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Influencing The Quality Of Education

Do we really believe that every child can succeed? How does the view that a child’s potential is limited affect our ability to reach that child and hinder his or her growth and academic success? The largely unresearched and in some cases mistaken beliefs of many mainstream educators have resulted in ineffective and even harmful educational practices. The way we view students and learning affects what we teach, how we teach it, and ultimately student learning. Some teachers design curricula as if diversity does not exist; they ignore or are unaware of how students’ backgrounds or contexts shape their learning styles and affect their achievement.

We favor observation over the traditional pre- and post-tests and surveys of research as the best means of gathering information about people. Observation allows us to discern the number and types of variables that influence learning in a given context. For example, observation of infants and young children has shown that they are able to process information at a more complex and abstract level than other forms of research that have previously been shown to them.

A second misconception held by many educators is that intelligence is a definable, measurable, static entity. First, even psychometricians themselves cannot agree on a common definition or theory of intelligence. The instruments or quantification procedures used by IQ psychometers could not produce precise, scientific results.

Moreover, mental measurement of intelligence is by no means a prerequisite for current success in school. No body of data shows that any use of traditional IQ or mental measurement is associated with reliable teaching and learning. Therefore, IQ measurement is a meaningless ritual in a professional sense, a ritual that has unnecessary harmful consequences, negatively weakens professional thinking and action, and causes professionals to overlook successful strategies and approaches in education. This is a ritual that negatively shapes the student’s self-image.

Some educators make the mistake of thinking that intelligence is a fixed, unchanging entity. This point of view is based on the belief that a person’s IQ is a fixed quantity that cannot be developed. Those who hold this false belief do not take the time to nurture learners because they do not believe that such nurturing can have any effect on learning. As a result, teachers spend more time focusing on measuring ability and standardized test scores than on developing curricula that help students grow. This practice can lead to overreliance on test scores as indicators of future success. Although some teachers use the results of tests like the SAT and ACT to predict student success, these tests only show how well students have been exposed to the material on the exams.

A third misconception is society’s doubt about the ability of all children to succeed. This misconception about student ability has led many to question whether schools can improve learning. However, there are many schools that succeed regardless of what IQ tests and popular opinion might predict. Some schools have developed a rigorous and demanding curriculum. The school day is longer than in other schools and students are expected to work hard to succeed. Since opening, these schools have achieved more than 48 percent gains in student achievement on standardized tests. Teachers in these schools did not focus on what IQ tests or contexts revealed about student achievement. We need to stop looking at why students and schools fail and learn how to work in each context to increase success.

We are particularly interested in how educational researchers conflate political issues with professional ones. Educators spend time developing standards to measure students when they should be working on student growth. Conflating politics with professionalism can also mislead educational researchers into ascribing professional motives to people who actually have a political agenda.

Does training really make a difference in student learning? The cognitive system represents the lowest level of learning. This is the level where most classroom instruction occurs in the form of declarative or procedural knowledge. Declarative knowledge is information that is learned and understood – for example, remembering historical dates. Procedural knowledge, on the other hand, can be described as skills or processes that students master—for example, using the process of scientific inquiry.

In most classrooms today, the teaching of science, geography, and history is heavily weighted with declarative knowledge. Math instruction is about half declarative, half procedural. Language arts instruction includes three-quarters procedural and one-quarter declarative knowledge.

The next level in the hierarchy of human learning is metacognition. At the metacognitive level, students think about their learning. They set goals for their learning, assess the resources they need, determine their own learning strategies, and monitor their own progress. Another broad area of ​​the metacognitive system is the learner’s disposition to learn. Does the student persevere, seek clarity, and push their boundaries?

What transcends the hierarchy is the learners’ own system for thinking about how their beliefs affect their learning. Belief systems strongly influence what students learn. Students’ level of emotional involvement with learning determines its impact. Students’ beliefs about themselves, others, and the world, as well as their own personal efficacy, all interact as they create goals for their learning.

If teachers know how to dramatically increase learning, why are students in so many classrooms across the country performing so poorly? There are many reasons, including the lack of a solid philosophical foundation for incorporating innovation. Another is the lack of public support for change.

Teachers must make conscious choices about learning objectives and then design lessons to achieve that learning. In many classrooms, teachers themselves are unclear about the student learning they are looking for, so they may not be using the most effective teaching strategies. Indeed, it is often difficult to define the type of knowledge desired. Research shows that teaching vocabulary through illustrations and fuzzy definitions has the greatest impact on learning. But how do most teachers approach vocabulary learning? Have students memorize definitions and use the words in sentences. Similarly, using stories is the best strategy for teaching information that is factual or involves time or cause-and-effect sequences. But most teachers instead ask students to memorize dates.

A meta-analysis shows that, in terms of the learning hierarchy, no instructional strategy will provide effective, long-term learning if students do not believe they can learn or that learning is important to them. Teachers need to be aware not only of learning goals and the most appropriate instructional strategies, but also of how they can influence students’ beliefs about their learning. Only then will effective teaching strategies result in significantly greater learning.

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