Cain, Susan. “The Power of Introverts.” TED: Ideas Worth Spreading, Feb. 2012, www.ted.com/talks/susan_cain_the_power_of_introverts.
In her Ted Talk, “The Power of Introverts,” Susan Cain talks a lot about introverts and how introverts can be most successful. Her main point discusses how different people are most successful in different “Zones of Stimulation.” Cain explained how environments that hope for productivity such as schools and offices, are often highly stimulating. This can be exclusive or inhibiting to introverts. I can see the idea of “zones of stimulation” being vital to my research. It is one way that I can make comparisons between classrooms. I think the most equitable classrooms will include a range of stimulation.
Robinson, Ken. “Do Schools Kill Creativity?” TED: Ideas Worth Spreading, Feb. 2006, www.ted.com/talks/ken_robinson_says_schools_kill_creativity.
In Sir Ken Robinson's Ted Talk, “Do Schools Kill Creativity?” Robinson explores the relationship between creative risk taking and education. He eventually comes to the conclusion that adults have been “educated out of creativity.” Robinson explains how creativity is in a way a product of making mistakes. And because kids are not afraid to make mistakes they have the ability to be more creative. Robinson explains the root of this issue is what is prioritized in schools, academia (maths and languages) over arts. I believe this relates to my project as making classrooms more accommodating to introverts is related to providing space for creativity. I think that the two ideas are linked and by working on one, the other will be helped as well.
Godsey, Michael. “When Schools Overlook Introverts.” The Atlantic, Atlantic Media Company, 28 Sept. 2015, www.theatlantic.com/education/archive/2015/09/introverts-at-school-overlook/407467/.
Michael Godsey’s article “When Schools Overlook Introverts” is extremely similar to the background of my project. He discusses how many classrooms are geared towards extroverted students. He uses examples of kids who moved from classic public schools into a charter school that focuses on internal thinking and quiet time. These testimonials show kids who were able to overcome their academic struggles through a change in environment. I want use this information and expand on the ideas set out in the article by coming to solutions.
Ozdamli, Fezile, and Gulsum Asiksoy. “Flipped Classroom Approach.” World Journal on Educational Technology, vol. 8, no. 2, 2016, p. 98., doi:10.18844/wjet.v8i2.640.
The article, “Flipped Classroom Approach,” Defines what a flipped classroom is and what it is not. It emphasizes how the role of the teacher changes in a flipped classroom. The articles explains that in the classroom the teacher turns away from being the source of information and becomes a mediator to student centered learning environment. According to the article this creates more time for processing at home as well as independent work in class. This classroom concept is interesting in terms of my project. Although it could be executed differently the flipped classroom completely switched the emphasis of collaboration to internal thought. Depending on the execution the flipped classroom may overcompensate creating an inequitable environment for extroverts or those who thrive on collaboration.
Broderick, Colleen. “I Learn According to My Needs: Enabling Competency-Based Education.” AltSchool, 8 Mar. 2018, www.altschool.com/post/i-learn-according-to-my-needs-enabling-competency-based-education.
The AltSchool’s blog post on competency based learning outlines how students benefit from competency based classrooms. In a competency based classroom students move at their own pace and don’t move on to new topics until previous ones are mastered. The school also uses small low stake assessments through learning. This model reduces the stress of failure and gives students more confidence in their preparation. This style of learning is extremely interesting as it somewhat forces independent work. It sounds like there could be a good balance of sustainable individual instruction and time for independent work.
Maznevski, Martha L. “Grading Class Participation.” Center for Teaching Excellence – University of Virginia, 1996, cte.virginia.edu/resources/grading-class-participation-2/.
In the article “Grading Class Participation,” Author Martha Maznevski expresses her personal system for grading participation. She uses a four point system that only evaluates the quality of contributions made in a classroom. Also, at the end of each class, Maznevski tells the class what certain students received as a grade on the 1-4 scale. Although Maznevski offers some support if students come concerned about their participation, it is normally a heads up on what they should contribute on. This system is the flawed norm that I hope my research project begins to change. In this system all participation has to do with contributing to class verbally which continues the extroverted advantage in classrooms.
Iasevoli, Brenda. “Teaching Introverted Students: How a 'Quiet Revolution' Is Changing Classroom Practice.” Education Week, 1 Mar. 2018, www.edweek.org/ew/articles/2017/12/27/teaching-introverted-students-how-a-quiet-revolution.html?qs=teaching%2Bintroverted%2Bstudents.
In the Education Week article “Teaching Introverted Students: How a 'Quiet Revolution' Is Changing Classroom Practice,” Author Brenda Iasevoli discusses how the “quiet Revolution” views participation. She explains how in many classes participation is too much of a grade and how many teachers view participation in an old fashion way of speaking out in class. Iasevoli believes that participation should be focused more on body language and how independent work reflects learning. One exercise that the author praised in the “Think-Pair-Share” concept. Which allows students to develop ideas before they are forced to share. This is a great balance of internal thought and collaboration. I think this could be a small scale example of that balance that could help me look into broader practices to create a balance everyday in the classroom.
Sparks, Sarah D. “Studies Illustrate Plight of Introverted Students.” Education Week, 1 Mar. 2018, www.edweek.org/ew/articles/2012/05/23/32introvert_ep.h31.html.
The Education Week article “Studies Illustrate Plight of Introverted Students” by Sarah Sparks explorers how introverted students are often viewed as less likely to be successful in a classroom or less intelligent than louder students. The article also discusses how resources and attention are more often allocated to help kids who are too loud than to kids who are too quiet. These common practices are extremely problematic and detrimental to introverted students. These issues are dues to people's shallow beliefs. Therefore the only way that we can change people's minds and create a better learning environment for introverted students is to start by educating teachers and parents on what it means to be introverted.
Read, Marilyn A. “Contemplating Design: Listening to Childrenâs Preferences about Classroom Design.” Creative Education, vol. 01, no. 02, 2010, pp. 75–80., doi:10.4236/ce.2010.12012.
The study “Contemplating Design: Listening to Children’s Preferences about Classroom Design” was a study that had kids compare two pictures of classrooms. One classroom was simple with not a lot of stimulus. While the other room had more things in it and was very stimulating. The results showed that the girls typically said the more stimulating room looked better. While the boys tended to say the less stimulating room looked better (although by a smaller margin.) This study is proof that even at the ages of three four and five, kids have optimal learning environments, and that every student prefers different environments for different reasons. Therefore it is important that classrooms are set up to make all students comfortable in their learning environment.
“Think, Pair, Share Cooperative Learning Strategy: for Teachers (Grades K-12).”TeacherVision, 8 Feb. 2007, www.teachervision.com/think-pair-share-cooperative-learning-strategy.
The “Think-Pair-Share” strategy is outlined in the article on Teacher Vision. The article explains how this learning strategy can produce great student driven ideas as well as promote confidence in students. The article also outlines different ways to change up the activity and how it can be used in every core subject. The “Think-Pair-Share” strategy is an interesting concept that would be interesting to see if it benefits introverts or extroverts more or if it finds a balance in the middle.
In her Ted Talk, “The Power of Introverts,” Susan Cain talks a lot about introverts and how introverts can be most successful. Her main point discusses how different people are most successful in different “Zones of Stimulation.” Cain explained how environments that hope for productivity such as schools and offices, are often highly stimulating. This can be exclusive or inhibiting to introverts. I can see the idea of “zones of stimulation” being vital to my research. It is one way that I can make comparisons between classrooms. I think the most equitable classrooms will include a range of stimulation.
Robinson, Ken. “Do Schools Kill Creativity?” TED: Ideas Worth Spreading, Feb. 2006, www.ted.com/talks/ken_robinson_says_schools_kill_creativity.
In Sir Ken Robinson's Ted Talk, “Do Schools Kill Creativity?” Robinson explores the relationship between creative risk taking and education. He eventually comes to the conclusion that adults have been “educated out of creativity.” Robinson explains how creativity is in a way a product of making mistakes. And because kids are not afraid to make mistakes they have the ability to be more creative. Robinson explains the root of this issue is what is prioritized in schools, academia (maths and languages) over arts. I believe this relates to my project as making classrooms more accommodating to introverts is related to providing space for creativity. I think that the two ideas are linked and by working on one, the other will be helped as well.
Godsey, Michael. “When Schools Overlook Introverts.” The Atlantic, Atlantic Media Company, 28 Sept. 2015, www.theatlantic.com/education/archive/2015/09/introverts-at-school-overlook/407467/.
Michael Godsey’s article “When Schools Overlook Introverts” is extremely similar to the background of my project. He discusses how many classrooms are geared towards extroverted students. He uses examples of kids who moved from classic public schools into a charter school that focuses on internal thinking and quiet time. These testimonials show kids who were able to overcome their academic struggles through a change in environment. I want use this information and expand on the ideas set out in the article by coming to solutions.
Ozdamli, Fezile, and Gulsum Asiksoy. “Flipped Classroom Approach.” World Journal on Educational Technology, vol. 8, no. 2, 2016, p. 98., doi:10.18844/wjet.v8i2.640.
The article, “Flipped Classroom Approach,” Defines what a flipped classroom is and what it is not. It emphasizes how the role of the teacher changes in a flipped classroom. The articles explains that in the classroom the teacher turns away from being the source of information and becomes a mediator to student centered learning environment. According to the article this creates more time for processing at home as well as independent work in class. This classroom concept is interesting in terms of my project. Although it could be executed differently the flipped classroom completely switched the emphasis of collaboration to internal thought. Depending on the execution the flipped classroom may overcompensate creating an inequitable environment for extroverts or those who thrive on collaboration.
Broderick, Colleen. “I Learn According to My Needs: Enabling Competency-Based Education.” AltSchool, 8 Mar. 2018, www.altschool.com/post/i-learn-according-to-my-needs-enabling-competency-based-education.
The AltSchool’s blog post on competency based learning outlines how students benefit from competency based classrooms. In a competency based classroom students move at their own pace and don’t move on to new topics until previous ones are mastered. The school also uses small low stake assessments through learning. This model reduces the stress of failure and gives students more confidence in their preparation. This style of learning is extremely interesting as it somewhat forces independent work. It sounds like there could be a good balance of sustainable individual instruction and time for independent work.
Maznevski, Martha L. “Grading Class Participation.” Center for Teaching Excellence – University of Virginia, 1996, cte.virginia.edu/resources/grading-class-participation-2/.
In the article “Grading Class Participation,” Author Martha Maznevski expresses her personal system for grading participation. She uses a four point system that only evaluates the quality of contributions made in a classroom. Also, at the end of each class, Maznevski tells the class what certain students received as a grade on the 1-4 scale. Although Maznevski offers some support if students come concerned about their participation, it is normally a heads up on what they should contribute on. This system is the flawed norm that I hope my research project begins to change. In this system all participation has to do with contributing to class verbally which continues the extroverted advantage in classrooms.
Iasevoli, Brenda. “Teaching Introverted Students: How a 'Quiet Revolution' Is Changing Classroom Practice.” Education Week, 1 Mar. 2018, www.edweek.org/ew/articles/2017/12/27/teaching-introverted-students-how-a-quiet-revolution.html?qs=teaching%2Bintroverted%2Bstudents.
In the Education Week article “Teaching Introverted Students: How a 'Quiet Revolution' Is Changing Classroom Practice,” Author Brenda Iasevoli discusses how the “quiet Revolution” views participation. She explains how in many classes participation is too much of a grade and how many teachers view participation in an old fashion way of speaking out in class. Iasevoli believes that participation should be focused more on body language and how independent work reflects learning. One exercise that the author praised in the “Think-Pair-Share” concept. Which allows students to develop ideas before they are forced to share. This is a great balance of internal thought and collaboration. I think this could be a small scale example of that balance that could help me look into broader practices to create a balance everyday in the classroom.
Sparks, Sarah D. “Studies Illustrate Plight of Introverted Students.” Education Week, 1 Mar. 2018, www.edweek.org/ew/articles/2012/05/23/32introvert_ep.h31.html.
The Education Week article “Studies Illustrate Plight of Introverted Students” by Sarah Sparks explorers how introverted students are often viewed as less likely to be successful in a classroom or less intelligent than louder students. The article also discusses how resources and attention are more often allocated to help kids who are too loud than to kids who are too quiet. These common practices are extremely problematic and detrimental to introverted students. These issues are dues to people's shallow beliefs. Therefore the only way that we can change people's minds and create a better learning environment for introverted students is to start by educating teachers and parents on what it means to be introverted.
Read, Marilyn A. “Contemplating Design: Listening to Childrenâs Preferences about Classroom Design.” Creative Education, vol. 01, no. 02, 2010, pp. 75–80., doi:10.4236/ce.2010.12012.
The study “Contemplating Design: Listening to Children’s Preferences about Classroom Design” was a study that had kids compare two pictures of classrooms. One classroom was simple with not a lot of stimulus. While the other room had more things in it and was very stimulating. The results showed that the girls typically said the more stimulating room looked better. While the boys tended to say the less stimulating room looked better (although by a smaller margin.) This study is proof that even at the ages of three four and five, kids have optimal learning environments, and that every student prefers different environments for different reasons. Therefore it is important that classrooms are set up to make all students comfortable in their learning environment.
“Think, Pair, Share Cooperative Learning Strategy: for Teachers (Grades K-12).”TeacherVision, 8 Feb. 2007, www.teachervision.com/think-pair-share-cooperative-learning-strategy.
The “Think-Pair-Share” strategy is outlined in the article on Teacher Vision. The article explains how this learning strategy can produce great student driven ideas as well as promote confidence in students. The article also outlines different ways to change up the activity and how it can be used in every core subject. The “Think-Pair-Share” strategy is an interesting concept that would be interesting to see if it benefits introverts or extroverts more or if it finds a balance in the middle.