The Next steps in "the quiet revolution"
The education sector needs to be dynamic. As technology advances and the needs of employers change, our education system must change with them. Recently, one woman has provoked a change within many schools. Susan Cain’s book, “Quiet” and her Ted Talk “The Power of Introverts” have in in some places started a “revolution.” She discusses how the average classroom is setup to benefit extroverted students, by providing a highly stimulating environment. And how introverts in classrooms are often underestimated or forced into suboptimal learning environments (Cain). Since the book’s release, a great deal of research on the topic has been conducted. Empathetic educators have looked into activities that place learners in calmer learning environments. Members of the “quiet revolution” praises the “Think-Pair-Share” activity for its ability to give learners the space to digest information and then come up with ideas on their own (Iasevoli). While finding activities that work towards including all students is a great step forward. I believe it is important to have classrooms that set up to be inclusive for all students, introverted and extroverted. There are many types of classrooms that are used in schools today. There is the standard classroom, the discussion based classroom, the flipped classroom, and competency based learning. The question that remains is: To what extent can today’s classrooms foster equity between introverted and extroverted students?
The standard classroom is what is seen in most classrooms today. This class typically is set up with students sitting at tables or in some sort of group. This environment promotes collaboration and constant teamwork. This classroom style is used in all subjects, whether or not collaboration is actually helpful in that class. Susan Cain discusses how this style can be inhibiting to introverted students despite its common practice (Cain).
Another fairly common classroom model is a discussion based classroom. In discussion based learning participation is crucial for the success of the class. Learning is dependent on students speaking up to move the conversation and thus the learning along. In some instances this fosters student driven learning. In others it excludes and penalizes quieter students. In her article, Martha Maznevski discusses her method for grading participation in a discussion based class. She uses a four point system that only evaluates the quality of contributions made in a classroom. At the end of each class, Maznevski names a few students and shares to the whole class what they received as a grade on the 1-4 scale. Maznevski offers minimal support for students struggling with participation (Maznevski). In order for the discussion based classroom to be fair to students, the system of grading participation will have to be modernized.
Another classroom model that is beginning to get its name heard is the flipped classroom. The purpose of a flipped classroom is to allow students more time to work with their peers and their teachers to answer questions. In a flipped classroom, students do the bulk of their learning at home by watching recorded lectures or doing activities that introduce new topics. Class time is then used to complete what would normally be used as “homework” in class. According to scholars such as Fezile Ozdamli the flipped classroom provides students with more time to process new information at home (Ozdamli). This could be beneficial for introverted students as it allows them the ability to learn in an environment that has the right amount of stimulation for them. A study involving young children looked into the idea of stimulating learning environments. Students were shown two pictures, one of a highly stimulating classroom with lots of decorations and one of a less stimulating classroom with minimal decorations. When the children were asked which room they prefer and why, half chose the more stimulating room and half chose the less stimulating room (Read). This study proves that all students prefer a different environment, depicting one potential advantage of the flipped classroom.
The last model of a classroom I will explore is competency based learning. This style of learning is a bit newer and to some more innovative than the previous models discussed. Competency based learning is centered around individual students. It is based on the principle that students should not move on to new subject matter without achieving competence of the last. As demonstrated in the Altschool, competency based learning is used to give students exactly what they need. Whether that is more time with a teacher or in groups or working alone, every student is able to learn in a way that suits them (Broderick).
A lot of research has been put into the education system. There is an extraordinary amount of information on each and every classroom model. Unfortunately the research falls short when it comes to personalities in the classroom. When analyzing some styles, scholars may momentarily discuss the advantages or disadvantages for inward and outward learners. But their research is not extensive enough. I hope to weave together some of the research that has already been done. I plan on looking at the advantages and disadvantages of classrooms in terms of introverted and extroverted learners.
Works Cited
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.
Cain, Susan. “The Power of Introverts.” TED: Ideas Worth Spreading, Feb. 2012, www.ted.com/talks/susan_cain_the_power_of_introverts.
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.
Maznevski, Martha L. “Grading Class Participation.” Center for Teaching Excellence – University of Virginia, 1996, cte.virginia.edu/resources/grading-class-participation-2/.
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.
Read, Marilyn A. “Contemplating Design: Listening to Children’s Preferences about Classroom Design.” Creative Education, vol. 01, no. 02, 2010, pp. 75–80., doi:10.4236/ce.2010.12012.
The standard classroom is what is seen in most classrooms today. This class typically is set up with students sitting at tables or in some sort of group. This environment promotes collaboration and constant teamwork. This classroom style is used in all subjects, whether or not collaboration is actually helpful in that class. Susan Cain discusses how this style can be inhibiting to introverted students despite its common practice (Cain).
Another fairly common classroom model is a discussion based classroom. In discussion based learning participation is crucial for the success of the class. Learning is dependent on students speaking up to move the conversation and thus the learning along. In some instances this fosters student driven learning. In others it excludes and penalizes quieter students. In her article, Martha Maznevski discusses her method for grading participation in a discussion based class. She uses a four point system that only evaluates the quality of contributions made in a classroom. At the end of each class, Maznevski names a few students and shares to the whole class what they received as a grade on the 1-4 scale. Maznevski offers minimal support for students struggling with participation (Maznevski). In order for the discussion based classroom to be fair to students, the system of grading participation will have to be modernized.
Another classroom model that is beginning to get its name heard is the flipped classroom. The purpose of a flipped classroom is to allow students more time to work with their peers and their teachers to answer questions. In a flipped classroom, students do the bulk of their learning at home by watching recorded lectures or doing activities that introduce new topics. Class time is then used to complete what would normally be used as “homework” in class. According to scholars such as Fezile Ozdamli the flipped classroom provides students with more time to process new information at home (Ozdamli). This could be beneficial for introverted students as it allows them the ability to learn in an environment that has the right amount of stimulation for them. A study involving young children looked into the idea of stimulating learning environments. Students were shown two pictures, one of a highly stimulating classroom with lots of decorations and one of a less stimulating classroom with minimal decorations. When the children were asked which room they prefer and why, half chose the more stimulating room and half chose the less stimulating room (Read). This study proves that all students prefer a different environment, depicting one potential advantage of the flipped classroom.
The last model of a classroom I will explore is competency based learning. This style of learning is a bit newer and to some more innovative than the previous models discussed. Competency based learning is centered around individual students. It is based on the principle that students should not move on to new subject matter without achieving competence of the last. As demonstrated in the Altschool, competency based learning is used to give students exactly what they need. Whether that is more time with a teacher or in groups or working alone, every student is able to learn in a way that suits them (Broderick).
A lot of research has been put into the education system. There is an extraordinary amount of information on each and every classroom model. Unfortunately the research falls short when it comes to personalities in the classroom. When analyzing some styles, scholars may momentarily discuss the advantages or disadvantages for inward and outward learners. But their research is not extensive enough. I hope to weave together some of the research that has already been done. I plan on looking at the advantages and disadvantages of classrooms in terms of introverted and extroverted learners.
Works Cited
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.
Cain, Susan. “The Power of Introverts.” TED: Ideas Worth Spreading, Feb. 2012, www.ted.com/talks/susan_cain_the_power_of_introverts.
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.
Maznevski, Martha L. “Grading Class Participation.” Center for Teaching Excellence – University of Virginia, 1996, cte.virginia.edu/resources/grading-class-participation-2/.
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.
Read, Marilyn A. “Contemplating Design: Listening to Children’s Preferences about Classroom Design.” Creative Education, vol. 01, no. 02, 2010, pp. 75–80., doi:10.4236/ce.2010.12012.