Disrupting Class: How disruptive innovation will change the way the world learns by Clayton M. Christensen, Michael B. Horn and Curtis W. Johnson
The basic thesis of Disrupting Class is that we all learn differently and technology can help to capitalize on that neurological fact to improve education systems. This is not as simple as it seems because schools have gathered students into heterogenous groups which present a knowledge base in a step by step process that benefit some learners but not all learners. Stakeholders in this process are entrenched in this paradigm and reluctant to change. How to break through this traditional learning paradigm is the focus of the book.
The argument that schools are designed for standardization and can not meet the needs of all learners leads to the discussion of student-centric schools where learning is customized for each student. Which fits nicely into the concept of differentiation. The authors believe that if schools are to educate every student then they must begin moving toward the student centric model and away from the monolithic batch process with all its interdependencies. They further believe that computer based learning is an emerging disruptive force that will accelerate this movement.
The theory of disruptive innovation is that innovations improve a product or service in ways that the market does not expect, typically by lowering price or designing for a different set of consumers. This is opposed to sustaining innovations which in the case of education is the monolithic standardized system that exists today.
The authors believe that as in the private sector, schools have continually had their goals changed. But unlike the private sector they must create new products from within the existing paradigm because they are a monopoly making it difficult for new models to compete on the changing goals. Schools, according to the authors, have been given four primary aims over the history of the United States. These arep preserve the democracy and inculcate Democratic values, provide something for every students, keep America competitive, and more recently eliminate Poverty Traces of all of the goals can be found in our current system and each goal has been met by teachers and administrators who want to improve the system. Today, however, the game has changed. Computers are the change agent and learners are different because of their familiarity with the digital world of knowledge.
Schools have been purchasing computers and using them to sustain and marginally improve the way they already teach and run schools. This has not led to significant change in how education systems work and can not do so until computer based learning disrupts the instructional job of teachers in a positive way by creating student-centric learning systems allowing teachers opportunities to give more individual attention to those they teach.
The example from industry that illustrates how this can be done is Apple computers. When Apple came on the scene computers were large, specialized, expensive machines that were beyond the understanding and budgets of most individuals. The sustaining innovation was for large corporations to continue making money selling these machines to large businesses. Apple disrupted this paradigm by marketing the computer as a toy for children. The main rule of disruptive innovation is that to succeed it must be applied to applications where the alternative is nothing. Just like Apple, they provided computers to people who would never have been able to afford any of the computers on the market prior to Apple.
In education the computer is disruptive when it provides opportunities for students for whom there was no alternative. If a student wants to take Chinese and there is not a teacher at the school to teach it, disruptive innovation can create a product for that student. This is already happening throughout our schools. It is up to the policy makers and administrators to encourage this growth as in Florida and Minnesota where virtual schools are growing much faster than anticipated and providing opportunties for students whose individual needs are not being met by the standardized operations of the typical school.
The reason that a large investment in computers in schools has not created a better education system is because we are using computers to do more of the same type teaching, didactic instruction. Computers will become disruptive as they begin to replace this type of instruction. That means finding places in the standardized model for which there is a demand but limited opportunities to meed that demand. School administrators and teachers must be looking for opportunities to provide computer based learning to students who want to take classes that schools can not provide. AP, specialized courses like language, recovery credit, and small and rural districts with limited resources are some of the ways technology have begun meeting the needs of students.
As the model of sudent centric learning takes hold in schools it will lead to better software. At first the software will be expensive and mirror the dominant learning styles in the classrooms. The authors believe that experience in industry and business demonstrates that a second stage will follow where software will be developed by teachers to meet individual learning needs. There is a vast untapped area of non consumption or needs with no alternative that computer learning technology will fill and create a student-centric project based learning models that will cause the technolgoy to disrupt the standardized education models of today.
Experience in industry and business show that four factors will drive this disruption and change education.
1. Computer based learning will keep improving
2. The ability of computer based learning to create differentiated learning pathways.
3. The upcoming teacher shortage.
4. Costs will fall as the market accelerates.
The outcome of this change will alter the dynamic of teaching and change the pedagogy. As students engage the knowledge base in computer based programs, teacher will have become learning coaches and tutors spending most of their time moving from student to student encouraging and helping learning rather than delivering one-size-fits-all lectures. Teachers will need to be more cognizant of student needs and learning styles than they are today. Assessment will become instant and instructive. Students will know exactly what they need to do to be successful using computer learning technology. Mastery learning will become the accepted model of learning and there student will repeat lessons in different ways in order to master the information. Teachers will also know exactly what students need in order to help them. This type of teaching will be much closer to the 19th century model of the one-room school house than the enormous learning institutions that have developed during the 20th century. Under this system students can be evaluated by how far they have moved through a body of knowledge rather than what per centage of the knowledge they have mastered.
The authors call for a transformation of education through disruptive technoloty. They envision chartered schools as laboratories where needed changes can begin and spread throughout the system. This is an important book that educators must read and consider. It is a warning to public schools that if they are to survive they must adopt a different way of doing business.
- Rick Albright
- Yrisarri, NM, United States
- Inside every old person is a young person asking what in the hell happened!
Tuesday, June 22, 2010
Thursday, March 18, 2010
Throw the Bums Out! There are more players than just teachers
I like to listen to talk radio and frequently tune in different station to hear all sides of the daily whine. The car radio was tuned to a local station and a moderator and guest were discussing various societal problems. When they discussed education, the guest began the rhetoric of scapegoating teachers. The message this man sent out was that our schools are in ruins and it is the fault of the teachers, so we have to create vouchers, and charters to move improve education.
There is a persistent drumbeat in the media causing us to believe all our schools are failing and the way to solve the problem is to get rid of the teachers. My experiences as an educator leads me to believe that this is a very simplistic solution. Certainly there are bad schools and certainly there are bad teachers but to label all students as poorly educated and all teachers as bad misses the mark at the heart of the problem.
My experience is that most teachers are dedicated professionals trying to help as many students as they can. Most students want to succeed and usually behave like adolescents in pursuit of that goal. What I find interesting about the debate is that since I began teaching in 1975 nothing has substantially changed. At that time schools were failing, students were not going to be able to succeed in life, other countries were ahead of us in test scores, and teachers were the problem. It is hard to believe that adults today have the thinking skills to evaluate the problems of education, that they do is a testament to the fact that somehow they were able to make meaning of their educations despite the fact it was so bad.
I believe that part of the problem is that most children did not like being told what they had to do and blamed their teachers for their unhappiness at having to go to school. I think that is the root of the problem. Many people remember their education from negative emotional memories. This can be solved by making schools a happier environment. I believe that being kind and respectful to all students can go a long way toward achieving the goal of children being happy about going to school. When they first started school that is how they felt. Educational institutions should strive to create environments of wonder and awe.
What about the bad teachers? There are some, but I do not believe that you can find them by looking at their student test scores. Education is a cooperative, collaborative process with many stakeholders and they all have a hand in the success or failure of each child. Parents, administrators, teachers, education aides, school boards, unions, substitute teachers, state legislators, and federal administrators are some of the stakeholders in this process. How do we evaluate their responsibility for the system failures and successes?
My real question is how do bad teachers get to the classroom? Maybe we should evaluate that system as opposed to scapegoating the teachers. How does a bad teacher get a degree in education? What role does the hiring process play in putting bad teachers in the classroom? Why can't certification processes be better filters of good and bad teachers? Why aren't "bad" teachers identified early in the evaluation process, given guidance, and mentored? Certainly a contract can be negotiated with teacher's unions that recognizes the importance of working together for the best interests of the children.
Our adversarial, competitiveness drives the school systems. These are not 21st skills, they are 19th century skills. Today it is more important than ever that we show our children how collaboration and cooperation drive teams to win. The United States is a team and if we truly believe that our children are important we need to demonstrate the best traits of competition, not the worst. Throwing out teachers is not the answer to reforming education!
There is a persistent drumbeat in the media causing us to believe all our schools are failing and the way to solve the problem is to get rid of the teachers. My experiences as an educator leads me to believe that this is a very simplistic solution. Certainly there are bad schools and certainly there are bad teachers but to label all students as poorly educated and all teachers as bad misses the mark at the heart of the problem.
My experience is that most teachers are dedicated professionals trying to help as many students as they can. Most students want to succeed and usually behave like adolescents in pursuit of that goal. What I find interesting about the debate is that since I began teaching in 1975 nothing has substantially changed. At that time schools were failing, students were not going to be able to succeed in life, other countries were ahead of us in test scores, and teachers were the problem. It is hard to believe that adults today have the thinking skills to evaluate the problems of education, that they do is a testament to the fact that somehow they were able to make meaning of their educations despite the fact it was so bad.
I believe that part of the problem is that most children did not like being told what they had to do and blamed their teachers for their unhappiness at having to go to school. I think that is the root of the problem. Many people remember their education from negative emotional memories. This can be solved by making schools a happier environment. I believe that being kind and respectful to all students can go a long way toward achieving the goal of children being happy about going to school. When they first started school that is how they felt. Educational institutions should strive to create environments of wonder and awe.
What about the bad teachers? There are some, but I do not believe that you can find them by looking at their student test scores. Education is a cooperative, collaborative process with many stakeholders and they all have a hand in the success or failure of each child. Parents, administrators, teachers, education aides, school boards, unions, substitute teachers, state legislators, and federal administrators are some of the stakeholders in this process. How do we evaluate their responsibility for the system failures and successes?
My real question is how do bad teachers get to the classroom? Maybe we should evaluate that system as opposed to scapegoating the teachers. How does a bad teacher get a degree in education? What role does the hiring process play in putting bad teachers in the classroom? Why can't certification processes be better filters of good and bad teachers? Why aren't "bad" teachers identified early in the evaluation process, given guidance, and mentored? Certainly a contract can be negotiated with teacher's unions that recognizes the importance of working together for the best interests of the children.
Our adversarial, competitiveness drives the school systems. These are not 21st skills, they are 19th century skills. Today it is more important than ever that we show our children how collaboration and cooperation drive teams to win. The United States is a team and if we truly believe that our children are important we need to demonstrate the best traits of competition, not the worst. Throwing out teachers is not the answer to reforming education!
Sunday, March 7, 2010
What would happen if schools encouraged kindness?
Information about Kindness in Education
Teacher's Guide for Teaching Kindness
A to Z Teacher Stuff - Teacher Tips: Promoting Kindness
Random Acts of Kindness Lesson Plan for Teachers
Acts of Kindness | In Your Classroom
Thoughts from Yrisarri
Bella said, “They can make me come to school, but they can’t make me learn anything.” This was 1994 and Bella was a 16 year old girl responding to my question of what her parents would think when I told them she did absolutely no work in my class. Bella taught me about motivation, I had to work very hard and be very nice to Bella. She wasn’t a problem student, she was very quiet, she just sat at her desk and reflected all period long. In the end I won Bella over and she began to work, but only because I did not write her off and treated her decision not to work with respect, kindness finally won her over.
I remember a third grade grade teacher in an elementary school where 1/2 of the students had to take her class. She was always punishing children by isolating and belittling them. Her message was that these bad little boys and girls have to be taught how to behave. Yet, when treated with respect these same students responded with excellent behavior.
What brings these stories to mind was the news a couple weeks ago about an elementary principal who had written a letter mocking a second grade student’s ability to learn. It was meant as a letter to his staff, but this kind of leadership encourages truly poor teachers. Rather than discrediting an entire profession for failing test scores, let’s look beyond superficial evaluation methods and find out why our children are not motivated to get an education in a country that provides unlimited opportunities for those who succeed in our school systems. The teachers I would like to see leave the profession are the ones who cause the Bellas to hate school, maybe she had the 3rd grade teacher who thought little boys and girls need to be taught how to behave!
Society seems to have become a place where calling names and discrediting others is more important that solving problems . The data we are gathering in education is being used for finger pointing and punishment rather than evaluation and improvement.(Diane Ravitch: Education has become search and destroy mission and teachers are often the targets | Get Schooled ) It seems to me that rather than acquiesce to the lack of civility and inability to get along with others education should view this as a problem to tackle by treating students in a respectful manner.
The competitive and punitive nature of our education system causes young children to behave in ways we can not fully appreciate. One unkind word can change the course of a child’s thinking about how people should treat each other. I would like to share a Chinese story that I think addresses this problem.
Chang Kung and the Golden Secret
Chang Kung was a good and kind grandfather with a very large family. He had so many children, grandchildren and great -grandchildren, that his house was full of people all of the time. His house had to grow larger to hold everyone, and so it became a collection of houses, side by side, in a big circle around a yard.
The unusual thing about Chang Kung's huge family wa s that nobody ever quarreled! The children never teased each other, or got into fights. The grown-ups never got mad at each other. They never scolded the children, or spanked them.
Stories about this family that never quarreled spread over all the countryside until even the Emperor heard about them. He said “I wonder is these stories are really true. I shall go find out.
The Emperor rode to Chang Kung's house in his sedan chair, carried on the shoulders of four men dressed in red. His guards carried long bows and arrows, and other attendants followed, pIaying flutes and harps.
The Emperor visited all the houses of the family of Chang Kung, going from room to room, talking to everyone he met. Finally, he said to Chang Kung, "It is true that no cross words are spoken within your walls. You must have a golden secret in order to keep so many people living together in such peace. I would like to know your secret. "
Old Chang Kung took a brush and ink and a bamboo tablet. He carefully wrote one word. Then he wrote the same word over and over, until he had written it a hundred times. This is the word he wrote.
The Emperor said, "You have written many words, but at the same time you have written only one word. "
Chang Kung said, "That one word is my golden secret. That one word is kindness, over and over without any ending. "
The Emperor was so pleased that he said, "Let all the families in China learn the golden secret of Chang Kung and his family!" The Emperor had pictures of Chang Kung painted so that people could hang them on their kitchen walls to remind them to keep the golden secret.
Tuesday, March 2, 2010
March 1st Rally in Santa Fe for Early Childhood Programs
On March 1st I went to Santa Fe with my wife, grandaughter, and father to advocate against cutting essential early childhood programs by attending a rally in the capitol building rotunda sponsored by The Decade of The Child. The Decade of the Child (DoC) is a grassroots advocacy coalition focusing on the well being of young children in partnership with other groups and agencies. DoC is committed to empowering children and their families to discover and pursue their full potentials to ensure a positive future for New Mexico.
Alan Sanchez, the executive director of St. Josephs was the moderator and his rallying cry of "We Need Money" was picked up by the crowd who had traveled from all parts of the state and hopefully reached the ears of their legislators. The same legislature that is considering a 20% cut of state allocations for early childhood programs.
Advocates insist we can not afford this cut because it devalues the quality of life for young children and their families and undermines the fiscal purpose of early childhood programs, to create future savings by investing in early childhood programs for learning and care. The DoC and other advocates believe that early childhood programs help create healthy, contributing future members of society. A new report by Fight Crime: Invest in Kids, a national law enforcement organization shows that , "quality early learning can save $80,000,000 a year on corrections costs in New Mexico."
Baji Rankin from Decade of the Child cited a study in Michigan which showed a $1 billion savings from early childhood programs in 25 years. Diana Montoya from the NM Human Rights Commission spoke for her grandson Diego by saying "don't let us down." That message was echoed by former Governor David Cargo as he spoke to the lack of a level playing field that has been developed by uneven subsidies in the form of tax cuts to the people who least need them and then placing the burden of paying for state services on the middle and lower economic classes. Jaime Tamez the executive director Cuidando de los Ninos indicated that serving homeless children is difficult without a constant commitment from the state legislature. Other speakers included Catherine Freeman the chair of the NM Early Childhood Consortium and Rosa Barraza a child care provider and president of the NM Child Care and Education Association. A particularly poignent plea for funding was made by Deb Dennison who explained how comforting funding from Mi Via was for her as her son died of a rare neurological disease. She pointed out the importance of expending as much money as needed to ensure the health of our chidren.
All of the paricipants wanted the legislature to hear one simple message
If our statement that "children are the future" is not just rhetoric, we wouldn't be cutting any money from the budget for these essential programs.
Alan Sanchez, the executive director of St. Josephs was the moderator and his rallying cry of "We Need Money" was picked up by the crowd who had traveled from all parts of the state and hopefully reached the ears of their legislators. The same legislature that is considering a 20% cut of state allocations for early childhood programs.
Advocates insist we can not afford this cut because it devalues the quality of life for young children and their families and undermines the fiscal purpose of early childhood programs, to create future savings by investing in early childhood programs for learning and care. The DoC and other advocates believe that early childhood programs help create healthy, contributing future members of society. A new report by Fight Crime: Invest in Kids, a national law enforcement organization shows that , "quality early learning can save $80,000,000 a year on corrections costs in New Mexico."
Baji Rankin from Decade of the Child cited a study in Michigan which showed a $1 billion savings from early childhood programs in 25 years. Diana Montoya from the NM Human Rights Commission spoke for her grandson Diego by saying "don't let us down." That message was echoed by former Governor David Cargo as he spoke to the lack of a level playing field that has been developed by uneven subsidies in the form of tax cuts to the people who least need them and then placing the burden of paying for state services on the middle and lower economic classes. Jaime Tamez the executive director Cuidando de los Ninos indicated that serving homeless children is difficult without a constant commitment from the state legislature. Other speakers included Catherine Freeman the chair of the NM Early Childhood Consortium and Rosa Barraza a child care provider and president of the NM Child Care and Education Association. A particularly poignent plea for funding was made by Deb Dennison who explained how comforting funding from Mi Via was for her as her son died of a rare neurological disease. She pointed out the importance of expending as much money as needed to ensure the health of our chidren.
All of the paricipants wanted the legislature to hear one simple message
Don't Lose Ground-Maintain our Investment in Ealry Chidhood!!
If our statement that "children are the future" is not just rhetoric, we wouldn't be cutting any money from the budget for these essential programs.
Sunday, February 28, 2010
Math Education are we instructing the right part of the brain?
Some Interesting Websites
Forvo is the largest pronunciation guide in the world. Ever wondered how a word is pronounced? Ask for that word or name, and another user will pronounce it for you. You can also record your own pronunciations.
VPike will fascinate kids and adults alike. When you enter an address you will see a picture of that place.
10 Cool Math Sites contains ten math sites for students of all ages, as well as teachers. There are websites for everything from basic flash cards to game theory.
Articles on Math Education
A A-Maze-ing Approach to Math by Barry Garelick in Education Next
'Algebra-for-all' Approach Fount to Yield Poor Results by Debra Viadero Education Week
West Brain, East Brain by Sharon Begley in Newsweek
Number Wars: School Battles heat Up Again in the Traditional versus Reform-Math Debate by Linda Baker in Scientific American
Thoughts From Yrisarri
I recently read an article that asks whether or not a math teacher should have a degree in mathematics. That depends a great deal upon what level is being taught and the amount of math study the teacher has completed. It is probably a good requirement for a high school teacher with classes in upper level math because of the need for depth of knowledge needed to transmit not only the information but a love of the subject. I have encountered many math teachers with minimum exposure to math who have been assigned to teach teach math at the middle or high school level. Needless to say, these teachers are frequently ineffective because they don't know math. There are also many people who know about math but don't necessarily understand how to work with children. It seems that this problem of math aptitude for the teacher has some real solutions. The problem however, is deeper than who has a degree and who does not have a degree in math.
The most important skill of any teacher, including the math teacher, is to motivate the students, provide the student with the proper challenge, and explain what they do not understand. Unfortunately we seem to have a culture in which many people admit they do not understand math or just do not see why it is important to their life. Elementary teachers reflect the society they represent and many do not understand the relationship between math and problem solving and are unable to motivate their students to want to learn math. These teachers end up teaching math as a language by having their students solve and memorize equations. Even if the student is motivated to learn math that is only a small part of learning mathematics .
An interesting study of east vs. west mathematical thinking demonstrates the difference in the ways each culture is taught math. Using brain scans to determine what part of the brain an individual uses when confronted with a math problem the researchers found differences between eastern and western use of the brain. Asian brains generally used the spatial/visual portions of the brain while their western counterparts depended upon the language area of their brain.
I spent a number of years in Asian cultures and my experience leads me to believe that a difference between how we learn math may contribute to the difference in how our brains treat math problems. In the U.S. we jump immediately to abstract concepts when teaching math. The use of graphical representations runs counter to a child’s intuitive knowledge about math. All kids know that three cookies on the plate are preferable to one cookie. But, when we put the number 3 and the number 1 in writing and begin talking about what they mean, we have moved beyond the concrete operations the child needs to fully conceptualize what we are talking about.
The Japanese use the abacus to learn math. I vividly remember young children doing math operations on the abacus much faster and more accurately than I could with pencil and paper. When their students begin solving equations in all four areas of math using a concrete model, our students are memorizing math tables of graphical representations. I believe this helps to explain why Asians use visual/spatial areas of their brain and we tend to think in terms of language. I also recall that most Japanese students knew their "math facts" because of repetition on the abacus.
The aversion to math in our culture is often echoed by middle school children and their chants of “boring” and “I’ll never use this”. This is not something they thought of on their own. Frequently you hear their parents say exactly the same thing when you discuss their child's problem with math. We need math teachers who can counter this national aversion to math by demonstrating and relating the subject to daily life and who understand that math is a way of thinking more than a specific operation. They also need to motivate children by their teaching to want to learn math.
Teachers do not necessarily need math degrees but they do need to understand and value math at various levels based upon the level they teach. However, nothing will change unless there is a paradigm shift in our country. As long as we do more of the same thing in our math instruction, our children will not want to learn math because it seems boring and useless to them. It is going to require a commitment from the teachers to learn a different way of thinking about the purpose of math and giving our students positive messages about their ability to think in mathematical ways.
Forvo is the largest pronunciation guide in the world. Ever wondered how a word is pronounced? Ask for that word or name, and another user will pronounce it for you. You can also record your own pronunciations.
VPike will fascinate kids and adults alike. When you enter an address you will see a picture of that place.
10 Cool Math Sites contains ten math sites for students of all ages, as well as teachers. There are websites for everything from basic flash cards to game theory.
Articles on Math Education
A A-Maze-ing Approach to Math by Barry Garelick in Education Next
'Algebra-for-all' Approach Fount to Yield Poor Results by Debra Viadero Education Week
West Brain, East Brain by Sharon Begley in Newsweek
Number Wars: School Battles heat Up Again in the Traditional versus Reform-Math Debate by Linda Baker in Scientific American
Thoughts From Yrisarri
I recently read an article that asks whether or not a math teacher should have a degree in mathematics. That depends a great deal upon what level is being taught and the amount of math study the teacher has completed. It is probably a good requirement for a high school teacher with classes in upper level math because of the need for depth of knowledge needed to transmit not only the information but a love of the subject. I have encountered many math teachers with minimum exposure to math who have been assigned to teach teach math at the middle or high school level. Needless to say, these teachers are frequently ineffective because they don't know math. There are also many people who know about math but don't necessarily understand how to work with children. It seems that this problem of math aptitude for the teacher has some real solutions. The problem however, is deeper than who has a degree and who does not have a degree in math.
The most important skill of any teacher, including the math teacher, is to motivate the students, provide the student with the proper challenge, and explain what they do not understand. Unfortunately we seem to have a culture in which many people admit they do not understand math or just do not see why it is important to their life. Elementary teachers reflect the society they represent and many do not understand the relationship between math and problem solving and are unable to motivate their students to want to learn math. These teachers end up teaching math as a language by having their students solve and memorize equations. Even if the student is motivated to learn math that is only a small part of learning mathematics .
An interesting study of east vs. west mathematical thinking demonstrates the difference in the ways each culture is taught math. Using brain scans to determine what part of the brain an individual uses when confronted with a math problem the researchers found differences between eastern and western use of the brain. Asian brains generally used the spatial/visual portions of the brain while their western counterparts depended upon the language area of their brain.
I spent a number of years in Asian cultures and my experience leads me to believe that a difference between how we learn math may contribute to the difference in how our brains treat math problems. In the U.S. we jump immediately to abstract concepts when teaching math. The use of graphical representations runs counter to a child’s intuitive knowledge about math. All kids know that three cookies on the plate are preferable to one cookie. But, when we put the number 3 and the number 1 in writing and begin talking about what they mean, we have moved beyond the concrete operations the child needs to fully conceptualize what we are talking about.
The Japanese use the abacus to learn math. I vividly remember young children doing math operations on the abacus much faster and more accurately than I could with pencil and paper. When their students begin solving equations in all four areas of math using a concrete model, our students are memorizing math tables of graphical representations. I believe this helps to explain why Asians use visual/spatial areas of their brain and we tend to think in terms of language. I also recall that most Japanese students knew their "math facts" because of repetition on the abacus.
The aversion to math in our culture is often echoed by middle school children and their chants of “boring” and “I’ll never use this”. This is not something they thought of on their own. Frequently you hear their parents say exactly the same thing when you discuss their child's problem with math. We need math teachers who can counter this national aversion to math by demonstrating and relating the subject to daily life and who understand that math is a way of thinking more than a specific operation. They also need to motivate children by their teaching to want to learn math.
Teachers do not necessarily need math degrees but they do need to understand and value math at various levels based upon the level they teach. However, nothing will change unless there is a paradigm shift in our country. As long as we do more of the same thing in our math instruction, our children will not want to learn math because it seems boring and useless to them. It is going to require a commitment from the teachers to learn a different way of thinking about the purpose of math and giving our students positive messages about their ability to think in mathematical ways.
Sunday, February 21, 2010
Graduation from High School After 10th Grade
Some Useful Websites for Teachers
My Timeline will help you construct a timeline, adding events, descriptions, and images that help bring content alive.
How Stuff Works is a great site for a student to explore!
After School Activities brings hands-on activities and digital library resources into afterschool play!
Some Articles to Read
(These articles may require you sign up to read them)
Librarians' Roles Shifting to Address the Demand for Quality Online Content by Katie Ash
'Algebra-for-All' Push Found to Yield Poor Results By Debra Viadero
Educator Teamwork Seen as Key to School Gains By Lisa Fine
Why not take this idea further? Mandatory public education should end after the 10th grade for students who are prepared for the next level of education. One of our educational problems is the 9th grade. Young adolescents are beginning to view the world around them with a different frame of reference and become impatient with the schooling process. I believe if they knew there was only one more year of mandatory schooling, there would be more motivation to finish. My experience is that students in early adolescence have a hard time assessing their long term future and a shorter goal to graduation would help. Not all students need to go to college at 16, but they do need to have a curriculum that is relevant to their lives and ambitions. At end of mandatory public education is the beginning of what Australia calls Tertiary Education
It should be understood by all Americans that life-long learning is encouraged by our society and there is no real end point or time in life when it is too late to study and change. Just as there should be no subjective value placed on the work individuals choose to do. In a democracy such as ours there should be an egalitarian approach to vocational and professional choices individuals make. All jobs should be understood to have paths for growth and advancement, and that security is possible with most choices made about work.
So how do we decide if a young person is prepared to take this step? It would require cooperation among school, community and business to create a meaningful diploma. A committee chosen from representatives of the larger community could evaluate a student’s portfolio and decide if they had met the predetermined standards and benchmarks the community believes are necessary to begin the tertiary stage of education and guide them in the execution of their next step.
My Timeline will help you construct a timeline, adding events, descriptions, and images that help bring content alive.
How Stuff Works is a great site for a student to explore!
After School Activities brings hands-on activities and digital library resources into afterschool play!
Some Articles to Read
(These articles may require you sign up to read them)
Librarians' Roles Shifting to Address the Demand for Quality Online Content by Katie Ash
'Algebra-for-All' Push Found to Yield Poor Results By Debra Viadero
Educator Teamwork Seen as Key to School Gains By Lisa Fine
Ky. in test that sends sophomores to college
Information from: The Courier-Journal, http://www.courier-journal.com
Louisville Ky. (AP) — Kentucky and seven other states will participate in a pilot education program that will send some students to college two years early. The National Center on Education and the Economy is providing the program under a grant from the Bill and Melinda Gates Foundation. The Courier-Journal in Louisville reported that, under the program, students who complete the 10th grade with test results showing they can handle college-level studies will be allowed to enroll in colleges and universities. The program is still being worked out, but is expected to begin in fall 2011 with 10 to 20 high schools taking part in each of the states. Besides Kentucky, schools in Maine, Connecticut, New Hampshire, New Mexico, Pennsylvania, Rhode Island and Vermont will participate.
Why not take this idea further? Mandatory public education should end after the 10th grade for students who are prepared for the next level of education. One of our educational problems is the 9th grade. Young adolescents are beginning to view the world around them with a different frame of reference and become impatient with the schooling process. I believe if they knew there was only one more year of mandatory schooling, there would be more motivation to finish. My experience is that students in early adolescence have a hard time assessing their long term future and a shorter goal to graduation would help. Not all students need to go to college at 16, but they do need to have a curriculum that is relevant to their lives and ambitions. At end of mandatory public education is the beginning of what Australia calls Tertiary Education
from Australia's Government Website http://www.dfat.gov.au/aib/education.html
There are two types of tertiary education programs: those offered by institutions, private training providers and industry in the vocational education and training (VET) sector; and those offered by universities and other higher education providers.Why not allow students to make a decision about their education at this point? Something that is often overlooked about our educational system is that anyone, at any age can change the direction of their careers by going to school. Some students may choose to work and that should be encouraged and be a part of a planned tertiary education experience. The tertiary experience would provide for a diversity of curriculum, programs and experiences for young people prepared to take that step. I believe that offering this program would cause many more students to be prepared. Not everyone will be ready at this point but those who are not can be mentored and tutored in a more effective manner than flunking or passing to the next level without the skills they need to suceed.
It should be understood by all Americans that life-long learning is encouraged by our society and there is no real end point or time in life when it is too late to study and change. Just as there should be no subjective value placed on the work individuals choose to do. In a democracy such as ours there should be an egalitarian approach to vocational and professional choices individuals make. All jobs should be understood to have paths for growth and advancement, and that security is possible with most choices made about work.
So how do we decide if a young person is prepared to take this step? It would require cooperation among school, community and business to create a meaningful diploma. A committee chosen from representatives of the larger community could evaluate a student’s portfolio and decide if they had met the predetermined standards and benchmarks the community believes are necessary to begin the tertiary stage of education and guide them in the execution of their next step.
from When Should Students Graduate ... And Who Should Decide ?
By S.G. Grant Education Week On-Line
What would happen, we wondered, if state policymakers took themselves largely out of the picture and allowed local, district-based committees to define the assessments that would demonstrate students’ readiness to graduate? Students would still need to sit for and pass the standardized state exams, but those results alone would not determine whether a student was competent and ready to graduate. Instead, state exams and their scores would be part of a larger slate of assessments that gauged students’ knowledge and understanding in more realistic and authentic ways.A system like this would require that we care about each individual and work together as learning communities. The burden of success would be local rather than centererd in some distant bureaucracy. Each student would be required to have an educational plan evaluated at predetermined benchmarks. Teachers would have to cooperate to insure that student plans are successful in the long term. This would cause schools to take advantage of the full talents of their teachers and administrators.
from Teacher Learning: Sine Qua Non of School Innovation
By Stephanie Hirsh
You wouldn’t know it from current discussions about teacher effectiveness, but the talent and expertise needed to raise student achievement already exist in many, if not most, schools. Unfortunately, too few of them have a culture that encourages teachers and administrators to work together on a regular basis, to consult each other more often on matters of teaching and learning, to share responsibilities for instructional improvement, and to implement professional-learning opportunities that address both their needs and their students’.This plan would require us to focus on the individual students, give them a voice in their educataion, allow for the growth of diverse curriculums in the teritary system, give students authentic instruction, and provide for community and school cooperation at many levels. It would also depend upon rethinking what schooling, education and learning mean and how our society views the value of different types of work in our culture.
Having the right conditions for professional learning promotes trust and respect among educators, the essential ingredients for an honest dialogue about what is working and what needs to change. Absent these conditions, the most effective teachers and successful schools will continue to operate as “islands of excellence,” rather than as places all educators can turn to as a way of learning how to improve their own results.
Sunday, February 14, 2010
The Crisis in Education
Useful Websites
Cramster.com is a good site high school and college students, it is an on-line study community with lots of useful resources and advice. Social networking for study!!!
The Week in Rap is a novel way to let your students learn about the news of the week in the language of rap!
Veterans History Project - The Veterans History Project of the American Folklife Center collects, preserves, and makes accessible the personal accounts of American war veterans so that future generations may hear directly from veterans and better understand the realities of war.
Today in History Calendar - One of the free educational resources at Thinkfinity. A great bulletin board addition!
Books to Read
The Education of Gospel by W. Norton Grubb and Marvin Lazerson discusses the idea that more schooling for more people is the remedy for our problems and that the aim of education is to prepare for work.
Interesting Articles about Education
For Students at Risk, Early College Proves a Draw by Tamar Lewin from New York Times on-line.
There are problems in education that need to be addressed, but to place the future of our country on the shoulders of our children is wrong. One way to improve learning in our schools is to decrease the stress on children not increase it. As Jonathan Kozol has pointed out in his books, there are deplorable schools in our nation's urban centers. It feels as if the educational reformers want to make educators the scapegoats for society's neglect of inner cities and rural schools. We have been busy fighting terror in foreign lands when it festers in America. A terror that makes children look to gangs and violence as answers to their problems rather than school and education. This is not the fault of our schools; it is the fault of our national priorities. To punish all schools for this problem does not make any sense. I have always maintained that any one can get the best education in the world at about any school in America if they are motivated to learn.
Our biggest problem is that children and adults are rejecting the traditional American education while government and corporations, who have taken control, insist that what needs to be done is more of the same. Charter schools, home schools and technology are providing new avenues for the customers of education and they are using these new tools in ever increasing numbers while the public schools are not allowed to compete. Teachers and their learning communities have good ideas about what is needed. They know that learning is more important than passing tests and they know how to make that happen. They realize that they must motivate their students by providing a curriculum that is interesting and contains the correct challenge for each student. They know that all students need differentiation because each person is unique and to provide a blanket curriculum across a nation as diverse as American is counter productive.
Our aim in American schools should not be to educate based on the average of the data to solve society's problems but to educate each person to reach their potential. Our country will be much stronger if we allow individuals the freedom to learn what they need for their future. More government and more corporate control will not accomplish this task. Just as each student is an individual so the needs of each community are unique. Let's put our resources behind helping each community meet its needs and that will further larger national interests more than dictating those needs from the top down. There is not a crisis in what our children know, but rather how our politicians and governments use them to further their interests.
Cramster.com is a good site high school and college students, it is an on-line study community with lots of useful resources and advice. Social networking for study!!!
The Week in Rap is a novel way to let your students learn about the news of the week in the language of rap!
Veterans History Project - The Veterans History Project of the American Folklife Center collects, preserves, and makes accessible the personal accounts of American war veterans so that future generations may hear directly from veterans and better understand the realities of war.
Today in History Calendar - One of the free educational resources at Thinkfinity. A great bulletin board addition!
Books to Read
The Education of Gospel by W. Norton Grubb and Marvin Lazerson discusses the idea that more schooling for more people is the remedy for our problems and that the aim of education is to prepare for work.
Interesting Articles about Education
For Students at Risk, Early College Proves a Draw by Tamar Lewin from New York Times on-line.
There is a payoff for the long bus rides: The 48 SandHoke seniors are in a fast-track program that allows them to earn their high-school diploma and up to two years of college credit in five years — completely free.These Things We Believe by John Norton, Teacher Magazine on-line (you may need to subscribe to read this article)
Good teachers are frustrated, I believe, because they care so much about the work they do. They feel strait-jacketed by conflicting directives from above, and overwhelmed by constant budget cutting that makes a hard job even harder. More and more, there’s a temptation to respond to the constant criticism with angry rebuttals that point out society’s mixed messages: “Teach to the test.” “Individualize instruction.” “Stick to the teaching script.” “Transform students into critical thinkers.” Then, when teacher tempers boil over, we hear: “How come they’re always whining?”A Climate of False Crisis by Deborah Meir from the blog Bridging Differences in Education Week on-line. (you may need to subscribe to read this article)
Narratives are easier to remember, and so we invent them. And, we always insist that at this moment we cannot move with caution because—it's a crisis in need of an immediate fix.Thoughts from Yrisarri
For more than a decade the American school has been under one of the severest attacks it has ever encountered in its history. This assault is focused, in part, on the school's alleged inability and inefficiency in helping our children master the knowledge and skills they need to live in a highly technological and constantly changing society.This statement is from Philosophy and the American School by Van Cleve Morris and Young Pai. The book was my Philosophy of Education text book in a class I took in 1979! My entire career has been one marked by the educational crisis. This drumbeat of crisis in American education has been the driving force for change in the public schools. When we change we have to buy new curriculum materials from educational publishers. My guess is that the crisis is not real but manufactured for America's two competing/cooperating institutions - government and corporations. It is part of the philosophy that allows us to remain in a state of stress about the future so that we will buy ideas and programs to alleviate that stress. What I have seen in my career in response to this fear is a movement away from local control of education to increased state control and less local curriculum development in favor of purchased curriculum programs.
There are problems in education that need to be addressed, but to place the future of our country on the shoulders of our children is wrong. One way to improve learning in our schools is to decrease the stress on children not increase it. As Jonathan Kozol has pointed out in his books, there are deplorable schools in our nation's urban centers. It feels as if the educational reformers want to make educators the scapegoats for society's neglect of inner cities and rural schools. We have been busy fighting terror in foreign lands when it festers in America. A terror that makes children look to gangs and violence as answers to their problems rather than school and education. This is not the fault of our schools; it is the fault of our national priorities. To punish all schools for this problem does not make any sense. I have always maintained that any one can get the best education in the world at about any school in America if they are motivated to learn.
Our biggest problem is that children and adults are rejecting the traditional American education while government and corporations, who have taken control, insist that what needs to be done is more of the same. Charter schools, home schools and technology are providing new avenues for the customers of education and they are using these new tools in ever increasing numbers while the public schools are not allowed to compete. Teachers and their learning communities have good ideas about what is needed. They know that learning is more important than passing tests and they know how to make that happen. They realize that they must motivate their students by providing a curriculum that is interesting and contains the correct challenge for each student. They know that all students need differentiation because each person is unique and to provide a blanket curriculum across a nation as diverse as American is counter productive.
Our aim in American schools should not be to educate based on the average of the data to solve society's problems but to educate each person to reach their potential. Our country will be much stronger if we allow individuals the freedom to learn what they need for their future. More government and more corporate control will not accomplish this task. Just as each student is an individual so the needs of each community are unique. Let's put our resources behind helping each community meet its needs and that will further larger national interests more than dictating those needs from the top down. There is not a crisis in what our children know, but rather how our politicians and governments use them to further their interests.
Subscribe to:
Posts (Atom)