When Susan Cain published Quiet: The Power of Introverts in a World That Can’t Stop Talking nearly four years ago, it was immediately met with acclaim. The book criticizes schools and other key institutions for primarily accommodating extroverts and such individuals’ “need for lots of stimulation.” Much to introverts’ relief, it also seeks to raise awareness about the personality type, particularly among those who’ve struggled to understand it.
It seems that such efforts have, for the most part, struggled to effect much change in the educational world. The way in which certain instructional trends—education buzzwords like “collaborative learning” and “project-based learning” and “flipped classrooms”—are applied often neglect the needs of introverts. In fact, these trends could mean that classroom environments that embrace extroverted behavior—through dynamic and social learning activities—are being promoted now more than ever. These can be appealing qualities in the classroom, of course, but overemphasizing them can undermine the learning of students who are inward-thinking and easily drained by constant interactions with others.
Just last week the University of Chicago library announced that in response to “increased demand,” librarians are working with architects to transform a presumably quiet reading room into a “vibrant laboratory of interactive learning.” One writer on Top Hat, a popular online resource for educators, argued in a post last month that “cooperative learning strategies harness the greatest part of human evolutionary behavior: sociality.” And earlier this month, Cal State University, Dominguez Hills, promoted their installation of “active learning classrooms” with “multiple desk formations” in which “professors must change their mindsets” because “the lectures should be designed to learn by doing.” Hamoud Salhi, a professor and acting associate dean, explains, “This project is not just about changing the classroom environment; it is also about changing how instructors approach teaching.”