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Schools are supposed to help students master the dominant information landscape of their time

Our new information landscape is digital bits in the ether instead of ink dots on paper. There is no foreseeable future in which we go back to analog. One of schools’ primary tasks is to help students master the dominant information landscape of their time. Schools are knowledge institutions preparing students to do knowledge work. So let’s be clear about what our new information landscape looks like:

Our new information landscape

The characteristics of our new information landscape listed on the right side have seismic implications for how we communicate, collaborate, connect, and create. These new characteristics are transforming every single information-oriented industry, upending business models, and destroying traditionally-dominant enterprises. Our new information landscape requires citizens and workers who are fluent with technology tools and online environments and is reshaping how we learn, interact, gain the attention of others, and engage in civic togetherness.

The schools that are doing a good job of preparing students for the right side of this chart are few and far between. Many are still arguing whether technology should even be in schools and/or are trying their best to lock down students’ access to digital environments as tightly as possible. We are hobbling our own children’s life success.

What are we waiting for? How many more children will we disadvantage? How many more generations of students are we going to turn out who are primarily prepared for the world of yesterday?

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The chasm between math research and classroom practice

Elementary student multiplication problems

Steve Leinwand and Steve Fleischmann said:

In mathematics instruction, a chasm exists between research and practice. For evidence of this gap, look no further than the mismatch between what research says about developing students’ conceptual mathematics understanding and what we actually do. An example is the way we teach math content in elementary and middle schools. A growing body of promising research shows that if initial instruction focuses exclusively on procedural skills, then students may have difficulty developing an understanding of math concepts.

AND

On post-tests, the students who received only meaningful, or relational, instruction performed better in applying the procedure and solving the equations. In contrast, the students who first received procedural instruction on how to solve an equation tended to resist new ideas and appeared to apply procedures without understanding. [emphasis added]

AND

the form of instruction humorously but accurately characterized as yours is not to reason why, just invert and multiply may not enhance the performance of many students. Alternatively, instruction that places a premium from the start on meaning and conceptual understanding may improve classroom productivity.

And yet, despite Common Core and other efforts, our procedural emphases still persist in many, many math classrooms. And parents clamor for them.

FYI, this is from twelve (12!) years ago…

via http://www.ascd.org/publications/educational-leadership/sept04/vol62/num01/-Teach-Mathematics-Right-the-First-Time.aspx

Image credit: maths, Shaun Wood

Headwinds or tailwinds?

Against the wind | Vinoth Chandar, photographer

David Brooks said over at the New York Times:

The crucial social divide today is between those who feel the core trends of the global, information-age economy as tailwinds at their backs and those who feel them as headwinds in their face.

And that’s really it, isn’t it?

We have a majority of schools and leaders and educators and policymakers for whom the rapid changes around us feel like strong headwinds, negative forces that continually buffet them in the face. Technology that expands access to others… An ever-shifting, complex, hyperconnected information landscape… The ability to learn whatever we want at any time, in any place, on any path, at any pace… Global economic competition and cooperation… These are all seen as dilemmas. As problems that must be managed and minimized. As destructive challenges to retreat from, often because of a deep longing for a nostalgic yesteryear that was simpler, easier, and allegedly ‘better.’

And then we have the minority of schools and leaders and educators and policymakers for whom the rapid changes around us feel like tailwinds at their back, propelling them forward into unique opportunities to rethink education and do better by kids. These are places that are diving into the constructive complexities and emerging with new beliefs and new mindsets and new practices. They are finding ways to enable deeper thinking and greater student agency and more authentic work – and utilizing digital technologies all along the way to help facilitate and enhance these new forms of learning and teaching.

The headwinds people could learn a lot from the tailwinds people. They could garner ideas about how to pilot new initiatives. How to plant seeds of innovation and grow them in productive ways. How to move more quickly in order to be more relevant. How to empower children and youth and teachers in ways that were unimaginable just a few decades ago. And so on…

Likewise, the tailwinds people could learn from the headwinds people. How to proceed thoughtfully. How to recognize the potential negatives and address rather than ignore them. How to validate the felt needs of communities without being dismissive. How not to get too far ahead of others who just aren’t there yet. And so on…

Ultimately the future lies with the tailwinds people, of course. ‘The future’ always wins. Whether we embrace the world around us or resist it with both heels dug in, the forces of technology, globalization, and learning possibility inevitably will carry the day. As I said in a long ago blog post

I think it is becoming increasingly clear that our current system of education is going to go away. There are simply too many societal pressures and alternative paradigms for it to continue to exist in its current form.

The only question, then, is: How long are we going to thrash around before we die?

Where do you fall? How do you and your educators and your schools and your communities view the changes around us? As headwinds or tailwinds? Or something else?

Image credit: Against the wind, Vinoth Chandar

Congratulations, we killed kindergarten

Commentsonkindergartenworksheets

Apparently between 1998 and 2010 we killed kindergarten. Lots more testing. Much less music and art. Fewer centers and unstructured play time. Fewer student-driven activities. Greater disregard for young children’s variation in development. More emphasis on teacher-directed instruction and textbooks and worksheets…

We knew this but now it’s not just widespread anecdotes. We now have comprehensive research on data from the U.S. Department of Education’s Early Childhood Longitudinal Study.

We should be ashamed of ourselves.

Comments credit: Winter math and literacy packet NO PREP (Kindergarten)

Getting children excited to stand in line

The Hechinger Report profiled a teacher who uses the Class Dojo behavior modification software to “get children excited about things like staying in line.”

Really? Yeah, I’m sure kids are “excited” to be manipulated into compliance. I call BS.

Also, I’m pretty sure that our global economic and social transformations are being driven by creative innovators, not compliant rule-followers…

Project-based learning at scale

BettendorfMS01

Most schools that dive deep into project-based learning tend to be smaller charter or magnet schools that have the ability to hire new educators and create new schedules and instructional paradigms from scratch. Bettendorf Middle School, in contrast, has been around a while and often resembles other large middle schools across the nation. With over 1,100 students and about 70 instructional staff, a move to a project-based learning paradigm meant shifting legacy structures and mindsets rather than creating from a blank slate. Nonetheless, the school took up the challenge…

Exposed to some faculty from High Tech High a few years back, the school decided to go all in. Most of the staff now have visited the original High Tech High campus in California and the decision was made several years ago to incorporate project-based learning into every Bettendorf Middle School course at least twice a year. Projects at the school range from two to twelve weeks. Teachers put together proposals and then have to pitch their projects to a panel of teacher peers AND students. Together they all use Bettendorf’s project tuning protocol to make the projects meaningful, relevant, and of high quality. All projects incorporate essential curriculum standards to ensure that students are addressing critical learning outcomes. Students hold community exhibitions twice per year to show their learning.

Projects are numerous and varied. For instance, an English teacher had her students investigate the question, What is essential?, which ultimately led to the creation of three separate 9’ x 15’ tiny houses. Students designed, built, and decorated the homes themselves and incorporated essential ELA standards into their work as they wrote and reflected about their attempts to do various tasks within the homes. In another class, students worked with a local senior citizens home to interview residents, write biographies, and create an abstract piece of art that reflected each interviewee’s life. As you can imagine, the unveiling and gifting of these student-created products to the residents was incredibly moving and emotional.

Another project involved creating a community garden. Students worked with a local landscape company to create ten garden plots, write by-laws, create logos, engage in marketing, and build support structures such as a shed. Every garden plot was quickly rented out by the community. Students in another course investigated the question, What is true survival? Although that question initially revolved around outdoor survival techniques, by project’s end student investigations and writing had turned toward such diverse topics as mountaineering, homelessness, food insecurity, and divorce.

Most of this instructional planning, assessment, and standards coverage work is addressed within traditional professional learning communities (PLCs), with some additional assistance from the school’s three instructional coaches. The emphasis is on robust, hands-on and minds-on work and on developing powerful essential questions to frame students’ learning.

Bettendorf Middle School is moving forward in exciting new directions, including a recent global project involving the essential question, Is revolution justified?, that involved 1,000 participating students from nine different schools around the world.

What could you do at YOUR traditional school?

Image credit: Bettendorf Middle School

Seed-to-table at Gilmore City-Bradgate

Child gardening at Gilmore City-Bradgate Elementary School 01

[Want to be the Seed-to-Table Manager here? Read the job description and then email the superintendent.]

Shovels busy at work, three young children dig and cut through the earth, turning over the rich black soil underneath. They have a long planting row to create, but the sun is out and the weather is perfect.

Their female classmate, in her blue-striped jumper and pink flip flops, carefully pats dirt around a seedling. It’s one of many in her grade’s row. Another student will be by shortly to make sure that it’s watered.

Walking tenderly to avoid the young shoots, a boy carries a few small boxes with new plants to be added to the garden. Apparently he’s a bit chillier than his t-shirt-clad peers since he’s wearing long sleeves and a down vest.

Inspired by their teachers’ visit to the Muse School in Los Angeles, elementary students in the Gilmore City-Bradgate School District in Northwest Iowa are diving deep into the seed-to-table movement. The early childhood and daycare kids are in charge of the onions, radishes, spinach, lettuce, peas, and potatoes. Kindergarten has pole beans, bush beans, tomatoes, and peppers. First and second grade has zucchini, cucumbers, carrots, and beets. Third and fourth grade has kohlrabi, eggplant, and some more beans. The fifth and sixth graders do the heavy lifting with corn, cantaloupes, and watermelons.

GCB03

There’s a small shed for tools and equipment. Over on the side is the herb garden, where the students are growing chives, oregano, dill, basil, and cilantro. Old pallets are being re-used to make compost bins. The tree stumps constitute an ‘outdoor classroom’ where students and teachers can sit, talk, and learn together.

The produce will be used both in the school district’s food service program and to help the food insecure in the local community. Families and staff will receive vegetables and herbs as well. And there are plans to get involved in the local farmer’s market…

Achieving science, numeracy, literacy, and other instructional outcomes while being connected to both nature and the community? Awesome.

What could your school do to reconnect students to the natural rhythms of the earth and the people around them?

Gilmore City-Bradgate CSD garden diagram

New literacies, anyone?

Iowa Core

The Iowa Department of Education is soliciting feedback on the state’s literacy standards. Here’s the comment I left:

The Iowa Literacy Standards represent traditional, foundational conceptions of literacy. They do NOT reflect the 21st century literacy standards articulated by NCTE, however. Nor do they reflect digital and online multimedia literacies related to interactive media (see, e.g., the interactive storytelling and virtual reality narratives created by The New York Times), transmedia, augmented or virtual reality, and other evolving mechanisms for presenting information and conveying narratives. In short, the Iowa Literacy Standards do a decent job of articulating old literacies but not what the scholars call ‘new literacies.’ As such, we continue to prepare students for yesterday, not today and tomorrow…

And, no, the separate and thus non-integrated 21st century skills section of the Iowa Core is not enough.

Don’t underestimate Kelly Tenkely

Anastasis 02

It would be very easy to underestimate Kelly Tenkely. She’s young, she’s hip, she’s got a style sense that I’ll never have even if I live four lifetimes. It would be very easy to say, “Who is this woman?” and dismiss her out of hand.

But before you do, read her blog post on what’s sacred in education. And remember that most of the structures that you have in place in your school are a result of institutional inertia and deliberate choices, not legal requirements. And then read it again.

What could you do differently? Are you even trying?

Image credit: Anastasis Academy

3 killers of student creativity and ownership

Three killers of student creativity and ownership:

    1. The teacher and textbook are always right.
    2. There is a correct answer and it’s your job to find, regurgitate, and/or comply with it.
    3. If you question either #1 or #2, you get in trouble.

(these apply to behavior too, not just learning)

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