write

 

It was the year 2008. I got my first “smartphone” (a Samsung). I couldn’t believe I (and everyone else with a smartphone for that matter) had the internet (and social media) at my fingertips! What a momentous occasion! Around the same time, I also started substitute teaching. In 2007, I graduated from ISU with a degree in Communication. I didn’t like where I was working or what I was doing (a marketing job in the city). So, I started subbing to make extra money and ended up LOVING it. 

When I got my own classroom, technology and phones were even smarter (and more affordable)! My students started getting their own smartphones (most of the time, their phones were better and smarter than mine!). Educators began contemplating how to incorporate smartphones into the classroom/learning. In addition to the 1-1 initiatives some districts were implementing, educators embraced a more financially friendly trend: Bring Your Own Device (BYOD). If districts/schools allowed it, students used their own devices for learning and research purposes while in class.

This trend was the impetus for a new and popular idea for learning: “Kids don’t need to know facts/dates/names/etc. They can just google that stuff later.” For many educators, this idea just made sense. Some saw this as a way to maximize learning efficiency in their classrooms, “We don’t have to spend time on fluffy facts. We can focus on teaching skills. Then, kids can apply those skills in all content areas across the board.” However, this idea was NOT backed by research. But, like other popular education theories not backed by evidence or research, it felt good. It felt freeing. It felt logical. It felt like educators could leave out fluffy facts and focus on skills.   

Today, during my morning commute, I listened to a podcast on Natalie Wexler’s book, Beyond the Science of Reading. During the episode, Wexler obviously talked about the science of reading. But, she also talked about the science of learning and how writing connects to both the science of reading and the science of learning. She also talked about some common misconceptions regarding learning and what the evidence really says (I’ve added some for emphasis):

• Kids don’t need facts because they have Google: Actually, kids desperately need facts and knowledge. The more factual information and prior knowledge students have stored in long-term memory, the more efficiently and effectively they can learn new things. 
• Kids just need skills: Actually, 1.) skills aren’t always as easily transferable from one domain to another  2.) skills like critical thinking depend heavily on a person’s prior knowledge in a subject. Both ED Hirsch and Natalie Wexler talk about how critical thinking cannot be taught effectively without first ensuring that students possess sufficient background knowledge. 
• Writing in for reading and for learning: When it comes to reading, I always say, “If students are reading about it, they should be writing about it.” When it comes to learning and cognition, when we write, we are actively retrieving information we have stored in long-term memory and then putting it into our own words. Super powerful stuff! 
• Equity: Most educators know that students from disadvantaged backgrounds come to us with far less experiences and knowledge than their peers in wealthier settings. In fact, research suggests that students from low-income families hear approximately 4 to 30 million fewer words than their peers from higher-income families. Same applies to facts and other knowledge. Leveling the playing field requires that families and schools create environments that promote meaningful conversations and language interactions with young children. 
• Technology in learning: Technology is a POWERFUL tool (AI is evolving and changing the way we do things every single day. I used AI to generate the image for this blog). Students should use technology in school. But, as educators, we have to help them use it the right way. Students MUST engage in the arduous writing process in order to reap the learning benefits associated with writing. 

Any other common learning misconceptions come to mind? Let me now!