Toniest Preschools

Although this article deals with a school style that is often implemented at the elementary level, it still speaks to school culture, authentic learning, and lesson design that grabs students' attention. What would it look like for us to implement more non-traditional learning in our classrooms? Would more of our students tune in?

Reggio Emilia: From Postwar Italy to NYC's Toniest Preschools

A teaching approach meant to perk up the children of war is popular at a handful of posh American schools. But wouldn't it make more sense to use it with underprivileged kids?

When Students Seem Stalled

Betty K. Garner

http://www.ascd.org/publications/educational-leadership/mar08/vol65/num06/When-Students-Seem-Stalled.aspx

Tim was one of those 5th graders whom teachers might characterize as their worst nightmare. Being sarcastic and argumentative was a sport for him. Tim enjoyed getting other students to laugh at his smart remarks, but he never did any of the "boring and stupid" work. When he wasn't acting out, he was daydreaming or drawing superheroes.

Second-grader Sean, on the other hand, was an enigma. He passively listened but always had a blank look when his teacher explained new concepts. Sean couldn't do assignments by himself in class, nor could he explain his written responses. "I've tried everything, and he just doesn't get it!" his teacher sighed in exasperation.

At every grade level and in every content area, teachers are challenged to help resistant and struggling learners like Tim and Sean. After working with and observing hundreds of students, I have learned that the explanation for students who just don't "get it"—or don't seem to want to "get it"—is often some underlying cognitive structure.

Cognitive structures are basic, interconnected psychological systems that enable people to process information by connecting it with prior knowledge and experience, finding patterns and relationships, identifying rules, and generating abstract principles that are relevant in different applications. Each individual has to internally develop his or her own cognitive structures. When cognitive structures are underdeveloped, learning is difficult, if not impossible. With effective cognitive structures, even reluctant students can activate their own learning.