Making schools work: How the science of learning can help students thrive

As the divide between resourced and under-resourced schools grows—greatly exacerbated by the COVID-19 pandemic—what’s working and what’s not in education has been debated many times over in popular media and academic publications around the world. Many communities are forced to use a “horse and buggy” model of education, operating according to a “factory model” that emerged in the early 20th century to mold students for the industrial economy.

How can a change in educational mindset—not curricula—help students both thrive in standardized tests and develop a breadth of 21st century skills?

On November 9, the Center for Universal Education hosted an online event to discuss the release of the book “Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice,” which was written by teachers, school administrators, and scientists to create a model that will work in classroom. Grounded in insights on how human brains learn, the book examines how to co-construct and reimagine an optimal educational system for all children that is culturally responsive, inclusive, effective, and fun. A panel discussion including book co-author Kathy Hirsh-Pasek and leading colleagues offered rich insights through a scientific lens about how to make schools work, and cultivate joyful teaching and deeper student learning.

Viewers submitted questions via email to events@brookings.edu or via Twitter at #MakingSchoolsWork.