula, per se, but rather the personality and capacity of the teacher and the characteristics of the learning environment that contribute mostly to children’s progress. These studies suggest that the learning relationships and learning environment account for more of the variance in outcomes than the specific curriculum. If this is the case, it may not be appropriate to talk about evidence-based teaching curricula. It may be more appropriate to talk about evidence-based learning relationships and environments. In addition, because each child learns differently and does best with an approach that is tailored to his or her unique characteristics, educational approaches must embody flexibility. These considerations have also been shown to be true in many fields that involve human beings learning from one another (e.g., psychotherapy). Characteristics that characterize successful educational programs include:
§ A high degree of affective or emotional involvement from the students. This means dynamic learning interactions, where students are problem-solving with the teacher, with other students, or both together. It means learning through involvement and doing, not simply passive receiving.
§ Tailoring approaches to individual ways students process information and experience. Children differ in the way they process information and experience and learn. There are clearly observable differences even among children without specific learning disabilities in the major modalities they use to process information and learn. In each of these modalities, there may be differences in their long-term working memory, comprehension, analytic and reflective reasoning, and/or their written or oral communication. Therefore, it’s important to tailor approaches to children’s differences in the following capacities: auditory processing and language, visual-spatial processing; motor planning and sequencing (executive functioning); and sensory modulation.
§ Providing educational approaches that involve all these sensory and motor pathways as part of the learning process. Children learn best when all parts of their mind are involved together.
§ Learning approaches that work on both analytical and reflective thinking and basic information processing or learning tools. Many educational approaches focus only on one of these dimensions. Yet both are critical. For example, mastery of reading involves basic processes such as phonemic awareness and motor planning and sequencing. At the same time, however, reading involves comprehension at a number of levels, including remembering facts, perceiving the overall pattern in the material, and being able to analyze and reflect on the material, including being able to make thoughtful inferences from the material. While reading programs that have focused either on the very basic processes or the larger patterns and reflective and analytical capacities have shown beneficial results, clearly approaches that work with both abilities are essential. The goal, after all, is to enable children to take in information and analyze and reflect on that information.
§ Approaches that focus on children’s self-esteem and sense of mastery.
§ Approaches that recognize and work with the social milieu and peer relationships that constitute the learning environment.
§ Evaluation procedures that operate on a number of capacities—basic processing, analytic reasoning and creative and innovative problem-solving, and self-esteem mastery and pleasure in learning.
These suggestions are supported by recent reports from the National Academy of Sciences (Engaging Schools: Fostering High School Students' Motivation to Learn, Committee on Increasing High School Students' Engagement and Motivation to Learn, National Research Council, 2003). The report emphasizes the importance of personalized relationships, critical thinking capacities, approaching subjects from multiple dimensions and multiple ways of processing information at the same time, using integrated curricula, and motivating, relationship based learning contexts. There appears to be enormous evidence from the research literature that is mounting for focusing on the overall learning experience rather than simply one dimension of it, such as a specific curriculum.
Different Types of Learners
As we consider learning environments and teaching methods, it is essential to question some longstanding educational priorities in light of children’s learning differences. Children learn not only in different ways, but require different types of settings and programs in order to be effective learners. One group of children can learn in large classes of 20 to 30 children and are probably so well prepared for learning in a variety of settings that it would be hard to keep them from mastering their lessons. These are the children most teachers wish would populate their entire class. Another group finds it hard to learn in the large class and often falls behind in this type of busy setting, but can learn very effectively and successfully in a small group of 8 to 14 children or so. The third group requires lots of one-on-one help and very small groups of 2 to 4 children in order to learn effectively. These three types of children may not have learning disabilities or be eligible for special educational services. Their different requirements have to do with learning differences. Obviously, some children also require special education strategies because of specific learning disabilities and/or developmental challenges. These children also require very small groups and lots of one-on-one work. While estimates may differ, it is reasonable to assume that less than half the children can learn effectively in very large groups. More than half the children, therefore, require smaller groups and one-on-one learning opportunities.
How to Provide Staff for Children Who Require Smaller Groups and One-on One Learning
Clearly, there aren’t enough experienced, trained teachers to provide medium-sized, as well as small group and one-on-one, opportunities for all the children who require it. Therefore, we need to explore innovative programs where volunteers from the community, as well as recent community college and college graduates, are provided brief training and excellent supervision by experienced teachers to help provide the adult to child ratios required. There are many capable adults who have natural talents in the way they relate to children and communicate with children. These individuals themselves are often quick learners and could do very well with proper support and guidance. If we insist only on very well trained, experienced teachers and are unwilling to explore innovative options, we may well persist in maintaining high rates of academic illiteracy. It’s not weak teacher training or poor curricula or lack of research on some of our curricula that leaves many children behind. It’s an inability and an unwillingness to provide the types of learning environments that many children require.
Conclusion
It’s no surprise that inspired teachers with inspiring curricula in supportive educational environments have the best results with children. When we break down what happens by these inspired and inspiring teachers, we see that it is the characteristics discussed above that characterize their classrooms.
Modern approaches to education need to consider different ways in which children learn, the settings that provide effective learning environments, methods and curricula likely to be effective, and the different levels at which children learn, including the analytical and reflective level as well as the basic information processing level.
Evidence-Based Teaching Methods and Curricula or Evidence-Based Learning Relationships and Environments
There are many voices calling for evidence-based teaching methods. This means teaching methods and curricula that have some research behind them. Figuring out which approaches work best for which children is not as easy as it might appear. For example, many studies show that it is not the curricula, per se, but rather the personality and capacity of the teacher and the characteristics of the learning environment that contribute mostly to children’s progress. These studies suggest that the learning relationships and learning environment account for more of the variance in outcomes than the specific curriculum. If this is the case, it may not be appropriate to talk about evidence-based teaching curricula. It may be more appropriate to talk about evidence-based learning relationships and environments. In addition, because each child learns differently and does best with an approach that is tailored to his or her unique characteristics, educational approaches must embody flexibility. These considerations have also been shown to be true in many fields that involve human beings learning from one another (e.g., psychotherapy). Characteristics that characterize successful educational programs include:
§ A high degree of affective or emotional involvement from the students. This means dynamic learning interactions, where students are problem-solving with the teacher, with other students, or both together. It means learning through involvement and doing, not simply passive receiving.
§ Tailoring approaches to individual ways students process information and experience. Children differ in the way they process information and experience and learn. There are clearly observable differences even among children without specific learning disabilities in the major modalities they use to process information and learn. In each of these modalities, there may be differences in their long-term working memory, comprehension, analytic and reflective reasoning, and/or their written or oral communication. Therefore, it’s important to tailor approaches to children’s differences in the following capacities: auditory processing and language, visual-spatial processing; motor planning and sequencing (executive functioning); and sensory modulation.
§ Providing educational approaches that involve all these sensory and motor pathways as part of the learning process. Children learn best when all parts of their mind are involved together.
§ Learning approaches that work on both analytical and reflective thinking and basic information processing or learning tools. Many educational approaches focus only on one of these dimensions. Yet both are critical. For example, mastery of reading involves basic processes such as phonemic awareness and motor planning and sequencing. At the same time, however, reading involves comprehension at a number of levels, including remembering facts, perceiving the overall pattern in the material, and being able to analyze and reflect on the material, including being able to make thoughtful inferences from the material. While reading programs that have focused either on the very basic processes or the larger patterns and reflective and analytical capacities have shown beneficial results, clearly approaches that work with both abilities are essential. The goal, after all, is to enable children to take in information and analyze and reflect on that information.
§ Approaches that focus on children’s self-esteem and sense of mastery.
§ Approaches that recognize and work with the social milieu and peer relationships that constitute the learning environment.
§ Evaluation procedures that operate on a number of capacities—basic processing, analytic reasoning and creative and innovative problem-solving, and self-esteem mastery and pleasure in learning.
These suggestions are supported by recent reports from the National Academy of Sciences (Engaging Schools: Fostering High School Students' Motivation to Learn, Committee on Increasing High School Students' Engagement and Motivation to Learn, National Research Council, 2003). The report emphasizes the importance of personalized relationships, critical thinking capacities, approaching subjects from multiple dimensions and multiple ways of processing information at the same time, using integrated curricula, and motivating, relationship based learning contexts. There appears to be enormous evidence from the research literature that is mounting for focusing on the overall learning experience rather than simply one dimension of it, such as a specific curriculum.
Different Types of Learners
As we consider learning environments and teaching methods, it is essential to question some longstanding educational priorities in light of children’s learning differences. Children learn not only in different ways, but require different types of settings and programs in order to be effective learners. One group of children can learn in large classes of 20 to 30 children and are probably so well prepared for learning in a variety of settings that it would be hard to keep them from mastering their lessons. These are the children most teachers wish would populate their entire class. Another group finds it hard to learn in the large class and often falls behind in this type of busy setting, but can learn very effectively and successfully in a small group of 8 to 14 children or so. The third group requires lots of one-on-one help and very small groups of 2 to 4 children in order to learn effectively. These three types of children may not have learning disabilities or be eligible for special educational services. Their different requirements have to do with learning differences. Obviously, some children also require special education strategies because of specific learning disabilities and/or developmental challenges. These children also require very small groups and lots of one-on-one work. While estimates may differ, it is reasonable to assume that less than half the children can learn effectively in very large groups. More than half the children, therefore, require smaller groups and one-on-one learning opportunities.
How to Provide Staff for Children Who Require Smaller Groups and One-on One Learning
Clearly, there aren’t enough experienced, trained teachers to provide medium-sized, as well as small group and one-on-one, opportunities for all the children who require it. Therefore, we need to explore innovative programs where volunteers from the community, as well as recent community college and college graduates, are provided brief training and excellent supervision by experienced teachers to help provide the adult to child ratios required. There are many capable adults who have natural talents in the way they relate to children and communicate with children. These individuals themselves are often quick learners and could do very well with proper support and guidance. If we insist only on very well trained, experienced teachers and are unwilling to explore innovative options, we may well persist in maintaining high rates of academic illiteracy. It’s not weak teacher training or poor curricula or lack of research on some of our curricula that leaves many children behind. It’s an inability and an unwillingness to provide the types of learning environments that many children require.
Conclusion
It’s no surprise that inspired teachers with inspiring curricula in supportive educational environments have the best results with children. When we break down what happens by these inspired and inspiring teachers, we see that it is the characteristics discussed above that characterize their classrooms.
posted by Stanley I. Greenspan, M.D. at 3:22 PM
9 Comments:
Although I strongly believe that what you have outlined in this paper is important, it does not seem practical in this day and age unless parents are willing to accept a very high price tag. How can someone who isn't able to provide, what may be a high-priced education/tutoring, by high-priced teachers, manage to provide the best education and development curricula for their child?
With the decline of the preceptorate system at the end of the Enlightenment, most early modern learner-instructor interaction models made few concessions about manageable class sizes; unfortunately, though we now know enough not to simultaneously overburden our teachers while leaving our students at a loss for attention, we have not devised a suitable method of addressing the issue. What's needed is an approach that is both economical and paedagogically sound. And it's here that the volunteer can shine.
The qualified volunteer can be of inestimable assistance in a classroom setting, especially if she is in tune with the needs of students both individually and collectively. A campus-based community program could hire university or college students, who would need to volunteer for 3 hours per week for a term as part of their degree requirements. These would not weigh in unprepared, but would receive a training program preparing them for their "practicum".
As stated, this initiative would be run as a joint venture between the volunteer's institution (which would defray most of the costs--these would essentially be covered by tuition) and the community.
Any thoughts?
What confounds me is the continual lack of attention to Maria Montessori who has through her writings and schooling methods proved (when implemented well) that all kinds of learners can be in a classroom (usually 3 grades together) so that the children can help each other learn and become masters and then continue to help the youngest. This normally affords each child his special gifts be they in math, history, reading, and a great deal of compassion for one another as they observe some children are better at math and others are better at reading etc. etc. The best picture is Jacob's ladder where each one helps the other. The teacher facicitates one child to help the other or work on group projects. If one has never seen a well driven Montessori school, one is misssing a real educational treat. The structure of the schooling is built into the landscape of the classroom (rather than teachers continually telling the students what to do all together whether they like it or not) The children choose their personal list of works per day and go to that particular shelf (that is identified) that work is then done on a mat that is their space and when it is done they put the work and the mat where it belongs. All built in order and responsibility. The teacher is the coach and will give lessons for a new work to familiarize the children with the content. Friendships and trust are gained by group work and helping one another. The teachers "woo" the chidren when they have difficulties and as a group they generally have one to two meeting per day. At the school my son Andrew attended bullying issues were addressed in the group facilitated by the teacher. If a child felt threatened by another child, he had to first address the child with "I like you when you are...and I'm angry with you when you are or do..." As a group they problem solved and it was miraculous the compassion and caring that they had for each other. All of this with two teachers per classroom of ca. 12-14 children. The calmness and nurturing of this Montessori school was like a dream. In the end genuine respect for the child was always maintained. If a child needed down time because of overload there was a comfort corner within the classroom that had a beanbag and books. This was not a time-out and all of the children respected that bean bag because they had all used it at some point. When a classroom becomes a group and/or a true family, I was always astonished at the generosity of the kids. Again there was always an orderliness and respect for learning; this was definitely not a free for all. This type of schooling has been thoroughly thought out and reflected upon in the interest of the children. My child was allowed to observe without performing when he was less verbal, the teachers were always surprised at how much he had absorbed and knew when discussion time came around . The authoritorian teacher afraid to lose control is not seen in this environment, but the teacher, leader, coach and nurturer is. Montessori teachers are well trained in their teaching methods and respect for the whole chid. I have seen all kinds of learners in one classroom blossom from respect for their learning style. What about really smart advanced kids? They could accelerate their own learning while at the same time learning compassion and social skills for their peers. Too often "gifted" kids are propelled into an adult world far too early and miss the developmental stages that all children need to grow through. I have worked with "gifted" children that were absolutely crippled socially. The Montessori environment enabled these children to learn how to be children as well and form good solid friendships.
I suppose this should come to an end for my comments today, but when people are exsasperated with educational models, I wish they would consider the Montessori methods that are already in evidence and that work. We would also have better citizens in this country from this type of education.
To avoid polarization: yes I have seen a few badly run Montessori schools (due usually to the political nature of that school)but once one has seen a well run Montessori School, it is truly enlightening!
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Dear Dr. Greenspan,
I am a speech-language pathologist and I have worked in elementary schools for 8 years. After leaving the schools, I have worked in private practice and as a school consultant helping parents develop appropriate IEP's for their children. I have seen many positive transitions in public schools, but we still have a long way to go educating teachers, parents and para-professionals.
Yes, I agree that sometimes change comes with a high price tag, but for the most part, I have met educators who are open to listening if presented in the right framework. We cannot change entire systems overnight, just take one child at a time. With a little faith and patience I have seen acceptance to new ways of thinking. I recently wrote a workbook for parents, teachers and therapists that contains play based language activities written in an IEP format as a way of helping teachers understand that it is possible to teach language in a less structured format, yet still record the data needed by the school districts. Please visit my new website www.ceotoddler.com to preview a sample of the CEO Toddler Work Manual. I would like to hear your comments about how it can help our educational system, and parents who work with children at home. I use it in my speech therapy practice everyday, as it helps me refer easy homework exercises to my clients.I would like to also mail you a complimentary copy. I had the pleasure of meeting you twice with some of my students from New Jersey about 8 years ago:) Enjoy your holidays! I also have a blog spot if I can help anyone with questions.. go to http://wwwceotoddler.blogspot.com
I will be posting articles about speech and language issues weekly. Diane Simon MS CCC-SLP
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