Sat. Dec 4th, 2021

In a world in the middle of an information revolution the impact of which may dwarf the societal effect of the industrial revolution, the need for better models of education at all levels has become a paramount concern.

Professional educators at all levels are bombarded with the latest research on brain-based learning and its implications for the way they teach.

They are told the brain needs active involvement while at the same time learning that the brain needs rest between those short and taxing bouts of neural activity.

They are told to provide richly stimulating learning environments filled with varying colors and textured learning materials, selected not by them, but by the students.

They are told to provide breakout spaces for small group learning with separate tables for group conversation.

They are told to make lesson plans exciting and above all else, meaningful to the students.

They are told to provide both the time and the space for private reflection at the end of each topic.

They are told their goal is orchestrated immersion – creating a learning environment that fully immerses students in educational experiences they sometimes select for themselves.

They are told to design true-to-life learning simulations and role-plays all centered on real-world problem solving opportunities relevant to the students.

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Whoever in history first made the observation about the “inmates running the asylum” may have foreseen a few inevitable outcomes of some educational innovations.

Few deny the need to keep the mind of a student actively engaged. Taking notes during educational presentations is a time-honored means of keeping the mind actively involved. Students have been taking notes during presentations since the days of Aristotle. There is considerable debate amongst scholars as to whether or not the writings we have today were actually the notes of Aristotle’s students.

Nor would many deny the need to make a body of content as meaningful as possible to the student. However, is it necessary for the teacher to abdicate the role of determining the content to be taught? Even John Dewey, the father of progressive education, recognized that teachers should provide structure and order to a classroom.

If experience is central to contemporary learning techniques, should not teachers remember they frequently have more experience and maturity than their students do?

In short, some of what passes today as educational improvements may not be fully utilizing the expertise of the teacher. Some skeptics ask for the evidence demonstrating better educational outcomes from these innovations.

Sorting through the research evidence is difficult at best, but one thing is clear. Teachers do affect educational outcomes in positive ways. Practically speaking, it is possible for teachers in all venues to adopt some principles of student-centered education in their approaches, without ceding complete control of the learning environment to the students.

By rahul