Category: Teacher Tips

Humanistic Learning in the Age of AI

Posted on by StoryWorld
Raising Curious, Capable Thinkers

AI has created a new phenomenon: people can produce credible work without becoming credible thinkers.

This matters, especially in early school years, when young children are just learning how to think.

As their brains grow, children are developing the curiosity, memory, persistence, and judgment that will shape not only what they learn, but how they learn for the rest of their lives.

These abilities need time to develop when children have the space to imagine, try, and discover.

Will learners notice something worth wondering about? Will they stick with a problem until they find an answer? Will they draw on their own knowledge and lived experiences?  Will they risk being wrong, form a judgment, or contribute something new?

Will they still want to think? 

These are questions at the heart of humanistic learning in the age of AI.

What is Humanistic Learning?

A teacher follows up on an unexpected question. A child searches for a word, wrestles with an idea, or hears a classmate answer a problem differently. Children laugh, argue, explain, reconsider, interrupt, demonstrate, and try again.

These moments may not be efficient, but they build curiosity, knowledge, and confidence. The goal is not faster answers. The goal is the emotional and human rewards of discovering something new. 

This is humanistic learning.

Curiosity Gives Children a Reason to Explore

Curiosity is not a warm-up for learning. It is where learning begins.

Children think more deeply when something matters enough for them to ask their own questions and want to learn more.

Curiosity can begin with noticing something: a pattern that does not make sense, a story that feels unfinished, or an idea that challenges what a child believes.

Learning then becomes something children pursue, not something they receive.

To do this, young children need time to wonder before an answer appears. They need room to follow unexpected thoughts and decide which questions deserve their attention. They want to learn more when the motivation comes through their own inquiry.

Knowledge and Productive Struggle Build Capability

If curiosity starts the journey, knowledge and persistence enable children to follow it.

Knowledge matters.  Children need to know how to read, write, and compute. They need to know important facts, events, and concepts that are foundational to each subject so they can work with those skills and knowledge.

But knowledge is just the beginning. 

We build a child’s capability to learn when they are challenged and must do the work that learning requires. Learning deepens when students must actively recall and connect prior knowledge, test a point of view, and revise it when necessary. This helps them understand not only their answer, but why their conclusions make sense.  

Then they “own” what they know.

Teachers and Peers Make Learning Human

Children develop curiosity, knowledge, and persistence through relationships.

Skilled teachers notice confusion, adjust an explanation, offer encouragement, and know when to help or wait. They do so much more than deliver information. Teaching content and building relationships are not separate tasks, they go hand in hand. 

Engaged peers matter just as much. They ask unexpected questions, see problems differently, disagree, cooperate, and bring experiences no lesson can predict.

When children explain their ideas to one another, they understand them better. When they hear a different answer, they also learn that knowledge can be discussed, shared, and even expanded, rather than simply received and repeated.

This is a humanistic learning environment.

What is the role of AI?

AI can help teachers by freeing up time from mundane tasks. It can produce creative presentations for class instruction, adapt explanations, and offer informed support for individual student challenges. Used well, it gives teachers more time to listen, question, guide, and notice what each child needs.

In more personalized contexts, AI can offer a helpful prompt, a well-timed hint, or immediate feedback that might otherwise be unavailable or delayed. It can nudge a reluctant learner just when she needs encouragement. The difference lies in whether the technology supports the child’s thinking or performs it for them.

If used well, AI creates more space for human learning.

But this benefit is not automatic. If schools use AI to add more tasks, teachers gain little. If AI gives children answers before they have formed ideas of their own, children will produce better work without building stronger minds.

Making Space for Humanistic Learning

Education should ask more than: “What does this child know?”

It should also ask, “What can this child do with that knowledge? What can they add?”

The goal is for every child to be able to say: “I have something to contribute.”

AI can make education more effective, but it only helps the child when it builds their mental capability and makes learning meaningful. The opportunity is when AI makes room for the critical human growth and experiences. This is how children naturally become more curious, capable thinkers.

Humanistic learning in the age of AI means using technology when it can create space for children to think more deeply, explore more widely, learn more actively with others, and ultimately want to contribute something that is uniquely their own.



Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

Building “cognitive resilience” in young readers

Posted on by StoryWorld

Over the years, I’ve observed many literacy programs unintentionally make learning harder than it needs to be—not because English is inherently confusing, but because instruction is often too fragmented.

For example, the same spelling pattern may be taught multiple times under different labels: plurals in one lesson, verb endings in another, spelling rules somewhere else. When instruction splinters these patterns, students are forced to relearn rather than reinforce, weakening those connections. From a brain science perspective, this works against how learning actually happens. The brain looks for patterns it can reuse—not isolated rules tied to narrow contexts.

The result is that we overload children’s working memory and dilute what should become automatic.

Many literacy experts emphasize that effective instruction prioritizes what students can apply again and again through repeated, consistent practice across reading and writing. Their work supports an approach that highlights a few high-frequency, high-utility patterns, while treating exceptions as secondary—learned gradually through exposure rather than taught all at once.

This is not about ignoring complexity—it’s about sequencing it.

This approach leans into what I’ve started to call cognitive resilience: students develop confidence in applying high-value patterns while remaining flexible when something doesn’t fit perfectly. That balance is essential in a language like English, and it must be built early.

As decoding patterns are introduced, they become more durable through repeated encounters in meaningful contexts—stories, informational texts, and purposeful writing—not through isolated drills. As students read and write, they see spelling patterns functioning in real language contexts, reinforcing both decoding and comprehension while naturally learning exceptions as they encounter them.

Throughout StoryWorld®, we intentionally weave phonics instruction with language development through authentic texts and connected experiences. Our north star is a simplified, coherent approach that helps students build cognitive resilience—a flexible and powerful reading system that grows stronger over time.

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

References:

  • Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). Worth Publishers.

    Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.

    Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). Guilford Press.

    Shanahan, T. (2020). The science of reading: A handbook. Routledge.

    Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.

    Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.

Back to the drawing board!

Posted on by StoryWorld

Why drawing helps us remember more, and learn faster

Have you ever noticed how engaged children are when they draw?

Children may already know a secret trick to learning!  When they draw what they write, they are also remembering more and learning faster.

What may look like a “fun” activity is actually supported by decades of cognitive science!

Drawing is not an “extra.” It is a high-impact literacy strategy.

One of the clearest explanations comes from a concept called “Dual Coding Theory”. When students write a sentence and also draw it, they are not just repeating the same idea—they are encoding it in their brains in two distinct ways.

According to cognitive research, information stored across both systems is more likely to be retained and retrieved later (Paivio,1990). For example, a student who writes: “The elephant used its trunk to drink” and then draws that scene, is far more likely to remember and understand it than a student who only writes the sentence.

Drawing deepens thinking by constructing knowledge.

The benefits go beyond having “two pathways.”

Drawing fundamentally changes how students think. Drawing forces students to decide what matters, organize their ideas, and translate language into imagery. This process aligns with generative learning theory (Wittrock, 1990), which emphasizes that learning deepens when students actively construct meaning rather than passively receive it.

Drawing helps all students understand better, remember more, and express themselves with greater clarity.

A well-known study found that students who drew concepts remembered significantly more than those who only wrote them (Wammes et al., 2016). In other studies, drawing has been shown to improve memory better than writing definitions or re-reading notes. The reason is simple: drawing requires elaboration, visualization, and physical action all at once,swhich creates richer and more durable memory traces in our brain.

For young learners, drawing is not just helpful—it is foundational. Early literacy research shows that children naturally combine drawing, talking, and writing as they make sense of the world (Dyson, 1986; Rowe, 2013). Drawing allows children to express ideas before they have full control over spelling and sentence structure, reducing cognitive load and keeping the focus on meaning. Drawing also serves as a bridge from oral language to written language. When children draw as they write, they tend to produce more detailed stories, use more robust vocabulary, and develop more complex ideas.

For multilingual learners, drawing acts as a powerful bridge between oral and written language.

Drawing can be an especially powerful for multilingual learners (MLLs). Drawing reduces cognitive load by giving MLLs a way to connect new words to meaning without relying entirely on translation alone. Drawing can make abstract vocabulary concrete and provides a way to express understanding even when written language is still developing.

This is why StoryWorld incorporates drawing throughout all our writing exercises.

The message for all teachers is powerful: when students are encouraged to write and draw, they are actively building stronger mental models, deepening their understanding, and creating more lasting memories. Over time, this translates into better vocabulary retention, stronger recall, and a deeper grasp of concepts—ultimately leading to more creative thinking, and expression.

What a “fun” way to learn!

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

References:

  • Dyson, A. H. (1986). Transitions and tensions: Interrelationships between the drawing, talking, and writing of young children. Research in the Teaching of English, 20(4), 379–409.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
  • Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press.
  • Rowe, D. W. (2013). Emergent writing: Picturing writing in early childhood. Early Childhood Research Quarterly, 28(4), 874–889.
  • Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752–1776.
  • Wammes, J. D., Fernandes, M. A., & Meade, M. E. (2018). Drawing as an encoding tool: The role of elaboration and motor action in memory. Memory & Cognition, 46(7), 1089–1103.
  • Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24(4), 345–376.

Human Feedback Matters! 

Posted on by StoryWorld

In both language and literacy development, feedback isn’t an add-on—it’s the key learning engine!

Students consistently make stronger gains when they receive frequent, timely, and meaningful feedback during their learning process, not at the end when their young minds have moved on.

Yet in many classrooms, the intense focus on reading and skills leaves little room for feedback on listening, speaking, and expressive writing—equal foundations of literacy and language development. 

Feedback Across All Language Modalities Matters

Literacy and language proficiency develop best through human interactions—from teachers and peers alike!  Students thrive when they must:
• Listen – to clarify meaning, confirm understanding, and notice key language structures;
• Speak – to refine pronunciation, grammar, vocabulary choice, and discourse patterns;
• Read – to improve comprehension, strategy use, and meaning-making;
• Write – to strengthen sentence construction, cohesion, and clarity of ideas.

Interestingly, feedback on oral expression is one of the most overlooked and under-appreciated learning activities, even though oral language practice plays a critical role in vocabulary growth, syntax development, and comprehension.

Teacher Feedback: The Essential Ingredient

Technology can provide useful feedback for skills development—such as correctness, pacing, or repetition—but it cannot replace the human touch.

Only a teacher’s feedback tells a student: I see you. I hear you. I’m helping you grow. 

Teachers can effectively:
• Interpret intent and partial understanding;
• Respond to cultural and linguistic nuance;
• Encourage risk-taking and confidence in language use;
• Model rich, responsive language in the moment.

This is especially important for developing readers and language learners who rely on responsive interaction to build meaning, identity, and confidence.

Human Feedback Fuels Literacy and Language Growth

Ideally, feedback is “baked into” instructional design and not reserved for the end of an assignment or unit. Research suggests that the most effective feedback is:
• Frequent (embedded daily, not episodic);
• Low-stakes (guidance, not judgment);
• Actionable (clear next steps).

Takeaway for Educators

Frequent, human feedback—across listening, speaking, reading, and expressive writing—is one of the most powerful tools we have to support literacy and language development. 

Technology can enhance learning experiences and help extend opportunities for skills practice, but the power of a teacher’s feedback will likely remain the essential ingredient that motivates a child’s learning journey.

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.

References:

  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
  • Cummins, J. (2017). Teaching for transfer in multilingual school contexts. Educational Research and Evaluation, 23(1–2), 1–19. https://doi.org/10.1080/13803611.2017.1392532
  • Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American Educator, 32(2), 8–23.
  • Goldenberg, C., & Wagner, K. (2015). Bilingual education: Reviving an American tradition. American Educator, 39(3), 28–35.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
  • Hammond, Z. (2015). Culturally responsive teaching and the brain. Corwin Press.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Pearson, P. D., & Cervetti, G. N. (2017). The roots of reading comprehension instruction. In S. E. Israel (Ed.), Handbook of research on reading comprehension (2nd ed.). Guilford Press.
  • Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X
  • Snow, C. E. (2010). Academic language and the challenge of reading for learning. Science, 328(5977), 450–452. https://doi.org/10.1126/science.1182597
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Why Kids Are Bored in School (and How Stories Can Help)

Posted on by StoryWorld

Recently, I’ve noticed how many students in almost every grade constantly need to be reminded to stay “on task.”

Many sit for hours, working through repetitive drills, bland texts, and worksheets that focus on “building skills” rather than sparking their imagination. 

Truth is, they’re bored. And despite all those hours, many still struggle to read well.

The Literacy Pendulum

As teaching literacy continues to swing between instructional extremes, too many kids are still falling through the cracks. On one side, phonics-heavy programs can over-emphasize sounds, blends, and spelling patterns until reading becomes a decoding exercise.

On the other end, a whole-language-only approach exposes children to many books and stories (which is good) but often narrows the vocabulary to “grade-level texts” to make them comprehensible. That means students don’t encounter the more challenging narratives and content that are – well, more interesting.

And neither approach makes much room for curiosity. 

When lessons become scripted routines or leveled-down for easier reading, even the bright students lose interest. Stories — once a child’s first love — become just another task to finish.

The Spark That’s Missing

Research shows that stories activate far more of the brain than isolated instruction. When a child listens to a story, they imagine, empathize, predict, and recall — all the processes that make learning stick.

The stories themselves matter too! When the texts are superficial and presented only for decoding or ease of reading — at the detriment of significance — they become bland and uninteresting.

What’s missing?  Relevance. Kids crave meaning. They want to understand why something matters, not just how to do it.

The Magic of Stories

Every story — whether it’s about science, math, social studies or just a fictional tale — is a glorious invitation to think, wonder, and explore new ideas.

Instead of drilling words in isolation, children can strengthen language skills, develop richer vocabulary and understand content more deeply — all through the learning power of stories.

StoryWorld’s Literacy Ecosystem

At StoryWorld, each of our stories intentionally opens an ecosystem of literacy — with follow-up activities that encourage listening, speaking, and writing. A learner might retell a story in their own words, record a narration, or write and illustrate a related personal story. 

Instead of drilling words in isolation, children learn through the story. Each narrative is rich in vocabulary, visuals, and meaning — and every new word appears in a context that makes sense. 

Kids can click any unfamiliar word to hear it aloud, see it used again, or explore how it connects to the larger story. They don’t just memorize; they understand.

These multimodal experiences engage more of the brain and keep curiosity alive.

From obligation to adventure

When children feel empowered to ask questions and make new connections, reading transforms from an obligation into an adventure — from a disconnected exercise to a rewarding experience. 

That’s the magic that creates a curious mind for the rest of their lives.

Cynthia Harrison Barbera

Cynthia Harrison Barbera is President and CEO, StoryWorld International.  She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.