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Kail’s experience is instructive. As soon as she began teaching her students the Greek and Latin origins of many English terms — that the root sta means “put in place or stand,” for example, and that cess means “to move or withdraw” — they eagerly began identifying familiar words that incorporated the roots, like statue and recess. Her three classes competed against one another to come up with the longest list of words derived from the roots they were learning. Kail’s students started using these terms in their writing, and many of them told her that their study of word roots helped them answer questions on the SAT and on Ohio’s state graduation exam. (Research confirms that instruction in word roots allows students to learn new vocabulary and figure out the meaning of words in context more easily.) For her part, Kail reports that she no longer sees rote memorization as “inherently evil.” Although committing the word roots to memory was a necessary first step, she notes, “the key was taking that old-school method and encouraging students to use their knowledge to practice higher-level thinking skills.”

. A study published in the Journal of Research in Science Teaching in 2010, for example, found that 10th-graders who were taught how to construct an argument as part of their lessons on genetics not only had better arguments but also demonstrated a better understanding of the material

Why Kids Need Schools to Change

“There’s probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,”

“For developing creativity and flexible and divergent thinking, we need to bring back the arts,”