Over the last several decades, psychologists have unearthed a wealth of evidence on how children learn. But for three basic reasons, it’s proven hard to translate that evidence into classroom practice.
Consistent with that theory, teacher-training programs encourage educators to value imparting skills over information—including supposed skills inand critical thinking. The idea is that students will be able to use the skills to acquire knowledge themselves, through their own reading. But scientists have long known that those kinds of skills can’t be taught directly, in the absence of content.
to understand a text about it and think about it critically. And while it’s true students need to participate in constructing or discovering their own knowledge, it’s unrealistic to expect them to discoverfor themselves, especially about topics in history or science that they know little about. The reasons for the disjunction between the worlds of education and science are complex. But the obstacles to getting the findings of cognitive psychology into classroom practice fall into three basic categories. about these findings, largely because they were never told about them during their training. Schools of education have developed on a different track from the rest of academia, and as a result there’s little communication between their faculty members and those in other disciplines.
When introduced to evidence from cognitive science, many teachers eagerly embrace it. But others are resistant, dismissing the work of scientists as too ivory-tower and preferring to rely on their own experience. While teachers’ experience is often valuable, it can also be misleading. For example, to a kindergarten or first-grade teacher it may look as though a child is learning to read without systematic instruction in phonics.
. When the child reaches upper grade levels and is unable to sound out unfamiliar words, she’ll be at a serious disadvantage.
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