In Elizabeth’s information-packed Section 2, we discover what re- search supports about true learning, long-term retention, and reapplication of concepts. She helps us find engaging alternatives to lecture that are backed by solid research. This is the long-sought-after guide for instructional coaches and principals to make the case that lecture-only teaching is not effective.
In Section 3, Cris provides practical suggestions for small-group instruction, including a model for reimagining the daily class period. She helps us see how time spent lecturing can turn into powerful, interactive learning experiences in which students inquire into topics they care deeply about. These experiences lead to greater retention of content and more effective transfer of learning. Cris shares how modeling and thinking aloud about tackling a learning challenge work best in ten- to fifteen-minute lessons, leaving students ample time to work together and reflect on their learning. She finally leads us to understand how crucial it is to know students’ interests and passions—what she calls the “emotional engagement” component of learning.
Cris leaves us with this thought: “When kids aren’t engaged, I ask myself, Do the students know the behavior of learners? Have I given them a way to emotionally connect with me, their peers, and/or the topic? Is the topic compelling? Have I connected it to meaningful work and time-worthy tasks?”
As you answer these questions with colleagues, I hope your discussions will resemble Cris and Elizabeth’s first conversation—full of energy, ideas, and hope for reengaging this country’s students.
— From the Introduction by Ellin Oliver Keene
