Resistance to learning

Tom Nichols said:

Never have so many people had so much access to so much knowledge and yet have been so resistant to learning anything.

via http://www.thedailybeast.com/articles/2017/04/01/america-s-cult-of-ignorance.html

Or perhaps we’re only gorging on dessert at the all-you-can eat learning buffet…


Bribing children to take our tests

Bribe

It’s standardized testing season again in American schools. And that means it’s also time for many schools to bribe and punish their children into submission because those tests are ones they don’t want to take.

Over the past couple of decades, the political stakes attached to standardized testing have accelerated greatly. So too have teachers’ and administrators’ concerns about their schools’ scores. As a result, there now exists a staggering range of ‘motivational’ efforts that attempt to get students in a positive mindset about testing. For instance, a search for ‘test prep rally’ on YouTube returns over 250 videos of school plays, lip synced songs, and ‘Slam the Exam’ concerts. On Pinterest and at Teachers Pay Teachers, educators can download and attach to candy over 40 different cute, motivational phrases such as ‘You were MINT to succeed’ or ‘You’re a STARBURST of knowledge’ or ‘It’s CRUNCH time. Show what you know!’ At Minds in Bloom, schools can get tips about costuming, audience participation, songs, dances, cheers, jokes, skits, videos, and slide presentation decks for their own test prep rallies. They also can hire the Morris Brothers to perform original songs and share their testing strategies and stress reduction tips. Or they can tap into the numerous other web sites that will help them implement raffles, revise song lyrics, make posters with test taking tips, and stage Are You Smarter Than Your Teachers? game shows.

More troublesome are the post-test ‘celebrations of learning’ that are available only to certain children. A Colorado school made the news recently for its plans to reward those students who show up for every testing day and ‘try their hardest’ (one can only imagine how that will be measured), despite state laws that allow students to opt out of state testing without penalty. As Alfie Kohn reminded us long ago, the withholding of a reward is most certainly a punishment, particularly in the eyes of young children. Is it kind and sensible for educators to preclude from the fun those children who exercised their legally-protected rights? Similarly, I know of a school in Iowa that kept half a dozen of its eight hundred students back from its trip to the video game / bowling / laser tag center because the principal felt that they hadn’t given their best effort on the state exams. Do you think those students ‘learned their lesson’ and will ‘try harder’ next year? Or will they merely be resentful and see the punishment as just another example of their school’s lack of support for their learning challenges?

The justification in all of these cases is that the tests are ‘important,’ that the schools can face potential penalties for poor performance or lack of participation, and that students need to take the assessments seriously. But how seriously should the students take them? After all, our children don’t get any noticeable, tangible benefits from these exams. It’s not as if they can get the questions afterward, see what they missed, get timely feedback on how they did, and get learning assistance from their teachers. All they receive is a meaningless-to-them set of numbers, bar charts, and percentile rankings 4 to 6 months later, typically in their next year of schooling when it’s much too late to really be helpful. And if they attempt to discuss in any way what the questions were and how they think they should have solved them, they get in trouble for ‘cheating’ or ‘violating test security.’ Moreover, the testing windows are artificial events that get inserted into – and usually disrupt the pacing and flow of – the school year. They also often suck up all of the school computers and Internet bandwidth for weeks on end, taking away technology-enriched learning opportunities.

Let’s face it, these assessments are rarely seen by children as a natural outgrowth of their learning. Instead, they are high pressure, high stress activities that are forced upon them by their school systems. These tests are for adults, plain and simple. And while some students may be eager to please their teachers or ‘help out’ their school, it’s hard to argue with those who weigh differently where they want to place their time, effort, energy, and attention. After all, if we have to bribe or punish our students into taking our exams, that’s probably a sign that we need more meaningful assessments…

What do test prep and student ‘motivation’ efforts look like in your school?

[A modified version of this post is at TrustED under the title, Test prep rallies, ’slam the exam’ concerts, and other testing season follies

Image credit: BRIBE, Alpha Bravo Foxtrot


Where do we set the bar?

A few weeks ago we were talking about school ‘accountability’ in one of my classes. I mentioned that I didn’t think that most schools were yet producing ‘future ready’ graduates. If they were, we would see more school environments that immersed students in deeper learning, student agency, authentic work, and rich technology infusion opportunities.

10 building blocks 003

[Download this image]

There seems to be fairly wide agreement that schools that aren’t achieving minimum levels of proficiency on standardized tests of lower-level – or, for PARCC & SBAC fans, arguably mid-level – knowledge are ‘failing’ or should be ’turned around.’ But even broad, schoolwide success on most current assessments is still a pretty low floor for how we judge the efficacy and success of our schools. If we raised the bar up to preparation for true life readiness, wouldn’t most schools do pretty poorly on the four shifts noted above? (and other fronts, like information literacy and global awareness) When do we as a society care about and have a sense of urgency about that?


Who uses computers for math drill and practice? [SLIDE]

Thought I’d make a slide out of one my favorite digital equity reports. Anyone have more recent data?

Download this slide: .jpg .key .pptx

Source:

Reich, J. (2013). Shockingly similar digital divide findings from 1998 and 2013. Available from Education Week at
www.edtechresearcher.com/2013/06/shockingly_similar_digital_divide_
findings_from_1998_and_2013

See also: Economically-disadvantaged students learn to do what the computer tells them


If we’re not irrelevant, what are we?

As I look across the presentations and workshops and keynotes that educational leadership faculty are sponsoring and facilitating, outside of a few isolated pockets I don’t see much evidence that we’re having wide-ranging and substantive conversations about the need for students to:

  • engage in deeper and higher-level learning instead of spending 80% to 85% of their time on regurgitation and recall of low-level knowledge items (that can be found via smartphone voice search in seconds);
  • possess greater agency and ownership of their own learning in order to foster engagement and self-directedness instead of being directed by teachers and schools toward control and compliance;
  • have opportunities to engage in authentic, meaningful learning activities instead of isolated, disconnected-from-the-real-world classroom assignments; or
  • utilize digital technologies in academic- and work-productive ways that go far beyond social uses or mere replication of analog instructional practices.

I rarely see or hear educational leadership faculty talking about the profile below of high school graduates, even though these student life skills are absolutely foundational to schools’ and policymakers’ current college and career readiness efforts:

College and career readiness

I rarely see or hear educational leadership faculty talking about these components of ‘future ready’ schools:

10 building blocks

We are preparing instructional leaders for P-12 schools but I rarely see or hear us talking about how to help preservice or practicing administrators understand how to (re)design school structures, curricula, units, lessons, and instructional activities to move in the directions noted above. [indeed, I have some doubts that most of us faculty would even know how] Even though social justice is a deeply held belief for most of us, we rarely discuss the intersections of that concept with changing workforce readiness needs or how the inequities of students’ digital access are extended and exacerbated when it comes to students’ digital usage. I don’t see most educational leadership faculty having broad and rich conversations about how technology has and will transform almost everything, what ‘college and career readiness’ or ‘personalized learning’ even mean these days, or what our roles are as faculty, parents, community members, and citizens to deal with all of this.

We do a great deal of research and teaching on interesting and important topics. We speak out against the marginalization of underserved and underrepresented groups. We talk a lot against federal and state policy. But we rarely foster ‘future ready’ policies, instructional and leadership practices, or school organizational redesigns. When we talk about student voice, it’s primarily within the frame of empowerment within local, not global, contexts. We talk marginally, if at all, about furthering students’ global awareness. And so on…

I really like my educational leadership faculty colleagues. They’re whip-smart, thoughtful, well-meaning, and kind and are engaged in some fascinating work. I learn lots every time I get to interact with them. So maybe ‘irrelevant’ is not the right word for what we do because it sounds too pejorative. But it sure seems like there are enormous, important, gaping holes in our conversations that we educational leadership faculty decline to fill year after year…


Lecturing v. active learning

Annie Murphy Paul said:

a growing body of evidence suggests that the lecture is not generic or neutral, but a specific cultural form that favors some people while discriminating against others, including women, minorities and low-income and first-generation college students. This is not a matter of instructor bias; it is the lecture format itself — when used on its own without other instructional supports — that offers unfair advantages to an already privileged population.

The partiality of the lecture format has been made visible by studies that compare it with a different style of instruction, called active learning. This approach provides increased structure, feedback and interaction, prompting students to become participants in constructing their own knowledge rather than passive recipients.

Research comparing the two methods has consistently found that students over all perform better in active-learning courses than in traditional lecture courses. However, women, minorities, and low-income and first-generation students benefit more, on average, than white males from more affluent, educated families.

via https://www.nytimes.com/2015/09/13/opinion/sunday/are-college-lectures-unfair.html


Innovation academies, workshops, presentation topics, upcoming books, and more

Some quick updates…

I created a new Innovation Academies page to better describe that work. I love those opportunities when I have an ongoing, long-term engagement with a district’s leadership team! It’s quite possibly my favorite work that I do because we can really see a district move significantly in a short period of time when all of the leaders have shared understandings, capacity, and commitments.

I also updated my Presentation and Workshop Topics page. I decided to feature a dozen or so main keynote and session topics. And then I listed several dozen more possibilities after that! If it has to do with leadership, innovative learning and teaching, school transformation, and/or technology, I’m in.

Dean Shareski and I have a new book coming out later this year regarding the relevance gaps that we see in schools. I am hoping to get final edits back to Solution Tree this week. He and I also have a session at ISTE on this topic.

My third book, co-authored by Julie Graber, hopefully will be in print by the end of this year. The focus of the book is on how to utilize the trudacot discussion protocol to (re)design technology-infused lessons, units, and instructional activities. The bulk of the book is concrete example after concrete example of how to do this, across grade levels and subject areas. Julie and I will send the draft of that book to Solution Tree in early February.

And… I now have a speakers agency. This is a very new idea for me. I figure if they’re representing Will Richardson, Tony Wagner, Alan November, and David Thornburg (among many others), they probably know what they’re doing!

Let me know if you’d like more information on any of these. And please stay in touch as I can be of help and support to you!


Is your school going to be the Thanksgiving turkey?

Roast turkey

Over at the World Economic Forum’s Fourth Industrial Revolution website, Cristina Fonseca said:

unfortunately our minds are a limiting factor. Did we ever stop to think about how the world has changed in the past 10 years or how those changes have been so different from what happened in the previous decade? Everyone (and everything) is connected and everything possible has been digitized or is in the process of becoming digital. As a result, both good and bad knowledge spreads instantaneously, resulting in a shift in power from seller to buyer. We have knowledge about the products, the underlying tech, access to other customers and an always available megaphone called social media. We’ve heard about self-driving cars, artificial intelligence, robots and automation, and we still struggle to visualize what things will be like. We think in linear terms.

Let’s take a common example used to explain how we are programmed to think linearly. From the day a Thanksgiving turkey is born everything about its life indicates that things will only get better: it’s hatched in a safe environment, cared for, and fed daily. The same pattern repeats itself every single day and the moment the turkey has the most historical data to show that its life is likely to keep improving, things change. Thanksgiving comes and suddenly it’s not so good to be a turkey.

Is your school going to be the Thanksgiving turkey? What are you doing as a school leader to help your educators and community implement a bigger, faster vision of school as it needs to be?

Image credit: Roast Turkey, Slice of Chic


Some questions for Betsy DeVos

The Washington Post collected some questions from educators for Betsy DeVos, nominee for U.S. Secretary of Education. Here are a few of my favorites:

Would you please state, concisely, any relevant experience you have had in public education, either as a student, a teacher, a school leader, a public school board member, a parent of a public school child, a PTA member, a volunteer in a traditional public school or as someone who once drove past a public school?

AND

What will you use as a basis for your initiatives and policy-making decisions regarding pedagogy and best practice, having neither studied nor worked as a teacher or principal in any school? From what, where, or whom will you draw expert knowledge on the art of teaching and learning?

AND

What if parents’ first choice, as it is for most American families, is to send their children to a clean, safe, well-resourced, professionally-staffed, local neighborhood public school? How would the voucher and charter school schemes you advocate support this kind of choice?

AND

What will you do to gain the trust of public school teachers?

AND

How will you attract teachers to the profession given the unrest and uncertainty of public education right now?


Promoters of school choice are unwilling to ensure equal access in regular public schools

Derek Black said:

[C]harters, vouchers, and other choice-like reforms are insulting substitutes for equal access to learning opportunities. They espouse the premise that all students are entitled to equal learning opportunities and reason that since students are not getting those equal opportunities in public school, they should be allowed to go elsewhere. The irony is that the people promoting these policies are so often unwilling to do much of anything to ensure students get equal access to learning in regular public schools. Likewise, they are unwilling to place oversight on vouchers and charters to determine whether opportunities are equal there either. In other words, they are pursuing choice for choice’s sake…

via http://lawprofessors.typepad.com/education_law/2017/01/the-us-department-of-education-needs-serious-disruption-but-betsy-devos-will-not-bring-it.html