How Can We Create Schools That Provide for Powerful Learning

As the years go by, expectations for both teachers and students rise. The state standards for subjects are increased. In addition, time must be set aside to prepare for standardized testing and other assessments that take a high priority. Another item added to the agenda is No Child Left Behind, “to ensure-for all students in all communities-a genuine right to learn” (Darling-Hammond, 1997, p. 5). How can we influence the young minds and guide them in meeting these high prospects when the teachers themselves have a full plate?

Much of the work can be done by the teachers, as long as they are supported by their administration. They must “teach for understanding-that is, to teach with the goal of helping students develop the ability to use their knowledge in novel ways” (Perkins, 1998). We should engage students in doing work, learning hands on. For example, for writing class, they should act as writers. One important task for the teacher is getting to know their students and their learning habits. This makes it easier in scaffolding and supporting their learning with powerful strategies. In addition, the teacher should create the classroom so that it is organized for students’ participation in a “learning community.” Students are rarely given the opportunity to test and apply their ideas, look at concepts from many points of view, and develop proficient performances of their own.

I found two letters, one written by an American and the other European student to be quite interesting. In short, American students are bombarded with facts and figures and are required to memorize. They are not explained why certain things work or even how to have an adequate discussion. On the other hand, European students are taught skills in critical thinking, analysis of subjects, and research techniques, which aides in understanding material. What is understood lasts longer than what is memorized. Another piece I found significant to facilitate in powerful learning is that of the quantity American students learn. We as Americans learn a little about a lot. Unfortunately, educators must move on to the next piece, even if students do not grasp the concept, so that we do not get behind on the timeline of curriculum in which we need to be. Whereas other countries teach material until it is completely understood. For me, it’s not the quantity of material that I teach, but the quality.

“Teachers learn just as students do: by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see” (p.205). When common goals and commitments motivate school life, learning becomes more powerful because it is cumulative rather than disjointed.