Education

contributed by Meg Price, the ei experience

Social-emotional learning (SEL) by definition is a process for learning life skills, including how to deal with oneself, others, and relationships, and work in an effective manner.

Although there are many great SEL programs, SEL can also be incorporated into each lesson as a way of teaching students to understand how to action the skills in a variety of situations and form positive habits. All students start school with some level of social and emotional skills, and all will develop their social and emotional skills at different rates.

Parents and teachers are both responsible for teaching students life skills, and certainly, much of what they learn will be by watching our actions. The five strategies below are will not only benefit students’ social-emotional learning, but can also be beneficial to teachers’ well-being, too.

See also The Benefits Of Social-Emotional Learning

5 Strategies For Incorporating Social-Emotional Learning Into Your Classroom

1. Through mindfulness

Mindfulness is: paying attention, in a particular way, on purpose, in the present moment, non-judgmentally.

We are hearing more and more about the benefits of mindfulness for children. Increased attention leads to better performance academically and increased emotional and social intelligence. Children are better able to learn, nurture themselves, and be aware of their own emotional needs.

Mindfulness practices help students focus on their breath, body, thoughts, feelings, and the world around them. When they can observe their thoughts and feelings, they have the freedom to choose how they will speak and act–which can lead to a happier, more harmonious classroom.

There are many mindfulness activities available for free–on YouTube, for example. Further, there are mindfulness and meditation apps that can provide frameworks for getting started. Why not start each lesson with a different mindfulness activity?

2. Clarify that thoughts lead to feelings

Research shows that students who are more resilient are more academically successful. Resilient students bounce back quicker, are mindful of their thinking, understand their beliefs, and, importantly are able to challenge their beliefs and thoughts to create more positive outcomes.  

This is an important concept because we may not always be able to influence what happens to us, but we do have a powerful influence on how we interpret what happens to us and how we deal with it. Many students are unaware that their thoughts play a large role in influencing how they feel.

No matter what happens to you, nobody can take this away from you. It is an empowering lesson to teach whenever you hear a student express frustration, anger, and other negative emotions. As a teacher, you can help by listening for the emotion, then helping your student understand where that emotion came from and how to adjust their thinking in a way that contributes to their social-emotional well-being.

3. Model persistence and determination

A really important aspect of well-being and SEL is the ability to accomplish things in life. Many students naturally strive to better themselves in some way, whether they are seeking to master a skill, achieve a valuable goal, or win in some competitive event.

Other students need some coaching in this area. Teaching students each and every lesson that accomplishes things takes effort, patience, and perseverance are important. Praise for effort is critical in this area of SEL. Each student will need to be encouraged to set stretch goals during lessons to feel a sense of accomplishment.

By being mindful and challenging negative thoughts, students can be encouraged to dig deep to find the determination to succeed.

4. Listen with empathy

Put another way, listen to be surprised.

Part of SEL is an understanding of the importance of positive relationships. To have these relationships, we need to have and teach empathy. Teachers have a wonderful ability to model empathy. Encourage students to listen to others, then ask them to listen to be surprised and understand how other students might be feeling. What opportunities do you have each class to find ways for students to help each other and learn something new about other people’s ideas?

Use the opportunity in class to teach students to ask questions framed to encourage response, not encourage defensiveness. For example, when John says, “Sam, why can’t you just follow the instructions?” encourage John to re-frame his question for a better understanding of what Sam is seeking “Sam, can we work through these instructions together to ensure they make sense?

Tone matters in teaching.

5. Emphasize gratitude

Once again, research is showing us that a really important aspect of well-being is gratitude. This research indicates those who regularly express gratitude have more energy and enthusiasm, less stress, and better physical well-being. There are some very simple ways to increase your experience and expression of gratitude; however, this may require that we train ourselves to think differently.

For students, this can be done by incorporating some simple exercises into each lesson. At the end of each class, ask students to reflect on the class using these three questions:

– What aspects of this class did you enjoy today?

– Who did you enjoy working with today?

– What areas of this topic would you like to learn more about?

Most importantly, above all have fun in each and every class; learning should be fun and play is a really important part of Social-Emotional Learning!

Student ownership is the degree to which a learner feels a natural sense of responsibility and curiosity about their work.

In contrast with simple compliance, or vague engagement, ownership implies something broader and more cohesive–a tone of interaction between a student and their work that is meaningful and enduring–something bigger than the assignment itself.

The above framework from Sundberg & Moncada (1994), Ohlhorst (1995), D’Avanzo (1996), and Grant & Vatnick (1998) takes this idea of ownership and applies it to inquiry-based learning. The result is a kind of spectrum analyzing the nature of teaching inquiry, moving close-ended demonstration to open-ended inquiry and even collaboration with the researchers themselves.

And maybe more usefully, the framework illustrates how different approaches to learning have different purposes, tactics, and ‘controllers.’

What Are The Different Kinds Of Inquiry?

At the top of the chart, most of the components of inquiry-learning–the questions, research system, data collection methods, and forms of presentation and publishing–are all given by the teacher to the student. As students increasingly take on ownership in pursuit of more open-ended inquiry, less is given by the teacher and is instead ‘owned’ and provided by the students.

Inquiry Mode: Close-ended Demonstration

Inquiry Mode: Guided Inquiry

Inquiry Mode: Bounded Inquiry

Inquiry Mode: Open-ended Inquiry

Inquiry Mode: Collaboration with Researcher

Applying Inquiry In Your Classroom

It’d be easy to mistake this as ‘for’ high-level research at the late high school and college level. Still, the general spirit parallels the general release of responsibility model, or the concept of scaffolding, where students are given much, then less, then only as much as they need.

It also helpfully itemizes the purpose of learning in different domains–developing a skill versus contributing knowledge to a given discipline.

In that way, at its most supporting and restrictive (top, left), students participate in close-ended inquiry with components supplied by the teacher. In a less supportive and the least restrictive approach, students are taught the process of knowledge construction rather than content (bottom right) or even connect directly with content experts and researchers themselves.

So, what is the takeaway for the way you think about your units and how students interact with the content in your classroom? Is this new? How you’ve always approached inquiry? A way to differentiate across the range of student readiness?

An Inquiry Framework: Levels Of Student Ownership

by Terry Heick

This post was originally written in 2013 and updated in 2023

Instructional design is the strategic creation of learning experiences through planning, sequencing, and data-based revision of learning.

This process includes both the ways content is accessed and the learning needs and objectives (and how they are determined) themselves. This puts instructional strategies, literacy strategies, curriculum mapping, standards unpacking, assessment design, digital literacy, and a dozen other facets of education beneath its umbrella.

Before we look at the categories and facets of a high-performing classroom, here are a few points of emphasis in a modern classroom.

Technology Integration

A modern classroom leverages technology to enhance the learning experience. This includes interactive whiteboards, projectors, computers, tablets, educational software, and internet access. Technology enables personalized learning, engagement, collaboration, and access to many educational resources beyond traditional textbooks.

Active Learning and Collaboration

Modern classrooms emphasize active learning techniques over passive learning. Students are encouraged to participate actively in discussions, problem-solving, and hands-on activities. Collaborative learning is also essential, promoting teamwork, communication skills, and diverse perspectives. Group projects, debates, and interactive exercises are common in such classrooms.

Flexibility and Personalization

A modern classroom recognizes that students learn differently and at their own pace. It embraces differentiation and personalization of learning experiences to cater to individual strengths, weaknesses, and interests. Teachers use various instructional strategies to accommodate diverse learning styles, ensuring every student has content, learning strategies, reading lists, assessment styles, etc.,

Social Emotional Learning

Teaching social-emotional skills in the classroom is crucial because it equips students with essential abilities to navigate their emotions, build positive relationships, and develop self-awareness and self-regulation. These skills foster a supportive and inclusive learning environment, improving academic performance and well-being. Students can better cope with stress, develop empathy, and make responsible decisions by understanding and managing their emotions. Additionally, social-emotional learning enhances communication and conflict-resolution skills, enabling students to collaborate effectively and foster a sense of belonging, contributing to their personal growth and success in academic and real-life situations.

Within the above context, we’ve created the following 32 characteristics of high-performing classrooms to help you spot opportunities for growth in your teaching.

Technology Integration

1. Technology connects students with authentic content and communities
2. Personalized learning experiences are achieved through a variety of mobile, game-based, or self-directed learning
3. Technology creates learning opportunities impossible without it
4. Technology is a means, not an end

Cognitive Demand

1. From bell ringers and quizzes to accountable talk and assessments, assignments are nuanced and complex within, as much as possible, each student’s Zone of Proximal Development
2. Students generate original ideas from seemingly disparate sources of information
3. Students consistently revisit ideas, thinking, and general misconception
4. Thinking habits are valued over demonstrated ‘proficiency’

Lesson Planning

1. Lesson planning templates, as much as possible, center students, teachers, and content more than local mandates, policies, standards, and procedure
2. Bloom’s taxonomy (or related learning taxonomies) is/are used to move students from basic to complex thinking daily
3. Data is accessible to teachers in a way that allows for the immediate consistent revision of planned instruction
4. There is clear evidence of backward design

Assessments

1. Transfer is required to prove mastery
2. Data is easily extracted and visualized
3. The academic standard and assessment form complement one another
4. There is opportunity for students to demonstrate what they do know rather than simply succeed or fail in demonstrating what the assessment asks for
5. Feedback loops are clear for teachers and effective at helping students learn

Curriculum Mapping

1. Curriculum naturally absorbs and adapts to data sources
2. Curriculum maps are dynamic, changing in response to data and circumstance
3. There is clear priority of academic standards (not all standards are created equal)
4. There is clear evidence of the Gradual Release of Responsibility model

Learner Choice

1. Student questioning–rather than the teacher’s–drives learning
2. The ability for self-directed learning extends beyond the topical to assessment forms, research sources, learning technology, topics, and essential questions
3. Learning pathways can be self-directed by ambitious, supported, and/or resourceful students
4. Students recognize and can articulate their own role in the learning process at any given time

Classroom Management

1. Expectations are clear 
2. Discipline is a collective effort: peers, colleagues, administration, and family
3. Fair doesn’t always mean equal
4. ‘Behavior’ starts with self-awareness and self-respect, which must be encouraged and modeled

Student Support

1. Students have choice to demonstrate understanding
2. There are exemplar models immediately accessible to students of all important work and activities
3. Students are accountable to peers, families, organizations, and communities, not you
4. Student literacy levels are meaningfully taken into account when planning instruction

by TeachThought Staff

Many of the most successful apps–in any category–are characterized by their ability to adapt to various user and user goals.

Minecraft is a perfect example of this–a game that the player can use to create what they want. Users of various ages and ability levels can play it. Other apps like YouTube, Google Music, Duolingo, and others can be used flexibly by children, teens, or adults as well.

But due to the inherent nature of language, vocabulary apps are different. Vocabulary apps are highly dependent on age and grade level for most users, and while a 7th-grade student could like benefit from a 5th-grade or 9th-grade app, ‘levels’ tend to matter more.

With that in mind is a list of 12 of the best vocabulary apps for middle and high school students. They are a mix of level and adaptive apps, and vocab apps for standardized testing practice. We’ve featured the ‘Knowji’ series of apps in the past, and in this list among others, you’ll see their ‘academic word’ app which with words selected because they often appear “with greater frequency in a broad range of academic texts.”

Also included are apps that, like Knowji’s offerings, depend highly on the visual representation of ideas. Which reminds us–why hasn’t someone done a Frayer Model app yet?

12 Of The Best Vocabulary Apps For Middle & High School Students

Knowji Vocab 7-10, SAT, GRE, ASVAB Audio Visual Vocabulary Flashcards with Spaced Repetition 

Developer Description: If you have trouble remembering what you’ve learned, then this is the app for you. This app teaches you 1600 words specifically chosen for the SAT®, GRE®, ACT® and ASVAB exams, but users of all ages can enjoy the benefits of this app. The words taught are practical words often used in news, books, movies, businesses and politics. Knowji apps are Common Core aligned.*

Vocabulary – Learn New Words

Developer Description: Looking for tips for improving your vocabulary? Whether you are trying to strengthen and broaden your vocabulary for school or personal growth, the key is a commitment to regularly learning new words. Why expand your knowledge and use of words? You’ll be able to communicate (speak and write) more clearly and concisely, people will understand you more easily, and you will increase the perception (and reality) that you are an intelligent person. Besides, learning new words is a fun activity — and one you can even do with the people around you.

Knowji AWL (Academic Word List) Audio Visual Vocabulary Flashcards for ESL Students, and IELTS / TOEFL Exam Takers

Developer Description: If you have trouble remembering what you’ve learned, then this is the app for you. The AWL (Academic Word List) was developed by Averil Coxhead at the world renowned School of Linguistics and Applied Language Studies at Victoria Univ. of Wellington, New Zealand. The list of words were selected because they appear with great frequency in a broad range of academic texts. This app teaches you 620 academic words (570 word families) that all students, particularly ELL learners, need to know in an academic environment.

WordUp Vocabulary

Developer Description: WordUp is the easiest way to learn English words and understand them deeply, with entertaining examples from movies, songs, famous quotes and more. It is unlike any vocabulary builder app you’ve seen before! WordUp’s revolutionary approach to learning new English words and expanding your vocabulary will leave you feeling confident in any scenario. Whether you are native English speaker or your English just needs some work, WordUp can identify which important words you don’t know and give you fun and engaging tools to learn them.

Quizlet

Developer Description: At Quizlet, we believe that anyone can learn anything. All it takes is a tenacious spirit, the right guidance, and the tools to see it through. We know that students are under more pressure than ever. It can leave them overwhelmed, be anxiety-producing and make it all too easy to burn out. It’s our job to give every student the tools and confidence to succeed, no matter what their motivation, or what they’re striving to achieve.

Ultimate Vocabulary Builder 

Developer Description: The English Vocabulary Builder app from Galvanize Test Prep is a unique learning tool: why study a long and boring list of English words when you can experience a gamified vocabulary journey.

Vocabulary Builder by Magoosh

Developer Description: Build your vocabulary with Magoosh’s free vocabulary game for your iOS device. Quiz yourself every day to learn the 1200 most important words! 1200 vocab words picked by an expert tutor, definitions and example sentences for every word, basic, intermediate, and advanced vocabulary sections, beat levels to unlock new words, track your progress as you study.

Vocabulary Builder – Test Prep

Developer Description: This app is an online test prep company with a focus on teaching the GRE, GMAT, SAT, and TOEFL through videos and personalized customer support. In addition to their online course, they blog about words, roots, formulas, grammar, problem solving, quantitative reasoning, and reading comprehension along with study guides and study tips.

Merriam-Webster Apps

Developer Description:  It’s never been more fun to learn new words and test your vocabulary for everyone from English learners to total word nerds. Hundreds of words to test your skills.

Words Inc – Endless Vocabulary Definition Competition

Developer Description:

The rules are simple – tap the word that correctly matches the definition shown on the screen before time runs out, or swipe away incorrect words to get more time. The game is (virtually) endless – see how many vocabulary words you can correctly answer in a row. The catch? The difficulty of the words keep scaling higher and higher until it requires every ounce of concentration to get the next word correct.

GRE Vocabulary Flashcards 

Developer Description: Academic research has found that memories are formed by repeated exposure to new information, so Magoosh’s flashcard app uses a spaced repetition system. Words you are learning will reappear frequently (occurring less frequently the better you know them) and words you already know won’t be repeated. The GRE word list is culled to only 250 so that you focus on only the most important words.

High School Vocab Builder: A Vocabulary Guide

Developer Description: This app, targeted to High School students, contains carefully selected words required for high school level English language. The app also contains vocabulary lists that a student should be familiar with to score high in the new SAT examination.

SAT Flashcards: Prep & Vocab

Developer Description: This app can be useful to students prepping for SAT or ACT. It contains all kinds of flashcards to quiz students and help them remember important vocab used in the SATs and ACT.

Can You Teach Empathy?

by TeachThought Staff

The Definition Of Empathy

In the Difference Between Empathy And Sympathy, we offered that “empathy is feeling with or alongside someone, while sympathy is feeling sorry for, which Brene Brown, research professor at the University of Houston Graduate College of Social Work, explores in the video below. Brown reduces the difference between empathy and sympathy as the difference between feeling with and feeling for, calling empathy a ‘sacred space’ and a ‘choice.’”

What is the definition of empathy?

Empathy is the ability to understand and share the feelings, thoughts, and experiences of another person, often referred to as ‘putting oneself in someone else’s shoes.’

It involves the capacity to perceive and relate to the emotions and perspectives of others without losing sight of one’s identity and experiences. Empathy goes beyond sympathy or feeling sorry for someone; it encompasses a deeper connection and understanding of another person’s situation.

See also Books To Help Children Develop Empathy

What Are The Different Forms Of Empathy?

Classifying types of empathy may, on the surface, seem unnecessary in the same way identifying and putting different forms of sympathy in categories.

But splintering nuanced concepts into different forms–or even as a spectrum–can make seeing and cultivating this complex emotional practice. It allows a child to understand it better as certain types may resonate more strongly or be more accessible to the student. It also makes teaching, encouraging, supporting, and explaining its causes and effects more practical for teachers.

In other words, it can begin to answer the guiding question here: can you teach empathy? Like the argument of whether or not critical thinking can be taught, it misses a huge swath of potential because of semantics. Can it be ‘taught’ by teachers? By parents?

Can experiences with friends or stories or memories ‘teach’ empathy?

Can a parent ‘teach’ different forms of friendship or affection or respect?

Whether this happens directly or indirectly, of course they can. By defining it and identifying it, modeling it, and using different forms of a feedback loop–whether by direct instruction, concept mapping, or a myriad of other ways–empathy is a familial and deeply human art. Its presence is healing and restorative, and its absence can be overwhelmingly tragic.

Why You Should Teach A Child Empathy

An important question, in short, empathy should be modeled, encouraged, and otherwise ‘taught’ to improve the quality of the lives of that child and the families and communities they are a part of.

The benefits of empathy include better relationships, improved self-awareness and collaboration skills, and more.

Four Examples Of Empathy

In ‘The Role Of Empathy In Learning,’ Terry Heick said, “The role of empathy in learning involves a dialogic interaction with the world around us. This emphasizes knowledge demands–what we need to know. It also encourages us to take collective measurements rather than those singular, forcing us into an intellectual interdependence that catalyzes other subtle but powerful tools of learning.”

Empathy can be expressed through various forms, such as emotional empathy, which involves sharing in the emotions of another person; cognitive empathy, which involves understanding and comprehending another person’s perspective and feelings; and compassionate empathy, which combines understanding with a desire to alleviate the suffering or distress of others.

Empathy plays a crucial role in fostering meaningful relationships, promoting effective communication, and cultivating a sense of compassion and understanding within individuals and communities. It enables people to connect with others on a deeper level, offer support, and demonstrate care and kindness.

Four Types Of Empathy

Emotional Empathy

Imagine you see a close friend who is visibly upset and crying. You immediately feel a sense of sadness and concern for your friend. You are able to share in their emotional state and feel their pain, even if you don’t fully understand the exact cause of their distress. This emotional resonance and mirroring of their feelings is an example of emotional empathy.

Cognitive Empathy

Suppose a family member is going through a challenging situation that you have never personally experienced. However, you make a genuine effort to understand their perspective, putting yourself in their shoes and trying to comprehend their emotions and thoughts. By actively listening, asking questions, and seeking to understand their point of view, you demonstrate cognitive empathy. You may not share their exact emotions, but you strive to understand their experience.

Compassionate Empathy

If you see a news article about a natural disaster that has devastated a community. You feel a deep sense of compassion and concern for the people affected. You not only empathize with their suffering but also feel motivated to take action. You may donate to relief efforts, volunteer your time, or spread awareness about the issue. This combination of understanding, feeling, and taking action characterizes compassionate empathy.

Supportive Empathy

Imagine a friend confides in you about a personal struggle they are facing. Instead of dismissing their feelings or offering quick solutions, you actively listen, validate their emotions, and provide a supportive presence. You offer words of encouragement, show understanding, and assure them that they are not alone. By offering this empathetic support, you provide a safe space for your friend to express themselves and feel understood.

by Terrell Heick

Ed note: This post parallels our self-directed learning model.

Why should someone learn?

While Paulo Freire, John Dewey, and others have provided compelling arguments for what might be the goal of education, learning, and education are not one and the same. One simple overarching goal of learning, as opposed to education might be for each learner to understand ‘how to work well in one’s place.’

Learning—here defined as the overall effect of incrementally acquiring, synthesizing, and applying information—changes beliefs. Awareness leads to thoughts, thoughts lead to emotions, and emotions lead to behavior. Learning, therefore, results in both personal and social change through self-knowledge and healthy interdependence. In fact, this may be the truest–and wordiest–definition of modern learning possible: intimate, self-directed learning experiences that serve authentic physical and digital communities, ultimately leading to personal and social change.

12 Questions To Help Students See Themselves As Thinkers

Self-knowledge is formed through a range of meta-cognition and basic epistemology.

1. What do I know?

2. What am I curious about?

3. What questions and answers have those before me created?

4. What do those around me need from me?

5. What do I need from them?

6. What is worth understanding?

7. What is the difference between awareness, knowledge, and understanding?

8. What are the limits of knowledge?

9. How does uncertainty affect me as a thinker?

10. What does one ‘do’ with knowledge?

11. What does my community–however I define it–require from me, and I from it?

12. Why learn?

Globalization & Citizenship

Authentic self-knowledge and accountable local placement promote healthy communities that can solve problems and celebrate knowledge on a scale that resonates globally. But what does this mean to the learner—the individual that should be the focus of any learning process, platform, or initiative?

See also This Math Problem Has Gone Viral Because PEMDAS Confuses People

How should the role of the teacher change in light of modern access to information in much of the world? (And how is information different than knowledge?)

How can education possibly maintain the pace of change in technology? What are the consequences if it doesn’t?

Since globalization is, first and foremost, a matter of local citizenship, a question must be considered: where does citizenship begin?

Essayist and social critic Wendell Berry, for years, has addressed large questions regarding the intersection of the individual, society, business, and technology. Berry cautions that a “refined, discriminating knowledge of localities by the local people is indispensable if we want the most sensitive application of intelligence to local problems if we want the best work to be done.”

One interpretation of this idea references the notion of scale; in fact, most challenges of application (in this case, learning) can be reduced to challenges in scale. An implication then would be for one to design a ‘scaleable’ curriculum by, among other things, beginning and ending with the local ‘self.’

In lieu of outward content knowledge, perhaps the goal of all learning should be self-knowledge–themes of identity and purpose, then connectivism and interdependence–ultimately leading to self-directed thinkers who care for their connections with others and the consequences of their ‘cognitive behavior.’

This ‘self-caretaking’ radically differs from externally-directed, measured, and motivated performance in tone and purpose. But this redirect of the purpose of learning isn’t just about motivation or a classroom striving to be ‘learner-centered’–it’s about re-centering the entire learning process.

Alone this is a minor shift, but on a macro level, this kind of thinking might lead to innovative, ‘different’ thinking by a new kind of learner who just has to solve a problem, correct a conflict, or create art.

Masterpieces are rarely created under compulsion. 

by TeachThought Staff

Sometimes the replacement is better than the original, and we don’t miss the original for more than a brief moment: think whiteboards v. blackboards, chalk, and erasers; or copy machines v. mimeograph machines and purple ‘masters.’

But then sometimes we look around and wonder why something important seems to have disappeared, like play, for example. Where has play gone–for both children and adults?

Think back to your childhood – what memories are the strongest? Probably the times you took off for an afternoon with friends, exploring a stream, playing an invented game in a vacant lot, finding a new neighborhood in your town, or supplying a hideout with forbidden candy bars. And yet, today, unstructured play for children has become an endangered species, replaced by organized sports, karate and dance lessons, and screen time.

Many families simply don’t have much unscheduled time – parents’ work schedules, long commutes, and children’s activities contribute to the logistical challenges of managing the week. Some families live in neighborhoods that may not be safe for outside play; others are concerned that their children need every possible advantage to compete successfully, and pile on tutoring, enrichment classes, and more.

To clarify, the need for play is not just about the need for physical activity. The American Academy of Pediatrics recommends that recess be unstructured, free play that is a complement to physical education, not a substitute for it. Play, they say, “is essential to developing social and emotional ties…. [and] is a natural tool that children can and should use to build their resilience.” (PEDIATRICS, Volume 129, Number 1, January 2012)

Play helps young people discover and connect to their own interests, exploring what they want to do at their own pace and for their own satisfaction, rather than working for adult praise or trophies. Through play, they acquire mastery of their world, setting their own boundaries for risk-taking and experimentation. What can I build with what’s at hand? How can I improvise? How do I negotiate with my peers? The lessons of inventiveness, resilience, and persistence are an integral part of play.

Research also indicates that play impacts brain development in young children by changing the connections of neurons in the brain’s executive control center, important in problem-solving, planning, and regulating emotions. (NPR, August 6, 2014, “Scientists Say Child’s Play Helps Build A Better Brain”)

Despite the evidence, schools have been whittling away at recess as they devote more time to academic subjects and test preparation. The disappearance of play is not peculiar to the United States, however; a New Zealand study found that nearly half of their children do not play daily, despite three-quarters reporting that their preference is outdoor activity. And a recent German study out of the University of Hildesheim indicates another reason to make time for play – researchers found that adults who reported significant childhood time in free play enjoyed high levels of social success as adults. The flexibility and problem-solving skills learned through free play translate to adaptability in adulthood.

As Ralph Waldo Emerson once said, “It is a happy talent to know how to play.” Honing this talent is just as important for adults as it is for children. Play makes people happy. Playing with pets is fun. Playing with children is fun. You don’t need permission to play. Try it. And let’s make sure that play does not go the way of the manual typewriter or the floppy disk. Unlike those, play would be deeply missed.

What Does The Research Say About Learning Through Play?

Research across various fields, including education, psychology, and neuroscience, supports the importance of learning through play for children’s development. Here are some key findings and studies that support this concept:

1. Jean Piaget’s Theory of Cognitive Development

Piaget, a renowned developmental psychologist, emphasized the role of play in children’s learning and cognitive development. He believed that play allows children to actively construct knowledge, develop problem-solving skills, and explore their environment.

2. Lev Vygotsky’s Sociocultural Theory

Vygotsky’s theory highlights the importance of social interactions in learning. Play provides a context for children to engage in social interactions, cooperative play, and imaginative play, which contribute to their cognitive and socioemotional development.

3. The Power of Pretend Play

Numerous studies have shown the benefits of pretend play or make-believe play. It enhances children’s creativity, language development, problem-solving abilities, social skills, and emotional regulation. For example, research by Angeline S. Lillard and her colleagues in 2013 found that pretend play in preschool-aged children was associated with greater creativity and divergent thinking skills.

4. Play and Executive Function

Executive functions are cognitive processes involved in goal-directed behavior, self-control, and decision-making. Play activities that involve rule-following, planning, and problem-solving contribute to the development of executive function skills. A study by Adele Diamond and Kathleen Lee in 2011 highlighted the positive impact of physically active play on executive functions in young children.

5. Play-Based Learning in Education

Play-based learning approaches have gained recognition in early childhood education. Research by Elizabeth M. Graue and her colleagues in 2007 demonstrated that play-based kindergarten programs promote academic learning outcomes, as well as social and emotional development.

6. Neuroscience of Play

Neuroscientific studies have shown that play experiences stimulate brain development, particularly in regions associated with cognitive, emotional, and social functioning. Play activates the prefrontal cortex, which is involved in higher-order thinking skills. Sergio M. Pellis and Vivien C. Pellis conducted research in 2009 that demonstrated the relationship between play and brain development in animals.

7. Play and Emotional Well-being

Play supports emotional well-being by providing opportunities for emotional expression, stress reduction, and building resilience. It helps children process emotions, develop empathy, and practice self-regulation. Research by Anthony D. Pellegrini and Peter K. Smith in 2005 found that playful experiences contribute to positive social relationships and psychological well-being.

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15 Children’s Books That Celebrate Hispanic Heritage

by TeachThought Staff

Helping students learn about their heritage is important.

Even more important would be to teach them about other heritages.

Why Should Children Study Hispanic Heritage and History?

The heritage and history of any thing–especially living things–matters. The history of a mountain range or ocean or automobile or building or system of government–all important and all interesting. Studying things like these can answer questions like:

What came before me? Who came before me? How do I relate to each?

What effect might it have if I never learn or understand my heritage–and other heritages, as well?

Who lived or what was created or restored or protected so that I and others can live and help future generations understand the same?

Learning about Hispanic heritage allows children to appreciate and understand the rich diversity and contributions of Hispanic cultures. It fosters respect for different customs, traditions, languages, and histories, promoting cultural sensitivity and empathy.

Global perspective

Hispanic heritage is, of course, not limited to one country or region. It encompasses a vast range of countries, including Spain and numerous Latin American nations. Studying Hispanic heritage helps children develop a broader global perspective and understand the interconnectedness of the world.

Language skills

Spanish is the second most widely spoken language globally. Studying Hispanic heritage can include learning the Spanish language, which opens up opportunities for communication and cross-cultural exchange. Bilingualism also enhances cognitive abilities and provides practical skills for the future.

Historical and societal understanding

Hispanic heritage encompasses a rich history that spans centuries, including pre-Columbian civilizations, colonialism, independence movements, and contemporary issues. Studying this heritage helps children gain insights into the historical, social, and political factors that have shaped Hispanic communities.

Role models and inspiration

Exploring Hispanic heritage exposes children to prominent figures from various fields like art, literature, music, science, politics, and sports. Learning about influential Hispanic individuals can serve as inspiration for children, promoting diversity and inclusivity in their aspirations and career choices.

Building bridges and fostering inclusivity

In an increasingly interconnected world, understanding and appreciating different cultures is crucial for building bridges and fostering inclusivity. Studying Hispanic heritage encourages children to engage with diverse communities, promoting respect, collaboration, and unity. Studying Hispanic heritage enriches children’s education, promotes cultural awareness, and equips them with valuable skills and perspectives that can contribute to their personal growth and success in an interconnected world.

With that in mind, on to the list.

What Are The Best Books For Students That Celebrate Heritage?

1. Where Are You From?

This resonant and award-winning picture book tells the story of one girl who constantly gets asked a simple question that doesn’t have a simple answer. A great conversation starter in the home or classroom—a book to share, in the spirit of I Am Enough by Grace Byers and Keturah A. Bobo.

2. ​​Separate is Never Equal by Duncan Tonatiuh

Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation” by Duncan Tonatiuh: This engaging nonfiction book tells the true story of Sylvia Mendez, a young Mexican American girl who played a pivotal role in the fight against school segregation in California in the 1940s. It highlights the importance of equality and social justice.

3. North of Happy by Aldi Alsaid

‘North of Happy’ is a novel by Adi Alsaid. It tells the story of a young man named Carlos Portillo, who has his life planned out by his wealthy family. However, Carlos is passionate about cooking and dreams of becoming a chef instead of pursuing the path his family has set for him.

Tragedy strikes when Carlos’s older brother, Felix, dies in a car accident. Overwhelmed by grief and a sense of loss, Carlos flees to the United States and takes up residence in Seattle. There, he finds solace in the kitchen of a small restaurant, working alongside the talented chef, Emma. Through his cooking, Carlos discovers an outlet for his emotions and a way to honor his brother’s memory.

As Carlos navigates his new life in Seattle, he also grapples with his identity and the complex relationships within his family. The story unfolds through alternating chapters, interwoven with recipes that reflect Carlos’s emotional journey and his passion for food.

‘North of Happy’ explores themes of grief, self-discovery, and the pursuit of one’s passions. It is a coming-of-age story that delves into the transformative power of food and the importance of following one’s heart, even in the face of familial expectations.

4. The Education of Margot Sanchez by Lilliam Riviera

‘The Education of Margot Sanchez’ is a young adult novel written by Lilliam Rivera. The story revolves around Margot Sanchez, a Puerto Rican teenager living in the Bronx. Margot is dealing with the challenges of straddling two worlds—the expectations of her privileged prep school friends and the cultural identity of her tight-knit Latino community. After making a costly mistake, Margot is forced to work in her family’s supermarket to pay off her debts.

Through her summer job, she begins to question her own values, confront the pressures of conformity, and discover her own identity. The book explores themes of cultural identity, family dynamics, and the complexities of growing up while navigating the intersection of different social and cultural spheres.

5. Marti’s Song for Freedom by Emma Otheguy

‘Marti’s Song for Freedom’ is a picture book written by Emma Otheguy and illustrated by Beatriz Vidal. The book tells the story of José Martí, a renowned Cuban poet and freedom fighter who fought for the independence of Cuba from Spanish colonial rule in the late 19th century.

Through poetic language and vibrant illustrations, the book portrays Martí’s life, his love for his homeland, and his unwavering commitment to freedom and justice. It highlights Martí’s dedication to inspiring others through his words and actions, emphasizing the power of literature and activism in the pursuit of freedom. ‘Marti’s Song for Freedom’ serves as an introduction to the life and legacy of José Martí and his significant contributions to the fight for Cuban independence.

6. Multicultural Literature for Bilingual and Latino Children: Their Words, Their Worlds

‘Multicultural Literature for Bilingual and Latino Children: Their Words, Their Worlds’ is a book that focuses on the importance of providing diverse and representative literature for bilingual and Latino children. It explores the power of literature in reflecting the experiences and identities of these children, fostering a sense of belonging and validation.

The book examines various themes, genres, and authors within multicultural literature, providing educators, parents, and caregivers with valuable insights and resources to engage children in meaningful reading experiences. It advocates for the inclusion of diverse voices and perspectives in children’s literature to promote cultural understanding, appreciation, and literacy development among bilingual and Latino children.

7. The House on Mango Street by Sandra Cisneros

What is ‘The House on Mango Street’ about? The House on Mango Street is a coming-of-age novel written by Sandra Cisneros. The story revolves around a young Latina girl named Esperanza Cordero, who grows up in a predominantly Latino neighborhood in Chicago.

Through a series of vignettes, Esperanza shares her experiences, dreams, and observations about her community, family, and her own identity. The book explores themes of cultural identity, gender, poverty, and the longing for a better life. It captures the challenges and aspirations of a young girl striving for independence and self-discovery while navigating the complexities of her neighborhood and the world around her.

8. Red Hot Salsa: Bilingual Poems by Lori Marie Carlson and Oscar Hijuelos

Ten years after the publication of the acclaimed Cool Salsa, editor Lori Marie Carlson has brought together a stunning variety of Latino poets for a long-awaited follow-up. Established and familiar names are joined by many new young voices, and Pulitzer Prize-winning novelist Oscar Hijuelos has written the Introduction.

The poets collected here illuminate the difficulty of straddling cultures, languages, and identities. They celebrate food, family, love, and triumph. In English, Spanish, and poetic jumbles of both, they tell us who they are, where they are, and what their hopes are for the future.

9. The Rainbow Tulip by Pat Mora

Stella loves her family and her Mexican heritage, but she doesn’t always like being different from the other kids at school. Now her class is going to dance around the Maypole at the school’s May parade, and Stella wants her tulip costume to be special, even if she won’t look like the other girls at school. Sometimes being different can be exciting. This touching story that celebrates diversity is based on author Pat Mora’s mother’s childhood and is brought to life by Elizabeth Sayles’s evocative paintings.

10. Where the Flame Trees Bloom by Alma Flor Ada

‘Where the Flame Trees Bloom’ is a book that chronicles the life experiences of the author, Alma Flor Ada, growing up in a small village in Cuba. Through a series of interconnected stories, the book explores the themes of family, resilience, and the power of imagination. It depicts the challenges, joys, and triumphs of a young girl and her community, providing a vivid portrayal of Cuban culture, traditions, and the beauty of everyday life amidst adversity.

11. Tales Our Abuelitas Told: A Hispanic Folklore Collection by Alma Flor Ada

‘Tales Our Abuelitas Told: A Hispanic Folklore Collection’ is a book by Alma Flor Ada that brings together a diverse compilation of traditional Hispanic folktales. Drawing from various countries and cultures across Latin America and Spain, the book presents a rich tapestry of stories passed down through generations.

These tales are filled with magical elements, moral lessons, and cultural insights, providing readers with a glimpse into the vibrant oral traditions of Hispanic heritage. Through captivating narratives, readers are transported to enchanting worlds inhabited by mythical creatures, courageous heroes, and wise figures, immersing them in the folklore and cultural richness of the Hispanic community.

12. Esperanza Rising

‘Esperanza Rising’ is a novel by Pam Muñoz Ryan that tells the story of Esperanza Ortega, a privileged young girl living in Mexico during the 1930s. After a tragedy forces Esperanza and her mother to flee their comfortable life, they find themselves working in a labor camp in California during the Great Depression.

The book follows Esperanza’s journey of adaptation and resilience as she faces numerous challenges, including labor struggles, prejudice, and personal growth. Through the hardships she encounters, Esperanza learns important lessons about empathy, friendship, and the true meaning of family. It is a tale of hope, strength, and the pursuit of a better future in the face of adversity.

13. My Name Is Maria Isabel

For María Isabel Salazar López, the hardest thing about being the new girl in school is that the teacher doesn’t call her by her real name. “We already have two Marías in this class,” says her teacher. “Why don’t we call you Mary instead?”

But María Isabel has been named for her Papá’s mother and for Chabela, her beloved Puerto Rican grandmother. Can she find a way to make her teacher see that if she loses her name, she’s lost the most important part of herself?

14. The Go-Between by Veronica Chambers
In this coming-of-age novel, we meet Camilla, who is far more fortunate than most. Finding herself in new places and situations brings a perspective shift.

Fans of Jane the Virgin will find much to love about The Go-Between, a novel by best-selling author Veronica Chambers, who, with humor and humanity, explores issues of identity and belonging in a quickly-changing world.

She is the envy of every teenage girl in Mexico City. Her mother is a glamorous telenovela actress. Her father is the go-to voice-over talent for blockbuster films. Hers is a world of private planes, chauffeurs, paparazzi, and gossip columnists. Meet Camilla del Valle – Cammi to those who know her best.

When Cammi’s mom gets cast in an American television show, and the family moves to LA, things change and quickly. Her mom’s first role is playing a not-so-glamorous maid in a sitcom. Her dad tries to find work but dreams about returning to Mexico. And at the posh, private Polestar Academy, Cammi’s new friends assume she’s a scholarship kid, the daughter of a domestic.

At first, Cammi thinks playing along with the stereotypes will be her way of teaching her new friends a lesson. But the more she lies, the more she wonders: Is she only fooling herself?

15. I Like Saturdays y Domingos

Saturdays and Sundays are very special days for the child in this story. On Saturdays, she visits Grandma and Grandpa, who come from a European-American background, and on Sundays — los domingos — she visits Abuelito y Abuelita, who are Mexican-American. While the two sets of grandparents are different in many ways, they also have a great deal in common — in particular, their love for their granddaughter.

While we follow our narrator to the circus and the pier, share stories from her grandparents’ pasts, and celebrate her birthday, the depth and joy of both cultures are conveyed in Spanish and English. This affirmation of both heritages will speak to all children who want to know more about their own families and ethnic backgrounds.

16. If Dominican Was A Color

The palette of the Dominican Republic is exuberant and unlimited. Maiz comes up amarillo, the blue-black of dreams washes over sandy shores, and people’s skin can be the shade of cinnamon in cocoa or of mahogany. This exuberantly colorful, softly rhyming picture book is a gentle reminder that a nation’s hues are as wide as nature itself.

Bonus

Platanos Go With Everything

Plátanos are Yesenia’s favorite food. They can be sweet and sugary or salty and savory. And they’re a part of almost every meal her Dominican family makes. Stop by her apartment and find out why plátanos go with everything—especially love!

Chicano Junior’s Mexican Adventure

From Raúl Jiménez, the writer of the Amazon Best Sellers “Mexislang” and “The Gringo Guide To Moving To Mexico”, here comes the brand new bilingual children’s book with a Mexican-American kid as the main character.

Chicano Jr. is a young boy with Mexican roots, who has lived his whole life in the US, and is traveling to Mexico for the very first time to meet his grandparents.

Experience Chicano’s adventures as well as his cultural shock in this book for children and children at heart, and marvel at the beautiful crayon-like cartoony art-style by Mexican Illustrator, Felipe Vasconcelos.

Children’s Books That Celebrate Hispanic Heritage

15 Ways To Support Students Without Internet Access At Home [Updated]

contributed by Maria Winters DiMarco

We’ve discussed five reasons to teach digital literacy in the classroom. In reading Paul’s post, I couldn’t help but take a step back and think about the growing number of children around the country who barely have access to the digital world, if any at all.

While some students enjoy unlimited access to the internet and other digital technology, there are other students, just as capable and full of potential, who struggle to learn even the basics of computer use due to a lack of access.

Why Internet Access At Home Matters For Students

Our world heavily relies on Internet technology for everyday communication, education, and work. Over time, students without Internet access will face massive disadvantages, including:

-Lack of basic research skills

-Lack of networking skills

-Inability or extreme difficulty in pursuing a degree in higher ed

-Difficulty searching and applying for jobs

-Insufficient qualifications for many jobs

See also Ways To Support Students Without Internet Access At Home

Aside from the individual hurdles that students without internet access may face in their personal and professional lives as they grow older, this issue also seriously affects the country as a whole. A generation of youth with large discrepancies in their ability to utilize technology fluently sets the United States up to be much less competitive in relation to countries abroad in the long run.

Among the world’s wealthiest countries, the United States has one of the lowest percentages of internet access. Furthermore, 90% of the countries that have a higher percentage of internet access than the United States also have better test scores. In addition to supporting long-term initiatives that provide Internet access for students everywhere, here are six ways to reach students who lack Internet access at home.

6 Ways To Support Students Without Internet Access At Home

1. Get Them Involved At School

When pairing students off to work in smaller groups, be sure to pair students who are tech-savvy with students who are less familiar with computer use. Regularly incorporating computer work into classroom activities ensures that students get consistent access to the Internet, which is vital for maintaining skills and knowledge over time.

2. Encourage Parents To Take Advantage Of Community Resources

Compile a list of places that have free Wi-Fi and computer access in your community and make the list available to parents. Encourage them to visit these spots at night and on the weekends in order to provide their children with more exposure to technology. Many libraries host classes on how to use the internet and computers; let parents know when upcoming classes are available in your area.

Also, consider coffee shops and bookstores that offer it for free.

3. Mobile Hotspots or Data Plans

Explore the possibility of providing mobile hotspots or data plans to students who lack internet access at home. These devices can provide limited internet connectivity, enabling students to access online resources and complete assignments.

4. Have Students Identify Resources Within Their Family

And then design assignments accordingly. Students may lack access at home but often have relatives that have it. Design assignments so that they can fully take advantage of–and not feel defeated by–intermittent access.

5. ‘Spin’ Intermittent Access As A Normal Thing

Of course, most students know internet access is desirable, but help them understand that those with only intermittent access aren’t social pariahs. Only 56% of Mississippi homes have access. While that kind of inequality will be an issue long-term, don’t make students feel like outcasts (any more than they already might). Spin it as a statistically normal thing.

6. Incorporate It Into Project-Based Learning

Unless there’s a specific reason a home doesn’t want access, help students attempt to address the problem on their own through project-based learning. Have them write grant proposals, solicit local businesses for donations, or otherwise gain access by their own problem-solving skills.

More Ways To Support Students Without Internet Access

Offline Learning Resources

Provide students with offline learning materials such as textbooks, workbooks, printed worksheets, and reading materials that they can use at home. Make sure these resources are aligned with the curriculum and provide clear instructions for self-guided learning.

Take-Home Devices

Where applicable, loan out laptops, tablets, or other devices to students without internet access. Load them with educational software, offline learning apps, or pre-recorded video lessons that students can access and use offline.

Local Library Access

Encourage students to utilize their local libraries as a resource for accessing books, reference materials, and computers with internet access. Help them obtain library cards and inform them about any free programs or resources available at the library.

Offline Assignments

Design assignments that don’t rely heavily on internet access. Encourage activities that can be completed using offline resources and materials. This ensures that students without internet can still participate fully in their coursework.

Collaborative Study Groups

Encourage students to form study groups with their peers. This way, they can meet up outside of school to work on assignments, discuss concepts, and support each other’s learning without relying on internet access.

Extended School Hours or Facilities

Keep school facilities open for extended hours, allowing students to use the school’s computers, internet access, and resources outside of regular school hours.

Community Partnerships

Collaborate with community organizations, local businesses, or nonprofit groups that may be able to provide resources, funding, or support to students without internet access. They may be able to offer scholarships, donate devices, or help facilitate internet access.

Teacher Support

Provide additional support and assistance to students without internet access. Offer extra office hours, one-on-one tutoring sessions, or dedicated time in the school computer lab to help these students complete online assignments or research.

Parent Communication

Maintain regular communication with parents or guardians of students without internet access. Inform them about available resources, offline materials, and alternative ways their child can stay engaged with their learning.

Maria Winters DiMarco writes for SIP in an effort to help promote awareness around the growing digital divide; image attribution flickr user jaygoldman; 6 Ways To Support Students Without Internet Access At Home

by Terry Heick

As a culture, we have a thought crisis–namely, a harmful and enduring refusal and/or inability to think well and think critically.

This is just an opinion, but I hope not a radical one. To clarify why this crisis exists–or even why I believe it exists–would require a sweeping analysis of cultural, societal, political, and other anthropological terms beyond the scope of TeachThought.

For starters, skim through almost any social media ‘discussion’ about any culturally critical issue. If you disagree that such a crisis exists, the rest of this article will likely not be worth your time. If we can assume that statement to be at least partly true, though, we can see that as an industry, then we have a crisis in education that is both a cause and effect of the above.

Education both causes and is an effect of thought. Education and thought, at least conceptually, are as connected as the architecture of a building and the building itself.

In part, this ‘thought crisis’ is also a crisis in language and is related to a parallel crisis in affection. Connected are deficits in utility, knowledge, patience, place, and cultural memory. But for our purposes, let’s discuss a central crisis among the crises: A deficit in critical thinking.

This is, in part, an issue of thought subjects and thought quality: what we think about and how.

On the surface, education–as it is–is not about teaching thought but rather about content. This shouldn’t be controversial, really.

Education As It Is

Education is roughly arranged into content areas and stratified by age. On a wide view, the general structure can be thought of as a large grid: The columns are the content areas, and the rows are the ‘age.’ We could also consider it the reverse, and it wouldn’t change much.

Put briefly, the formal education system in the United States is designed for people to study (generally) four primary categories of knowledge (math, science, social studies, and language arts) for thirteen years.

These content areas tend to become more complex but are only intermittently specialized (‘science’ becoming ‘chemistry,’ for example, even though chemistry is still a science; for the record, I’m not sure why we don’t show at least a little vision and wed science and the humanities into ‘new content areas’ that aren’t content areas at all but realize that this is crazy talk to most and will save my breath).

The point is, education–as it is–is about content, and mastery of content is about points and grades that either does or does not result in certificates (e.g., diplomas) that allow increasingly specialized study (business, law, medicine, etc.) in post-secondary education (like college/university) for the purpose of ‘career prep’ (which, I’ve offered, should not be the purpose of school).

Three of the most visible components of most modern K-12 public education systems: teachers, content, and letter grades, with the two former components often merged (e.g., ‘math teacher’ or ‘art teacher.’) Also hugely visible education components: students, tests, computers, books, walls, desks, hallways, groups, bells, calendars, front-of-the-room chalkboards and whiteboards, etc.

The above is not a comprehensive analysis, and there are countless exceptions of learning approaches and forms, but they’re still exceptions. Indeed, this overview is not, as far as I can tell, misleading in its characterization of modern public learning forms and spaces.

And if the above is more or a less accurate thumbnail of how human beings learn in formal education, it should become at least somewhat clear that we have a problem.

A kind of deficit.

The McDonaldization of The Classroom

You can’t evaluate the quality of a ‘thing’ without knowing what the thing ought to do. This is simple for kitchen utensils and challenging for art and affection and people: To clarify an education and what it ‘should be’ is to impart what ideally is a very personal and ‘local’ philosophy on everyone else. This is because of the nature of standardization.

In 1993, George Ritzer wrote a book–which owes itself in large part to previous work by many, including Max Weber–called The McDonaldization of Society. The book is an exploration of the causes, effects, and nature standardization through the lens of the McDonald’s American restaurant chain.

McDonald’s is hardly the first business to leverage such standardization. In fact, Industrialism itself–the spine of 20th-century America–owes itself to the concept in many ways ushered into ‘popularity’ by Henry Ford. Whether or not you find a ‘problem’ with industrialism is first a philosophical concern.

George Ritzer has taken central elements of the work of Max Weber, expanded and updated them, and produced a critical analysis of the impact of social structural change on human interaction and identity. The central theme in Weber’s analysis of modern society was the process of Rationalization; a far-reaching process whereby traditional modes of thinking were being replaced by an ends/means analysis concerned with efficiency and formalized social control.

For Weber, the archetypical manifestation of this process was the Bureaucracy; a large, formal organization characterized by a hierarchical authority structure, well-established division of labor, written rules and regulations, impersonality and a concern for technical competence. Bureaucratic organizations not only represent the process of rationalization, the structure they impose on human interaction and thinking furthers the process, leading to an increasingly rationalized world.

The process affects all aspects of our everyday life. Ritzer suggests that in the later part of the Twentieth Century the socially structured form of the fast-food restaurant has become the organizational force representing and extending the process of rationalization further into the realm of everyday interaction and individual identity. McDonald’s serves as the case model of this process in the 1990’s.

In the book, Ritzer explains that one effect of endless rationality is irrationality: “Most specifically, irrationality means that rational systems are unreasonable systems. By that, I mean that they deny the basic humanity, the human reason, of the people who work within or are served by them.”

Which brings us back to education and our deficit in critical thinking.

Standardizing anything is a trade. I’ve talked about this dozens of times before–here for example. And here. And dozens of other posts and tweets and articles because, it seems to me, it represents one of the inherent flaws in our design of modern learning. In short, in education as it is, every single student regardless of background, ethnicity, gender, passion, family history, local needs, or familial expertise will study the same thing delivered in similar ways–very much like a kind of academic cafeteria.

The implied hope in a curriculum delivered to such students (i.e., all of them) in such a fashion (i.e., the ‘grid approach’ explained above) is that it will fit everyone’s needs. It is designed to be rational.

And the methods of delivery of such a curriculum (e.g., teachers, classrooms, books, apps, tests, etc.) are also designed to be rational. That is, both the curriculum (what is studied) and the learning and instructional design models (how it is being studied) are designed to be practical: testable, observable, and deliverable to every single student regardless of–well, anything. By design, public education is (intended to be) for all students everywhere, no matter what.

But what about thinking? Can critical thinking–wrought and wielded by the thinkers–coexist in a standardized learning environment designed to promote the broadest numbers of students to mastery of the most traditional academic content? Possibly–but that may not be the best way to ask the question.

Is education designed to promote affection, curiosity, inquiry, and critical thinking?

People race tractors and ride on hot air balloons, but that doesn’t mean either is entirely suited to the task. Outside of education, it is in the disparity of function and application that our amusement resides. But within education? Generation after generation of students suffers from the deficit.

What About Critical Thinking?

In ‘What Does Critical Thinking Mean’? I said:

“Critical thinking is among the first causes for change (personal and social) but is a pariah in schools –for no other reason than it conditions the mind to suspect the form and function of everything it sees, including your classroom and everything being taught in it. In critical thinking, the thinking is only a strategy to arrive at informed criticism, which is itself is a starting point for understanding one’s self and/or the world around you. While in function it can run parallel to the scientific method, science intends to arrive at an unbiased, neutral, and zero-human conclusion. In critical thinking, there is no conclusion; it is constant interaction with changing circumstances and new knowledge that allows for a broader vision which allows for new evidence that starts the process over again.”

And that’s getting us closer to our deficit of critical thinking culturally, which in part owes itself to a parallel deficit of critical thinking in education.

Whether or not we can ‘teach’ critical thinking is often argued, but that seems to be missing the point. Rather than ask if schools can teach critical thinking–or even if critical thinking can be taught–we might start by asking what we lose if we live in a world where it doesn’t happen.

While entirely new forms and methods and reasons to learn will likely eventually disrupt education as it is from the outside, if we’re feeling nostalgic with the old sturdy body of education, we can at least address that deficit of critical thinking by embedding into the architecture of education. This can be accomplished in any number of ways, but some fruit appears to be low-hanging.

1. Design curriculum that emphasizes critical thinking–curriculum that becomes catalyzed by sustained inquiry and critical thought. (Much like electricity.)

2. Create learning models that require critical thinking–learning models that cannot function if students (all students) don’t think critically. (Much like a rowboat where everyone has to row and stops if someone stops rowing; alternatively, break apart the boats completely so every student must row themselves.)

3. Create learning achievements, grades, certificates, etc. that all illuminate the process, sequence, patterns, genius, and outcomes of critical thinking.

4. Establish cultural practices where critical thinking is valued over popularity. (Democracy might benefit.)

5. Champion teachers as leaders in helping grow children that think for themselves by supporting teachers as professional designers of learning experiences and opportunities.

6. Promote an ongoing dialogue between schools, families, communities, organizations, higher education, members of the local economy, etc., about the necessity and nature of critical thought.

7. Create learning opportunities that benefit from the respective genius of each child, where that child’s gifts and affections are clear and undeniable especially to that student as they see themselves.

We can go on and on and I worry I’m moving too far away from the point: Schools as they are are not ‘designed for’ critical thinking and right now and as a culture (and planet) we are suffering from the ensuing deficit.

This implies we might focus less on the iterative improvement of education and more on education as it might be.