The Norm
Dr. Arnio says that in any given public-school classroom, about 40% of the children are functioning “in the norm,” or at a level that would test in accordance with their grade level; about 20% usually tend to be accelerated students, who require additional support to continue their engagement. That means that as many as 40% of the class might lag behind the “norm” in some areas.
In approaching students at all levels, teachers work with several key learning concepts that help them reach more kids more of the time. For example, the “Zone of Proximal Development” is the scope of learning that a person can achieve with assistance from someone with more experience or knowledge. Teachers, tutors, books, and learning tools push students past what they can learn on their own. And from each individual’s standpoint, engaging in “productive struggle” is effective. Productive struggle is effortful practice — where the student must become engaged and work to understand something. Assuming a task is achievable, then the “struggle” part results in success, and an awareness of how skill building works.
How students “feel” about learning is also influenced by the world they live in, and sometimes cultural or gender biases influence what children think they can learn. “We can help every kid to learn to learn,” Dr. Arnio says. “For example, regardless of what cultural influences might tell girls, they can make great mathematicians. And regardless of what students might think about their ability to read, they can excel—sometimes much past their expectations.” Programs like Reading Plus can help teachers to focus in on what students might need to advance their skills, thus maximizing their potential to “productively struggle” within the Zone, and maximizing their future successes.