{"id":100016,"date":"2023-04-15T14:47:00","date_gmt":"2023-04-15T18:47:00","guid":{"rendered":"https:\/\/www.shortform.com\/blog\/?p=100016"},"modified":"2023-04-20T15:45:07","modified_gmt":"2023-04-20T19:45:07","slug":"education-reform-ideas","status":"publish","type":"post","link":"https:\/\/www.shortform.com\/blog\/education-reform-ideas\/","title":{"rendered":"Education Reform Ideas: Embracing the Latest Science of Learning"},"content":{"rendered":"\n

When students struggle, what if we took advantage of that difficulty rather than trying to “fix” it? What’s a productive alternative to marking test answers as wrong?<\/p>\n\n\n\n

In Limitless Mind<\/em>, math educator Jo Boaler shows that the brain is capable of learning new skills<\/a> and incorporating new ideas throughout our lives and that struggling to learn and making mistakes are integral parts of cognitive growth. With this in mind, she urges us to rethink education.<\/p>\n\n\n\n

Keep reading to learn several education reform ideas put forth in Boaler’s book.<\/p>\n\n\n\n\n\n\n\n

Education Reform Ideas<\/h2>\n\n\n\n

It\u2019s one thing to understand the theoretical basis of how to boost learning, but it\u2019s another to put it into practice. Throughout her book, Boaler gives advice to parents, teachers, and school administrators about how to rethink the education system so that it can better serve the needs of its students. Her education reform ideas include celebrating when students work through their challenges, encouraging them to freely make mistakes, using textbooks as merely jumping-off points, and guiding students through effective collaboration<\/a>.<\/p>\n\n\n\n

While such an understanding can help students\u2019 self-confidence, there\u2019s a deeper lesson to be taught. Teachers and parents need to tell students that making mistakes and working hard to correct them is the process by which the brain gets stronger.<\/strong> Students\u2019 efforts must be praised, but, in addition to that, teachers must offer productive guidance on how students can improve. Instead of steering students toward subjects where they\u2019re strongest, educators should target the areas in which students have the most problems. In order to dislodge our cultural notions that having difficulty learning is something to be ashamed of, teachers and parents should demonstrate that even they <\/em>don\u2019t know it all and still have things to learn.<\/p>\n\n\n\n

(Shortform note: Boaler\u2019s discussion focuses on the classroom, where it\u2019s the teachers\u2019 and parents\u2019 responsibility to help students work through their difficulties, but once you\u2019re an adult, the duty of identifying and overcoming your weaknesses falls to you. In Ultralearning<\/em><\/a>, Scott Young argues that when learning a new skill for your job or to meet a personal goal, you should isolate the weakest spot in your learning process and design a process to overcome it<\/a>. By targeting an area that\u2019s holding you back<\/a>, pushing through and mastering your weakest area can unblock a flow of related skills and knowledge that should come to you much more easily.)<\/p>\n\n\n\n

Since making mistakes is a vital part of learning, we have to stop penalizing students for not getting everything right the first time. Boaler suggests replacing fixed test scores with practical feedback on how students can improve. For example, instead of marking answers right or wrong, teachers could point out what students understand and where they still need work. However, because our education system revolves around test scores as a way to measure progress<\/a>, teachers and administrators will have to work hard to implement changes that don\u2019t punish students\u2019 imperfections. Changing how learning is measured in schools can drive home the message that it\u2019s the process that matters.<\/strong><\/p>\n\n\n\n

(Shortform note: A particularly punitive form of testing in schools are the standardized tests used to determine students\u2019 placement in classes and eligibility for college. In the US, the No Child Left Behind Act<\/a> used standardized tests as a way to determine which schools received funding, penalizing whole schools whose students underperformed. Critics of testing argue that it places too much weight on a single unit of measure, resulting in schools spending inordinate time preparing students for the test and not on actual learning<\/a> of the kind that Boaler promotes. Alternatives to standardized tests include student record assessments, random class samples, and performance exams<\/a> based on student projects, all of which are hard to implement.)<\/p>\n\n\n\n

Another challenge teachers face is the textbooks they\u2019re assigned, which are designed with problems and questions that promote easy answers, shallow learning, and memorization. Boaler says that math textbooks are particularly egregious in the way they present long lists of problems to be solved quickly by memorized methods, not considered deeply from a variety of angles. Her advice to teachers is to not feel shackled by the book. Instead, she suggests choosing only a handful of problems from the text and challenging students<\/a> to solve them using a variety of different approaches (numerically, visually, conceptually, and so on) so that they can understand the underlying principles and form new neural connections.<\/p>\n\n\n\n

(Shortform note: The problems Boaler points out with math textbooks are nothing new. In his memoir Surely You\u2019re Joking, Mr. Feynman!<\/em><\/a>, Nobel laureate Richard Feynman recounts that when he agreed to review math textbooks in the 1950s, he was shocked that the books were full of abstract concepts with no real-world applications and would thus discourage learning<\/a> instead of providing a real-world foundation for knowledge. Current studies show that in math textbooks, fewer than 1% of the exercises cover any practical use of mathematics<\/a> and that many aren\u2019t vetted for their efficacy at developing math skills<\/a>.)<\/p>\n\n\n\n

The final key is to teach students the value of collaboration, which goes against the grain of the stereotypical group project in which the \u201csmartest\u201d student ends up doing all the work. Boaler recommends that each group session begin with each student sharing their ideas. The purpose of group exercises should be to show how each student approaches a problem differently.<\/strong> Doing so can open up students\u2019 eyes to the value of multiple perspectives and can even help them build connections across social, ethnic, and gender boundaries. Such activities not only grow each student\u2019s learning, but over time they can be a step to heal divides within society at large.<\/p>\n\n\n\n

(Shortform note: Boaler downplays the ways in which group projects can go wrong, particularly when one student ends up doing the brunt of the work<\/a>. However, there are ways to make collaboration effective, as elaborated on by Kim Scott in Radical Candor<\/em><\/a>. Writing in terms of adult collaboration, Scott lists several steps to maximizing collaborative effort<\/a>, including listening to everyone in the group, debating ideas, deciding on an overall direction, and making sure that what\u2019s decided is put into action. Teachers could use a framework similar to Scott\u2019s to teach students how to collaborate on projects before engaging in group work.)<\/p>\n","protected":false},"excerpt":{"rendered":"

When students struggle, what if we took advantage of that difficulty rather than trying to “fix” it? What’s a productive alternative to marking test answers as wrong? In Limitless Mind, math educator Jo Boaler shows that the brain is capable of learning new skills and incorporating new ideas throughout our lives and that struggling to learn and making mistakes are integral parts of cognitive growth. With this in mind, she urges us to rethink education. Keep reading to learn several education reform ideas put forth in Boaler’s book.<\/p>\n","protected":false},"author":9,"featured_media":1736,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[15,160],"tags":[987],"class_list":["post-100016","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-science","tag-limitless-mind","","tg-column-two"],"yoast_head":"\nEducation Reform Ideas: Embracing the Latest Science of Learning - Shortform Books<\/title>\n<meta name=\"description\" content=\"Math educator Jo Boaler urges us to rethink education based on the latest science of learning. 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