“Tell me and I forget, teach me and I may remember, involve me and I learn.” - Benjamin Franklin
Yes, I know some of us, including myself, don’t want to think back that far, but for the sake of this discussion, let’s try it.
I remember, quite vividly, sitting at desks which were all neatly lined up in rows, with the teacher at the front of the room. I would stare at the back of someone’s head, with very little eye contact. And forget about communicating with my peers because that was a no-no during most of my years of schooling. The teacher would write letters, numbers, or facts on the chalkboard. I was expected to repeat and recite them. This “drill and kill” activity might have then been followed up with a task of copying these same facts onto a piece of paper. Later, I would take them home and memorize them for an upcoming test.
Occasionally my teacher would say, “ok we are going to play a game today.” I would get so excited because something different was going to happen. My teacher would pull out a set of flashcards, and hold up each one as we called out the correct answers. The child with the most flashcards at the end of the game was the “winner.”
This would take place week after week, in each of the subject areas, and we’d be tested on these same facts each Friday. If you, like myself, were really good at memorizing facts, you would ace the tests. You would then get your report card with all of those A’s, and everyone knew you were going to succeed at life because you were a good student. Sound familiar?
I think it’s safe to say this was probably a pretty common scenario for many of you. You, like many students across the U.S., would work your way through school, memorizing information in each grade level, but were you really learning it?
The answer is most likely no, or at least not in the way that would actually promote critical thinking and communication. This focus on memorization has obstructed true learning, where children learn to solve problems, to analyze, to reason and think, and then to apply this new-found knowledge to their everyday life. If information is applied or actually used to solve problems, students will leave school with a much richer education. This transfer of knowledge (rather than just memorization) is crucial to getting students ready to succeed in the modern world.
Have we moved entirely away from this traditional model of rote learning? From my experiences of being in the classroom as recently as two years ago, I can say that the answer is no. There has certainly been a great deal of progress and the shift has been made in many areas, but I don’t think we are entirely there. I have begun to see less rote learning and more of a focus on cooperative group learning where children are expected to solve problems, to design projects, and to use knowledge learned to deliver a presentation.
So the question is, where do we go from here? How can we make sure that we are doing more than rote “drill and kill” activities and encouraging our students to become critical thinkers?
Close-ended question: “What color is this?”
Open-ended question: “You used a lot of blue on your painting. What does it remind you of?”
Close-ended question: “How many teddy bears are on the block?”
Open-ended question: “What are those teddy bears thinking about?”
Close-ended question: “What’s your doll’s name?”
Open-ended question: “Your baby is so beautiful! Tell me about her.”
You can use this method to identify areas where your students need assistance and areas where they are doing well. Collaboration should be followed by a group discussion where students can converse about their perceptions and findings.
The more intentional we are about encouraging students to explain their thinking, to solve problems, to analyze situations, and to apply knowledge to their everyday life, the better off we will be at preparing our students to succeed in the modern world.
Are you a teacher who recently had a CLASS observer come to your classroom? Maybe the observer mentioned something about giving you your CLASS scores—or maybe you aren’t sure when or how you’ll get feedback from the observation. If that recently happened to you, you might have typed something into Google like, “What are CLASS scores?” Not to fear. I hope this blog post clears it up for you!
As an infant classroom teacher, you know that talking to babies is important. For instance, you tell the infants in your care what they are looking at (“You see the new block basket on the shelf!”). You label objects (“You have the red ball!”). And you describe events that take place in the classroom (“The tray just fell off the table! That scared you.”). These examples represent Teacher talk, an indicator in the Infant CLASS tool. Why, then, is the dimension of Early Language Support so challenging?
Note: It’s the start of another new school year and once again, my thoughts turn to all of the children who are starting school for the first time. But I also can’t help but think about those children who are making the big transition from preschool to kindergarten. As we all know, it can be a big adjustment for many kids.
Last year I wrote a post about my great-niece’s first day of preschool. For those of you who may have missed it, we are posting it again with a post-script of sorts (except that it’s at the beginning and not the end). I am happy to report that my concerns about her adjustment to preschool were not realized. Addison had a good year in pre-k and learned so many of those critical social-emotional skills that put her in good stead to make the most of kindergarten. Here is a picture of her on her first day at “the big school” – still ready for school and raring to go!