Teachers and school principals have long argued that learning should be about developing skills, not memorization.
But new research suggests that this view may be in need of a rethinking.
“One of the main goals of this research is to help educators and educators themselves think through the kinds of interventions they might need to make their schools more effective, more engaging and more productive,” said Rebecca Wiles, the director of the Learning Leadership Program at the New America Foundation, which has funded the study.
This year, the foundation teamed up with the Carnegie-Knight News21 Education Initiative to provide more than 20 educators and school officials with tools that can be used to create a “magic wand” for their children’s learning.
The toolkit includes materials that are designed to provide teachers with a variety of different learning opportunities and activities, from classroom planning and instruction to online learning.
It also includes tools that provide teachers and principals with insights into what works for their students and how to use them to enhance learning.
For example, it includes an online course, a set of video lessons, a virtual classroom, an interactive map of schools, and a set to help principals understand the challenges and challenges their students face in schools.
“The tools we’re giving to school districts are designed for a lot of different kinds of teachers, principals, and school administrators to use,” said Wiles.
“We have this huge resource that has a lot to say about how to improve students’ learning.”
“We need to think about what is going to be effective and what is not,” said Laura Licht, the executive director of Teach for America, which helps schools hire and train teachers.
“This is a really big problem for schools, because we need teachers to be able to be engaged and make changes to their classrooms,” she said.
Teachers are often asked to provide critical feedback to their students.
“If they’re not engaged in the process, if they’re making a decision that they don’t know the best way to go, or they’re just not interested, it’s going to make it difficult for them to learn,” said Kari Wurster, a former assistant principal and co-founder of the National Education Association, which represents teachers and school leaders.
But the tools may also be effective in helping educators make decisions that better align with their students’ needs, or in encouraging them to engage with their teachers.
In addition to the tools, the research also includes a series of tests to help teachers assess whether the learning outcomes are improving.
For instance, the testing tools include a series that looks at whether teachers are learning better or worse than before the learning intervention.
The results show that teachers who had more flexibility to teach outside the classroom had better outcomes, and teachers who were encouraged to engage their students in the learning process had better results.
Other learning interventions have also shown promise for improving student learning.
Last year, for example, the Obama administration announced a $1 billion grant to more than 2,500 schools to implement an online toolkit to teach students in a variety, and more challenging, classes.
The program, which will provide support for the National Center for Learning Disabilities, has received nearly $20 million from the Education Department, the White House, the Gates Foundation, and the National Science Foundation.
Many of these interventions have shown promise in helping students and teachers improve their learning, but the question is whether they will work for everyone.
The findings from the Learning Leaders Toolkit may help educators make the right choice, said Wurter.
“There are a lot that they can use in the classroom to help students learn.”