Research Driven Education Trends

Source: KQED Mindshift, Oct 2013

    Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a growth-mindset continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed — that either that they’re smart or they’re not — they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one’s lifetime, they’re better able to rise to challenges.

    Games have long been used to engage students. But as game-based learningbecomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.

    Paul Tough’s book, How Children Succeed, popularized the ideas of grit and perseverance. Now those ideas have made their way into a U.S. Department of Education’s Technology office report as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.

    Angela Duckworth’s research on grit has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”

    The growing movement against homework in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.
    Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask whether it adds value to their learning
    Increasingly business leaders and educators are realizing that creativity is a uniquely human quality that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on stimulating curiosity and creativity through Science Technology Engineering and Math (STEM) courses, including computer coding, as well as integrating art and design into courses. The design thinking movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.
    Many schools are also shifting towards project-based learning to help leverage student interests and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.

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