Teaching in the Way Human Brains Learn: First Results from Active Playful Learning. Working Paper #193
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| Title: | Teaching in the Way Human Brains Learn: First Results from Active Playful Learning. Working Paper #193 |
|---|---|
| Language: | English |
| Authors: | Kimberly Nesbitt, Elias Blinkoff, Tara Hofkens, Molly Scott, Margaret Burchinal, Andres Bustamante, Dale Farran, Roberta Golinkoff, Shelly Kessler, Renee de Kruif, Debbie Leslie, Susan Levine, Margaret Owen, Robert Pianta, Deborah Vandell, Annie Wright, Kathy Hirsh-Pasek, Brookings Institution, Center for Universal Education |
| Source: | Center for Universal Education at The Brookings Institution. 2025. |
| Availability: | Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education |
| Peer Reviewed: | N |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Play, Active Learning, Teaching Methods, Kindergarten, Grade 1, Elementary School Students, Coaching (Performance), Pilot Projects, Professional Autonomy, Personal Autonomy, Evidence Based Practice, Mathematics Instruction, Program Evaluation, Faculty Development, Learner Engagement, Learning Motivation, Elementary School Teachers |
| Geographic Terms: | California, Virginia, Illinois, Texas |
| Abstract: | Current models of education are less effective at developing the skills needed for individuals to thrive in this Information Age and beyond. One way to adapt education for current times is through what the authors call Active Playful Learning (APL), a pedagogical framework that is evidence-based, practical, and uniquely co-designed with scientists and educators. It simultaneously maintains the focus on traditional content, like math and reading, while also supporting a broader suite of skills. The approach brings more agency to both teachers and students, and promotes more joyful and deeper learning. This paper is the first report of a large-scale, multi-site U.S.-based study that examines APL in classrooms with teachers. The pilot study was completed over the 2023-2024 school year with 43 kindergarten and 1st-grade classrooms in California, Illinois, Texas, and Virginia. The participating teachers engaged in instructional coaching on APL, and measures evaluated the intervention's effects on teachers' instruction, as well as their students' classroom experiences. This paper describes APL, the study, and preliminary results from the pilot year. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED674551 |
| Database: | ERIC |
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