In past Museum Studies classes, we have briefly talked about
the concept of museum schools. The research process for my thesis has brought
me to a much deeper understanding about the history of the museum school model,
as well as the finer details of the learning experiences this model provides.
I had always just assumed that museum schools have higher
rates of student engagement, because of the use of objects and interactive
methods in their lesson plans. However, I learned that “engagement” is a
difficult value to measure. But my research has introduced me to the idea of
metacognition and multiliteracies, which are reoccurring themes in the field of
museum schools. When students create their own exhibitions at the end of a unit
to show what they’ve learned, they are thinking about how best to present the
information to visitors, so they can learn too. Metacognition, or “thinking
about thinking,” is a higher-order thinking skill that has been successfully
integrated into several museum school curriculums.
Although I’ve also done research about the New York State
public schools and the Common Core standards, I still need to learn where
museum school strategies could potentially fit into that system. I think once I
talk with public school teachers during my observations and interviews, I’ll
have a better idea of the limitations and opportunities within the Common Core
curriculum.
