I caught up on saved articles over winter break and came across a wonderful piece reviewing three new domains of education: 21st Century Learning (including Design Thinking, Maker and Tinkering), the implications of current neuroscience, and our compelling need to educate and support an ever-growing range of students.
In an era when even “progressive” schools such as ours are still re-inventing teaching and learning, we continually discuss how to optimize the opportunities for every learner. This is what we’ve learned so far:
- Makerspaces, tinkering and design thinking – the most innovative, multisensory and creative parts of our curriculum – challenge and intrigue a wide range of learners, including those who may struggle in traditional classrooms.
- ALL children learn differently (not just children with “learning differences.”) Brain development research indicates that listening and reading alone are insufficient forms of education. Increasingly, multisensory experiences involve use of the cortex through many modalities, cementing memory through a variety of channels. Field experiences outside of the classroom provide multisensory learning possibilities. By designing lessons to be accessible to multiple modalities and integrating student interests and passions we increase achievement on all levels.
- At the same time, we do not neglect the physical aspects of child development. Our biblical ancestors were constantly in motion, foraging for food, grinding wheat, creating tools. Their brains were suited for creative adaptation to rapidly changing weather and geopolitics. Their activities required building and repair, problem-solving and the creation of a strong social network for survival. Today, we know that cardiovascular exercise positively impacts academics and emotions. We are meant to move, not just sit – so we encourage motion throughout the day – and – keep P.E. and dance as core curricular elements.
- Art, music, drama and dance engage multiple parts of the brain. They help students enhance spatial awareness, encourage attention to detail and lessen anxiety. Research on the correlation between the arts and learning makes a strong argument for integration of the arts into all aspects of our curriculum. That’s why they, too, remain at the core of our daily schedule.
- Integrated social and emotional education – teaching and practicing Darchei Noam – paths of kindness and peace – is the critical differentiator for Jewish day school education. Terms such as leshon ha-ra (slanderous speech), gemilut chassadim (acts of kindness), tikkun olam (repairing the world) and v’ahavta l’reyacha kamocha (love your neighbor as yourself) are ingrained into the fabric of our school culture and create a shared vocabulary for our community.
I am proud that Perelman Jewish Day School is on the forefront in these areas and that we continue to educate the whole child – academically, physically, spiritually, and emotionally.
Shabbat Shalom,
Judy
Between the Lines / בין השורות 