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It’s time to move away from simple questions about technology integration

Adam Copeland said:

It is time for instructors to move from simple questions like, “Do you use technology in the classroom?” to the more complex, “For what purpose, and with what learning theories, should I engage digitally-enhanced pedagogies?” I have suggested a way forward that I have found useful, an initial attempt explicitly to address why, and for what reasons, I have proceeded with digital practices in the classroom. These four pillars – forming collaborative relationships with peers, preparing for citizenship, encountering difference and disagreement, and welcoming complexity – represent four possible emphases, and surely there are others. A teacher may wish to emphasize a particular pillar more than others. You and I can, together, develop practices that match with our courses, our pedagogical gifts, and our particular subject matter. Ultimately, I invite us to move away from easy answers, whether for or against technology in the classroom. The nature of these challenges still defies simple conversations around the departmental coffee pot, so let us, with digital wisdom, welcome the questions.

via http://www.hybridpedagogy.com/journal/teaching-digital-wisdom

Our teacher discussion protocol, trudacot, can help with this!

Summer school for kindergarteners

Kindergarten

Valerie Strauss said:

curriculum has been pushed down so much that kindergarten is no longer a time for kids to learn and socialize through play but rather for a lot of desk time with academic assignments. Sure, some schools break up the time so kids don’t sit there hour after hour, but the pressure on young children to learn to read and do math – even if they aren’t developmentally ready – and on teachers to ensure that they do learn – has become extraordinary.

Providing quality summer programs for young children is a laudable goal – and something school systems and city governments should offer. But requiring 5- and 6-year-olds to go to summer school so they can labor over academics is something else entirely.

via http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/07/13/and-now-mandatory-summer-school-for-some-kindergartners

Image credit: Kindergarten, Here We Come, Howard County Library System

We could surprise them and they could see that we are good kids

Criminal

Katrina Schwartz said

Many students at [Los Angeles Unified School District’s Roosevelt High School] felt the news media had mischaracterized their school and its students as criminals for figuring out how to get around the iPad’s security features, often to access educational information.

“We were really caught up in how they kept calling Roosevelt ‘hackers,’” said Daniela Carrasco, a former student.

[Mariela] Bravo doesn’t understand why the district would give students iPads with so many limitations. Her peers were looking up homework help on YouTube – and yes, checking Facebook, too – but that’s part of life.

“They have to trust us more,” Bravo said. “We could surprise them and they could see that we are good kids.”

Students were frustrated that the district couldn’t see that negotiating distractions on the Internet is part of life now. “We should have been trusted with those websites,” Carrasco said. “Instead of blocking them, there should have been emphasis on how to use those websites for good.”

via http://ww2.kqed.org/mindshift/2015/06/01/how-students-uncovered-lingering-hurt-from-lausd-ipad-rollout

More nuanced responses from the students than the district…

Image credit: criminals crew_07, Phiesta’s way

When students develop learning objectives based on the standards

Steve Carroll said:

When we transitioned to Common Core we did an unpacking the standards process. More importantly, after we got through that process, we started a backwards design where we developed questions and learning objectives based upon the standards themselves and then translated that into assessment. Probably the biggest gains came after we let students start developing learning objectives based on the standards. We would actually give the students the standards and ask them, ‘What would you have to be able to do show mastery of this?’ The students themselves developed learning objectives.

via http://hechingerreport.org/lessons-from-the-principal-of-a-kentucky-school-that-went-from-one-of-the-worst-to-one-of-the-best-under-common-core

When I understand it, why do I have to repeat it twenty times?

Again and again

Students said:

“The teachers used to talk at us all the time, non-stop, but they never actually spoke to us.”

“Can you remember what it feels like to sit at a desk for a whole class, just listening? Have you any idea how much I just want to scream?”

“So, I get the practice part of homework, but when I understand the concept or idea the first time, why do I have to repeat it twenty times? Who made that the magic number of knowing?”

Mike Crowley said:

The truth is that we intuitively know what the word personal means and we understand that in order to make learning personal we need to make connections with young people, we need to make learning meaningful in contexts that are relevant to their current and future lives, and we need to stop doing things that we innately know no longer make sense. Young people want to do math and science, not observe it; they want to write for real audiences on blogs, not write the autobiography of a pencil; they want to address real-world problems in society today, not memorise the past; they want to create, explore, build, move, and express themselves and, most of all, they want to grow in an unshackled environment. Being talked at, sitting passively, engaging in rote learning – the vestiges of a pre-digital past – are no longer acceptable. There is no need for debate here. Our students are no longer listening. For them, learning is only ever personal, and, in order to engage them, to really help them grow, we need to keep the words of Alice in mind: “No, no! The adventures first, explanations take such a dreadful time.”

via http://crowleym.com/2015/05/10/gyre-gimble-fool-whats-the-point-of-school

The core of education needs to take into account the people that are in it

Sir Ken Robinson said:

[The standards movement is] well intentioned to raise standards, but the mistake it makes is that it fails to recognize that education is not a mechanical impersonal process that can improved by tweaking standards and regularly testing. . . . It’s a human process. It’s real people going through the system and whether the system takes into account who they are, what engages them, isn’t incidental. It is the core of what education is.

By the time [kids] are educated I want them to come out knowing what they are personally good at and interested in, what their strengths are and where they might like to go after school. I want them to feel confident that they can face the challenges that life will throw at them and they can begin to make their way to become productive members of the community.

via http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/04/21/sir-ken-robinson-has-a-lot-to-say-about-u-s-school-reform-it-isnt-good

Compliance remains the central goal

Alfie Kohn said:

Whether or not it’s stated explicitly, compliance remains the central goal of most classroom management programs, character education initiatives, and parenting resources. Sure, we stress the virtues of independent thinking and assertiveness, but mostly in the context of getting kids to resist peer pressure. If a child has the temerity to resist unreasonable rules and demands imposed by adults, well, then, bring on the “consequences” (read: punishments) to “hold them accountable for their behavior.”

What is so offensive about Skinnerian programs like PBIS or Class Dojo isn’t just their methods, which amount to extended exercises in manipulation, but their goal, which is to elicit mindless obedience.

via http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/04/26/how-to-teach-students-not-to-do-everything-they-are-told

The roars of approval as we revert back to what we’ve always done

Applause

George Couros said:

Sometimes when the statement is made, “it is not about technology, it is about pedagogy”, you then hear the roars of approval, and off we go on our merry way with nothing changing for many students.

In reality sometimes it is about the technology, and the opportunities that it provides that were not there before for a student.

via http://georgecouros.ca/blog/archives/5250

Image credit: and the crowd went wild, Tim Bayman

Asking students to work in complete isolation

Sitting alone

Joe Bower said:

I would never ask students to complete anything that is worth doing in complete isolation from their peers, parents, books, or the Internet. I’ve worked hard to encourage my students to see collaboration as a critical characteristic of learning.

Alfie Kohn reminds us that, “I want to see what you can do not what your neighbour can do” is really just code for “I want to see what you can do artificially deprived of the skills and help of the people around you. Rather than seeing how much more you can accomplish in a well-functioning team that’s more authentic like real life.”

In the real world, there simply aren’t that many times you are expected to solve a problem or perform a task in complete isolation – and even if you were, it would be awfully archaic to refuse you the opportunity to reach out for the help you needed to get the task done.

via http://www.joebower.org/2015/05/3-reasons-why-albertas-provincial.html

Image credit: Sitting Alone, naraekim0801

Taking an advanced course should not be synonymous with copious amounts of homework

High school student Carolyn Walworth said:

It is time to rethink the way we teach students. It is time to reevaluate and enforce our homework policy. It is time to impose harsher punishments upon teachers who do not comply with district standards such as not assigning homework during finals review time. It is time we wake up to the reality that Palo Alto students teeter on the verge of mental exhaustion every single day. It is time to realize that we work our students to death. It is time to hold school officials accountable. Right now is the time to act.

Effective education does not have to correlate to more stress. Taking an advanced course should not be synonymous with copious amounts of homework. Challenging oneself academically and intellectually should be about just that — a mental challenge which involves understanding concepts at a deeper level. The ever increasing intertwinement between advanced courses and excessive homework baffles me; indeed, I would say that it only demonstrates our district’s shortcomings

via http://www.paloaltoonline.com/news/2015/03/25/guest-opinion-the-sorrows-of-young-palo-altans

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