Guiding Principles of the Modern Red SchoolHouse Design:
Research-Based Solutions for 21st Century Schools (continued)
By Sally B. Kilgore,
Ph.D.
Download
the complete Guiding Principles of the Modern Red SchoolHouse
Design publication
Conclusion
 MRSH is, first and foremost, a capacity-building
design that seeks to support educators in their efforts to
create and sustain high-performing schools that enable all
students to become high achievers. MRSH educators achieve
instructional coherence at their schools through aligning
instruction with their state standards. Attention to what
is taught is fundamental.
The MRSH design resolves some of
the well-worn debates about effective instruction through
a careful analysis of the evidence. The debate about the efficacy
of “drill and practice” is resolved by assessing
what is expected from the learning experience. Teachers must
evaluate the intended use of the learning that is expected
of students, for effective teaching strategies differ depending
on what students are expected to do with what they learn.
Remembering facts and procedures for a long time can be taught
using practice and rehearsals. These strategies are uniquely
effective for things that should be fairly automatic—like
multiplication tables and keyboarding. On the other hand,
teaching for understanding is effective both for things a
student needs to remember for a long time as well as for improving
his or her ability to apply what is learned to new situations.
The debate about the significance
of intrinsic motivation in learning takes a new turn with
the introduction of standards. Stimulating a student’s
interest in a topic or concept is a non-negotiable responsibility
of teachers working in a standards-based environment. With
less opportunity to follow students’ interests, teachers
must seek out ways to motivate students. Fortunately, motivation
is not simply achieved by compelling or passionate presentations,
but it can also be stimulated when one creates an environment
where effort makes sense. If students are encouraged to believe
that their own efforts (rather than ability) allow them to
achieve academic success, they become more engaged in school
work. Conversely, simply motivating students with extrinsic
rewards—grades, candy, or status—does little to
activate the hunger for learning that children need to prosper
as students and adults.
Finally, the debate regarding the
relative effectiveness of behaviorist versus constructivist
approaches to education is well-informed by research in the
cognitive sciences. Essential elements of teaching are found
in each approach. A teacher must maintain active involvement
in student learning. Research evidence suggests a particular
mix of those two approaches. MRSH encourages teacher-led learning
that requires educators to—
- Engage students’ interests,
- Link new learning with prior
knowledge,
- Provide the larger landscape
of knowledge into which a given lesson fits,
- Establish opportunities for students
to organize, experience, and apply new concepts,
- Engage students in ways that
help uncover (and correct) misconceptions, and
- Nurture students’ understanding
of excellence.
Given the evidence on effective
practices in organizational change, MRSH training fosters
a collegial climate focused on student learning, where educators
refine their leadership skills through a governance structure
that involves educators, community leaders, and parents in
evidence-based plans for continuous improvement.
Previous
1
- 2
- 3
- 4
- 5
- 6
- 7 - 8
Next
Download the complete Guiding Principles of the Modern Red SchoolHouse Design publication
Link to References
|
