Tag: Education

The Vital Connection Between Learning and Humility

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Our perpetually plugged in, multi-tasking culture poses some threats to deep thinking and learning. Barely able to focus for more than a brief period of time due to multiple technological interruptions and background noises, many people today lack the ability to explore and think critically about issues and texts. As Bauerlein (2011) states,

    An 18-year-old who has maintained a personal profile page for five years, created 10 cool videos, and issued 90 text messages a day may not be inclined to read 10 of the Federalist Papers and summarize each one objectively. He may be more inclined to say what he thinks of them than what each one actually says.
    Complex texts aren’t so easily judged. Often they force adolescents to confront the inferiority of their learning, the narrowness of their experience, and they recoil when they should succumb. Modesty is a precondition of education, but the Web teaches them something else: the validity of their outlook and the sufficiency of their selves, a confidence ruinous to the growth of a mind. (p. 31, emphasis mine)

Read the last sentence of Bauerleins’s quote again. Notice how he emphasizes the vital nature of modesty. Our world falsely portrays everyone as an expert in any area of his choosing. We are quick to speak, and slow to listen – let alone methodically and patiently digest deep thoughts and incredibly complex content. Ironically, God tells us to do the opposite. He says we are to be quick to listen and slow to speak (James 1:19).

Professor Bauerlein brings to light a biblical truth, even if this was not his intention. He reminds us that all truth is God’s truth when he declares that “modesty is a precondition of education.” God expressed this proverb in His Word, “When pride comes, then comes dishonor, but with the humble is wisdom” (Proverbs 11:2, NASB).

Furthermore, God directly expressed the heart of the matter when it comes to intelligence, wisdom, and learning. He says, “The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding” (Proverbs 9:10, NASB). In other words, wisdom cannot even truly get started until a person honestly reverences God. The beginning point for wisdom is humility – an understanding that God is big and I am small. Wisdom starts when I realize I do not know it all; in fact, I know nothing compared to the infinite wisdom of God, from Whom all reality flows.

We humans need put in our proper place; it is befitting that we grapple with our need for God and His ways. My mind was created to relate to God, and only in the context of that relationship can I learn to full capacity. As long as I ridiculously attempt to stay as the center of my world, my pride prohibits considerable understanding. People’s atheistic bents notwithstanding, the human mind was created in the image of God with a desire to learn, but only as it is rightly directed by God. It is part of human nature to be limited, and in need of the realization that it is in my best interest to admit the endless things I yet need to learn.

Though our culture promotes hyperindividualism, it is in our children’s best interest to promote the vastness of God and His world, and to impress on them the necessity of a desire to learn deeply. As a corollary, we must relate to them that learning takes humility and time. First, we must admit we have things to learn. Second, we must treat that need with respect, investing uninterrupted time in reading and pondering. This requires the realization that my sent or received text messages will not change the world. My ego does not need fed by innumerable email responses, tweets, or snippets of entertainment from the television set or iPod. Humility declares that I need to sit down for quite awhile and absorb the expertise of respected others.

Proverbs 9:9 (NASB) declares, “Give instruction to a wise man and he will be still wiser; teach a righteous man and he will increase his learning.” Truly wise people realize their need for instruction first from God, and secondarily from people God has gifted in areas of knowledge. Wise people will then persevere in wisdom, growing moment by moment. The righteous man is humble enough to seek learning no matter how smart others think him to be. He will become a person of insight, able to teach others.

God is a God of creation and discovery. He is the One who gave us the innate desire to learn, explore, and be creative. Our God created this world of fascinating things, from creatures of the deep to galaxies afar. He made us in His image to rule over this creation by knowing it and interacting with it (Genesis 1:26). The creativity we see in the natural order and the human mind is there because our God put it there. He intends us to enjoy learning.

True wisdom only comes when one rightfully fears the Lord. Though people of great intellect who ignore God may seem to accomplish much, their enjoyment of God’s image in them will abruptly end at a particular point in time (Psalm 1:5-6, Psalm 37:38, I Peter 1:24). Only those who come to God for salvation through Jesus Christ will continue on into the unending beauty and exploration of the New Heavens and New Earth (John 5:24, John 14:2-3). We were originally destined to live and learn forever in a world of righteousness. And that will happen for those who make their goal God’s glory and the righteousness that comes from Jesus.

Can you imagine entering our home of righteousness, where we will see Jesus face to face? Can you imagine learning and exploring and creating in a way unhindered by shortcomings and pain and time constraints? In God’s presence – with cares all gone – we will walk with our God and enjoy all that He intended as we take in wonder after wonder . . . forever.

Reference:

Bauerlein, M. (2008, February). Too dumb for complex texts. Educational Leadership, 68(5), 28-32.

Wait.For.It. (Cognitive Wait Time in a Rapid-Fire World)

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Wise Solomon related in the book of Ecclesiastes that there is “a time to keep silence and a time to speak” (Ecclesiastes 3:7b, ESV). Of course, God – the Creator of all life – inspired Solomon to pen these words. God knows that our minds require both input and output, and the timing of each is essential.

In the educational community, we now know that “wait time” is a critical part of learning in a classroom environment. Instead of reacting to the first hand that is raised and disrupting the thoughts of many, a teacher is wise to allow at least a few seconds of reflection before anyone responds aloud to a question. Marilee Sprenger (2005, 43) says, “Offering students the opportunity to have just a few seconds to respond can give them enough reflective time to access prior knowledge, evaluate what has been said, and formulate an appropriate response.” In order for our brains to make meaningful connections and process new information, we need time. Students who do not receive enough time to mentally process are clearly at a disadvantage. In fact, all students will probably benefit from knowing they will not face unrealistic pressure to respond to a question. For, when we are nervous, we are less likely to think clearly.

Speaking of nervous, our Lord Jesus took time to instruct His disciples on the topic of unnecessary anxiety. When He did, He encouraged His followers to ponder. He said, “Consider the ravens; they neither sow nor reap, they have neither storehouse nor barn, and yet God feeds them. Of how much more value are you than the birds! And which of you by being anxious can add a single hour to his span of life? If then you are not able to do as small a thing as that, why are you anxious about the rest?” (Luke 12:24-26, ESV)

Notice above that Jesus told the disciples to consider the ravens. The Greek behind this word implies they were to observe, understand, consider attentively, or fix their mind upon the concept. He takes a familiar concept – the feeding of birds – and asks the people to pause and consider what this might have to do with God’s provision for people. In other words, one thing Jesus was doing was prodding the disciples to connect prior knowledge to a new presentation. As Sprenger (2005, 40) notes, “Keep in mind that active working memory allows us to hold onto incoming information while our brains search long-term memory for patterns or connections that it recognizes.” Jesus beautifully drives home a commandment not to worry with a tangible example of common birds (thereby incorporating the stimulating realm of emotion) and asks His listeners to take time to consider the connection.

We are further fascinated by the fact that Jesus – after encouraging a time to ponder – then asks three questions. He probably did not mean for these questions to be answered directly, as we have no record of a response. Nonetheless, he encourages the disciples to once again think. We cannot know for sure, but we can imagine that Jesus most likely paused after each question to give His frail, human learners time to digest. I know that my own mouth falls agape after reading each sacred question on the printed page as I realize the impact on my own life!

In a rather famous chapter, the Psalmist says, “I will meditate on your precepts and fix my eyes on your ways” (Psalm 119:15). The word meditate here denotes musing and pondering. We are to take the precepts of God and silently think on them in a meaningful way. Also wrapped up in the Hebrew word here is the idea of talking, singing, and speaking of the concept. Interestingly, God encourages time for meditation and rehearsal.

Finally, we see Jesus stimulate personal pause and consideration with His disciples when He outright asks them, “Who do people say that the Son of Man is?” (Matthew 16:13b) His friends have no problem reciting the thoughts of the crowds as they reply, “Some say John the Baptist, others say Elijah, and others Jeremiah or one of the prophets” (Matthew 16:14). Answering this question was easy, as it is a simple observation. However, Jesus – not allowing the disciples to be satisfied with the recitation of others’ beliefs – asks a second, personal question, “But who do you say that I am?” (Matthew 16:15)

Notice the disciples are quick to answer the first question, and we are assured more than one of them did because of the plural pronoun used in verse 14. Then Jesus, the Master Teacher, caused His learners to do some deeper pondering by driving the question to a personal level. We see Jesus here as a patient Teacher, willing to do what is necessary to get to the heart of the matter.

Classroom teachers ought to be encouraged to be patient as well, carefully employing wait time in order that students may consider, ponder, and muse. Just three or more seconds can make all the difference. Effective pausing is a wise use of time!

Following are just some of the ways wait time can have an impact, as outlined by Sprenger (2005, 43): “Responses change in length from a single word to whole statements, self-confidence increases, students ‘piggyback’ on each other’s ideas, responses by ‘slow’ students increase, students ask more questions, students propose more investigations, and student achievement improves.”

Is it not wonderful to see how all truth is God’s truth? Time to pause and ponder is God’s idea.

Reference:

Sprenger, Marilee. 2005. How to Teach so Students Remember. Alexandria, VA: Association for Supervision and Curriculum Development.

A Teacher’s Reflection

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The job of a teacher is mysteriously all-pervasive. A real educator touches not only things academic, but things emotional, psychological, and spiritual. A teacher has a profound task as he demonstrates his life – not simply his brain – to all his students each and every day. Successful teachers are simply amazing, and their work’s difficulty is commensurate with its importance.

Perseverance is a hallmark attribute of the world’s best educators. A dedicated teacher considers the daily sacrifice required to give of oneself on so many levels, and the dedicated teacher decides the sacrifice is well worth it.

God told us in His Word that He is a “God of faithfulness” (Deuteronomy 32:4, NASB). I believe true teachers – in the right and Biblical sense of the word – beautifully reflect this critical attribute of God, His faithfulness.

To those among us who diligently plan lessons into the wee hours of the morning, who rise early to meet tired faces, who stay late to tutor the confused, who stand on their feet many hours in front of a myriad young minds, whose fingers are stained by day’s end with ink and dry erase markers, whose homes are filled with textbooks and notebooks, whose many evening hours are spent reviewing the work of the day, whose mouths are dry before lunchtime ever arrives, whose brains ache for being pulled in so many directions at once, whose heads are filled with plans to improve, and whose hearts overflow with love for those who are tomorrow’s hope; know this: you reflect the faithfulness of our God.

Though your days are both rewarding and wearisome, rejoice that you have been called to be as God is, faithful. Our Creator stands by His people through thick and thin, with patience unending. Our Creator does not abandon His people when they fail. Our Creator sees the best in His own. He strives and strives with His children at unimaginable cost.

Teacher, hold on to the high calling that is yours. Your own resources are limited, but your God’s resources are not. Our faithfulness falls short, but His is perfect. You exhibit His tenacity in your daily work. And when you grow weary, remember that you not only reflect His faithfulness; you have His faithfulness on which to depend.

Is There a Place for Rote Learning? (A Biblical Perspective)

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In God’s scheme of things, there exists unity in diversity. He has created the entire universe – full of seemingly limitless components – but is directing everything via His Word to His, purposeful end. Although creation consists of many parts, they all work together to form a habitable place for the culmination of God’s creation, human beings.

When I ponder the atomic structure underlying material things, I am amazed at the “complicated simplicity” of it all. The electrons are whizzing around the protons and neutrons in such a mysterious, yet reliable way. They are – to our current knowledge – quite foundational in the structure of things as amazingly diverse as computer chips to butterfly wings. God is certainly foundational; He has formed all things – material and immaterial – out of nothing by His Word. God is also elaborate; the details of His plan are beyond our intellect or imagination.

We in the educational community will do well to take note of God’s plan. Rote learning has often been frowned upon, as if there is no place for it in reputable educational processes. Rote learning’s emphasis is on memorization through repetition. Many experts today see this process as boring and not particularly motivating. However, without great amounts of repetitive work, you could not be reading this article. At some point in time, you dedicated (willingly or quite unwillingly) large portions of time to committing the alphabet to memory. When it comes to letters and punctuation and grammar, your rote learning has resulted in an elaborate ability to read and interpret massive amounts of complicated material. Foundational learning certainly has its place, whether it is viewed as glamorous or not.

My defense of rote learning notwithstanding, God is all about diversity. Whether we observe creation or note God’s plan for the distribution of spiritual gifts and inborn talents (Matthew 25:15, Romans 12:6-6, and I Corinthians 12:4,11), we clearly see that our Creator enjoys variety. This Biblical principle of heterogeneity applies to educational paradigms as well. As reliable educators, we must acknowledge different learning styles even as we build upon a foundation of rote learning.

For example, it is vital that young students learn to spell. Instead of limiting the rote learning part of the task to simply writing the words ten times each, we can acknowledge various learning styles by allowing students to choose from a number of methods of practice. A stellar example is given in the September 10 issue of Educational Leadership in an article titled “Five Hallmarks of Good Homework.” Cathy Vatterott suggests on page eleven, “Create your own method to practice spelling words or choose one of the following: Write or type the words three times, spell them out loud, use Scrabble tiles to spell them, trace them with your finger, or create a puzzle using the words.” The choice of methods honors God’s differences in design, allowing visual, auditory, and kinesthetic learners to flourish.

When we think Biblically about God’s plan for learning, we recall the Psalmist’s proclamation, “I have hidden your word in my heart that I might not sin against you.” (Psalm 119:11, NIV) In order to apply God’s Word to our lives on a regular, seamless basis, we have to know that Word. Carrying a Bible or electronic device in order to access Scripture simply will not suffice if a person wants to truly integrate God’s Word into everyday living. (Although, I promote highly the carrying of the Bible as a visible representation of our heart’s desire.) The fact is: we need some rote learning when it comes to memorizing God’s Word. The methods of memorization may be different for various people, but that Word must be a permanent part of our inner person if we are going to live the Word and not sin against God. God’s written Word becomes a part of the wiring of our brain following rote learning. Then, and only then, may we be able to apply it quickly, accurately, and passionately each moment of the day. Rote learning does not insure application, but rote learning makes application possible.

Personally, I record on index cards passages of the Bible I intend to “hide in my heart.” Then, on a very regular basis, I proceed through all those cards (not necessarily in one session), repeating the passages out loud. In this way, I have committed many verses to memory. The blessing is that those words are miraculously imprinted on my heart and mind and come to the forefront naturally. The mysterious working of neurological connections is at all times activated by Jesus Himself (Colossians 1:17). Sometimes I am even unaware of the process as principles of the Bible work behind the scenes to inform my subconscious decisions, but our Creator honors His Word to help us live for Him when we commit to our mind His Word. For me (and many others), the process begins with rote learning, progresses through my learning style, and ends with application to my life.

Education flows from God, because He is the Maker of both the reality we explore, and the brains with which we explore. Combining solid rote learning with techniques to encourage individual learning styles is a natural outflow of a Biblical view.

Effective Educational Assessment Is Rooted In Biblical Truth

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A proficient educator will utilize two types of assessment: formative and summative. Formative assessment is used to evaluate a student’s progress so that instruction may be modified for purposes of improvement. Formative assessment is not a final evaluation, but rather a feedback process whereby the teacher can make proper adjustments with the goal of increased comprehension. Formative assessment keeps student improvement at the forefront.

The goal of summative assessment is to determine a student’s mastery level after a specified period of time. Summative assessment is often used to issue a final grade or mark at the conclusion of the instructional period. Summative assessment is somewhat final and culminating in nature, as the period of instruction has ended, and final evaluation of mastery of content is made.

Careful educators engage in formative assessment more frequently than we might realize. Walking into the classroom, they immediately gather feedback via body language as to whether or not a student is apt to participate or will need significant motivation at the outset. An attentive teacher decides minute by minute which student should be called upon, based on confidence level and other factors. Teachers ask questions, give quizzes, engage in discussion, monitor guided practice, and utilize many other methods to gauge the success of instruction on a weekly, daily, and hourly basis.

The constant barrage of feedback an educator receives enables him to adjust instructional methods in order to improve student learning. If teachers teach simply to assign grades, the paradigm is both useless and ugly. Assessment should happen – whether or not accompanied by a grade – in order to make changes as necessary for the success of student learning. An educator ought to take in the streaming feedback and use it to modify instruction. Sometimes the formative assessment assures a teacher she has reached the goal of student mastery, and sometimes the assessment prods the educator to re-approach the method of instruction in order to see a greater – or broader – level of student mastery reached.

If I think I have taught a brilliant lesson with the objective of students being able to solve a quadratic equation, but at the conclusion of the lesson only ten percent of the class is able to actually solve an equation, then I need to make adjustments. Perhaps I moved too quickly through the material (as quadratic equations excite me!). Or maybe I did not provide enough guided practice. Whatever the case, I know that I must work again toward my objective, for my goal is to see my students able to solve quadratic equations. Their success is my vision.

Though the subject of assessment is popular in both Christian and non-Christian educational settings, the fact is that assessment’s truth is rooted in the Bible. All truth is God’s truth. Whether humanist educators acknowledge the fact or not, a proper view of assessment is drawn from God Himself; for He is the Creator of the world and all its learners.

Amazingly, both formative and summative assessments are seriously Biblical in nature. Does God test His people? Absolutely! When He tests people, what is His goal? Is His goal our destruction? Never! His goal is that we grow in grace and knowledge and become more like Him. In I Peter 1:7, we are told that God’s desire is that our trials result in praise, glory, and honor when Jesus Christ is revealed. Though testing is often painful in a multitude of ways, God’s goal is that we grow. He desires we become stronger and better in Him (James 1:2-4). He assesses us – not in order to modify His ways – but to see us modify our lives – that we might be complete in Him.

Just as much as formative assessment flows from the heart of God, so does summative assessment; though this fact is more sobering. While God tests us in this life in order that we might grow, there is coming a day when every person will face God’s summative assessment. He will finally – at the end of history – demand an accounting of each one of us and assign us to our final destiny. Those who have rejected Him will face eternal damnation (Revelation 20:11-15). Those who have clung to Him will face a final evaluation of their lives for the purpose of ultimate reward (I Corinthians 3:11-15; II Corinthians 5:10). At this point, there will be no chance for improvement – no time for modification. God’s summative assessment will have taken place.

We see that effective educators will be adhering to Biblical truth when they employ both formative and summative assessment, demonstrating once again that all truth is God’s truth. May educators reflect the grace and love of God in their employment of formative assessment, and may teachers reflect the reality of human accountability to God when they utilize summative assessment.

Essence of a Great Teacher

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Recent educational research stemming from the nonprofit group, Teach for America, tells us something the Bible made clear centuries ago: the teacher is the most important component of educational success. Ripley (2010, p. 60) posits, “This tale of two boys, and of the millions of kids just like them, embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education – more than schools or curriculum – teachers matter.” Though endless amounts of money have been spent on fancy curriculum additions, more classroom gadgets, and more standardized testing; it is, in fact, “which adult stands in front of their children” (Ripley, 2010, p. 60) that should be the main concern of parents. Why? The answer is rooted in God Himself.

God is relational. Father, Son, and Spirit have eternally loved one another. God began relating to human beings when he created us in His image. When we lost relationship with Him, God continually pursued us. His pursuit culminated in the incarnation. He took on flesh and entered our world to save us from our sin and restore relationship with Him.

Jesus taught us the things of God in a personal way. he demonstrated God’s love to us. He lived out God’s love right in front of our eyes.

In essence, God did not say, “Here’s an instruction manual.” Rather, God said, “Here I am.” And He continues to offer Himself through His Spirit.

Excellent teachers model God’s heart and say, “Here I am.” They do not simply hold forth curriculum and activities and words as the answer. Great teachers offer themselves as living curriculum.

“And the Word became flesh and dwelt among us, and we have seen his glory, glory as of the only Son from the Father, full of grace and truth.” – John 1:14 (ESV)

Work cited: Ripley, A. (2010, Jan/Feb). What makes a great teacher. The Atlantic, 305(1), 58-66.