Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice

If we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K–12). It demonstrates, with hands-on examples, how a change in educational mindset (rather than in curriculum) can improve student outcomes on both standardized tests and a breadth of 21st-century skills skills. Written collectively by classroom teachers, administrators, parents, and learning scientists, this book shows readers how to co-construct and reimagine an optimal educational system. Making Schools Work offers three case studies of schools, including a statewide system, that are all realizing a 6 Cs approach to learning focused on collaboration, communication, content, critical thinking, creative innovation, and confidence. The text documents the ever-evolving implementation process, as well as outcomes and the ongoing work of stakeholders. Readers can use this resource to create an education for all children that is culturally responsive, inclusive, effective, and fun.Book Features: Helps educators teach in the way that human minds learn. Jointly written in accessible language by teachers, administrators, parents, and learning scientists. Offers hands-on ways to reimagine classrooms without investing in new curricula. Puts teachers in the driver's seat, reminding them of why they teach. Provides culturally responsive, inclusive, effective, and fun strategies. Offers children the possibility of learning the skills they will need for 21st-century skills success.

Table of Contents:
Contents Foreword  xiii Acknowledgments  xvii 1.  Why Now?  1 Looking Ahead  5 2.  The Science of Success  7 At a Glance  7 Introduction  7 The How of Learning  11 What Children Learn: A Breadth-of-Skills Approach Through the 6 Cs  24 Where the How Meets the What of Learning  31 3.  Case Study 1: The 6 Cs Go to an Independent School in Pennsylvania  34 At a Glance  34 Introduction  34 A Theme-Based Approach as One Embodiment of the 6 Cs System  38 Themes, the 6 Cs, and the Principles of Playful Learning  48 4.  Case Study 2: Designing for Equity in a Michigan School District  49 At a Glance  49 Introduction  50 Using Human-Centered Design After Exploring the Underlying Barriers  52 Results: The System Shifts Toward Success for All  67 Next Steps to Intensify Learning  68 Slow Down to Speed Up  69 5.  Case Study 3: Statewide Scale-Up of Playful Learning in New Hampshire Kindergarten Classrooms  71 At a Glance  71 Introduction  71 Motivation for Change  73 Evidence-Based Approach for Change  74 Impacts and Outcomes  80 Guided Play in COVID-19 Classrooms  83 Further Investment in Guided Play and Coaching  83 Conclusion  85 Chapter 5 Supplemental Resources  86 6.  Bringing It Home: Adapting the Model for Your School  97 Step 1: Get Buy-In  101 Step 2: Educate  101 Step 3: Co-Design  102 Step 4: Try It Out  103 Step 5: Broaden Your Scope  103 Step 6: Assess How It Is Going  104 Step 7: Home and School  105 Step 8: Have a School- or Grade-Wide Conclusion  105 7.  Authentic Assessment to Support the Science of Learning  106 At a Glance  106 Introduction  106 Motivation: Why Engage in Assessment?  107 Measurement of the Knowledge and Skills That Matter  108 Developmentally Appropriate Assessment  109 Summative and Formative Assessment  110 There Is More Than One Type of Authentic Assessment  115 Clantete: Using Authentic Assessment to Support the 6 Cs  122 Radnor Middle School: Authentic Assessment to Support Student Learning  123 Conclusion  124 8.  Jumping Over School Walls: The 6 Cs and Learning Principles Are Everywhere  125 At a Glance  125 Introduction  125 Enter Playful Learning Landscapes: Informal Learning at Its Best  126 Media: The Learning Principles and the 6 Cs Work Here, Too  129 Conclusion  134 9.  Re-Imagining Education at Your School  135 Introduction  136 The 6 Cs Prepare Students for Success  136 How Can We Help Children Remember What They Learn So That It Is Sticky?  138 How Do We Teach in a Way That Supports Transfer?  139 How Do We Move From the "Memorize and Spit-It-Out-on-the-Test" Model to One in Which Students Are More Engaged in Their Learning?  139 Appendix A: Visual Chapter Synopses  145 Appendix B: Recommendations for Further Study  159 References  163 Index  179 About the Authors  185

About the Author :
Kathy Hirsh-Pasek is a professor of psychology at Temple University and a senior fellow at the Brookings Institution. Roberta Michnick Golinkoff is the Unidel H. Rodney Sharp Professor of Education at the University of Delaware. Kimberly Nesbitt is an associate professor in the Department of Human Development and Family Studies at the University of New Hampshire. Carol Lautenbach is assistant superintendent for teaching and learning design in the Godfrey-Lee Public Schools (Wyoming, MI). Elias Blinkoff is a graduate student in developmental psychology at Temple University. Ginger Fifer is a past teacher and school administrator at Friends' Central School (Wynnewood, PA).