For the first time in many years, I arrived home from school yesterday feeling the physical side effects of intense stress. I had pain all through the right side of my body and I could feel the muscle spasms in my neck and shoulders. It took most of last evening to try to relax, to run, to take a bath and then finally get a good night’s sleep to get back to something approaching normal.
That’s because I can relax now. The blue plastic bucket full of the OSSLT tests is safe in the vault, ready to be picked up by the courier this morning to be whisked away to EQAO.
But this isn’t about me. If I felt this much stress, and I am just the Principal overseeing the test, what about my students? It isn’t over for them. They still have to wait several months for their results.
I was comforting students who were in tears before the test even started yesterday. I know there are students who will not pass this test, and it has nothing to do with their ability to read and write.
I have written often on high-stakes testing, but in today’s economic climate when governments are looking at freezing teacher salaries as a way to balance the books, I really have to wonder at what our priorities are.
In my last posting, I stated a few of the findings in the Hole in the Wall experiments. The last was that schools need to include a rational system to know what to believe in.
Tonight I read a post by Ira Socol called “Question Everything” that really helps me with my thinking on this one.
In particular, I love this section that so clearly demonstrates the cycle of memorizers getting good grades and becoming teachers:
The teachers can almost always rattle off what is wrong with this projection, including the innate cultural bias attached – the diminuation of the southern hemisphere (Greenland, 1/14th the size of Africa, appears larger than that continent), the Americentric splitting of Asia, et al – but if I ask why this map is important, where it would be valuable, those same educators often freeze.
They know what they’ve “learned” (memorized) about the Mercator Projection, but as generations of U.S. educators never questioned the map which unrolled over the chalkboard, our educators today fail to question the shortcomings of the new maps.
So whether it is homework or due dates, school bells or school desks, or any of the “facts” we tend to put before students. You, them, we all, should be doubting everything, questioning everything.
That process not only builds a real kind of learning unavailable through memorization, it will create a next generation unwilling to accept the mistakes of the past and present.
“Minimally Invasive Education is defined as a pedagogic method that uses the learning environment to generate an adequate level of motivation to induce learning in groups of children, with minimal, or no, intervention by a teacher.”
At SIM we watched Dr. Luke speak about the importance of rich content in spite of the level of basic skills. We can engage learners in meaningful “sustained, rich, scaffolded conversations”. “The dumbing down of the curriculum because we believe the students cannot handle complex topics when they have deficiencies in basic skills is insidious.”
While engaging students in important inquiry and rich content, every teacher should be trained to work to enhance reading comprehension in every student, from the phys. ed. teacher to the math teacher. We all have the responsibility to continue to improve literacy skills.
I am a scatterbrain today. I am excited about all the the reading I am doing but I can’t pull it all together at this point.
I am exploring three things right now.
1) We don’t know what we don’t know, so how do we direct our own learning?
This thinking is a product of my frustration over the last year as I have been learning with my elementary school colleagues. I was astounded at how much further ahead they were in their learning than I was, and I was impatient to “catch up” with them, but I couldn’t figure our where to turn! Now that I have developed a more complex schema around learning theory, I am looking for ways to guide my secondary colleagues through this process – of feeling behind and left out but not quite sure how to move forward.
I wonder how often our students feel the same way as we work on gradual release (acceptance?) of responsibility for learning. We need to ensure that we are sufficiently scaffolding their learning as they work on self-direction.
2) Reluctant learners.
Every high school has this issue, but our unique geography and culture can lure us into the trap of giving up or lowering expectations. I don’t think we have worked hard enough on our inquiry into how to reach reluctant learners.
Here is a piece based on Carol Dweck’s work (see yesterday’s posting) about motivation. I would love to hear how you are engaging reluctant learners.
3) Integrating Technology and Creativity into every classroom.
I am exploring this as we make the leap from aging desktop computers in a sign-out lab, to wifi and BYOD. We know we have to go there, but it is a big leap and I need to think about how to prepare teachers. They range from “I would not be caught dead on Facebook” to “Well sure, I could try that” and, “Yes, I already use that app. Do you have another suggestion?”.
How do I prepare teachers in my school to be ready for this huge leap in how we do business? In particular, how do we work with teachers who currently do not use technology at all in their own lives?
“Technology is the driving force behind most of the education innovation. It is impacting not only what we can do as educators, but it is also changing how we approach learning. These innovations may have not all reached the education journals yet, but they have been presented and are being discussed digitally and at great length in social media.
A few of the recent topics include: the Flipped Class, eTextbooks, PBL approaches to learning, blended classes, Edcamps for PD, BYOD, Digital classrooms, Tablets, 1:1 laptops, digital collaboration, Social Media, Mobile Learning Devices, Blogging. Some of these topics have made it to the print media, but all are being delved into at length through social media. It is a disadvantage to be a print-media educator in a digital-media world. I can understand how a majority of educators whose very education was steeped in print media is more comfortable with that medium. The technology however, is not holding still to allow educators to dwell in a comfort zone. Just as the technology of the printing press got us beyond the technology of the scrolls (Parchment & Quill), Technology is now taking us beyond print media to digital publications and boundless collaboration.”
A webinar that I am watching today: Ask Dr. Judy: How to create a learning-receptive emotional state (available on iTunesU through ASCD)
It’s March Break. It’s beautiful outside, but I am inside researching. And I am frustrated.
There is plenty out there telling me that we need school reform. Granted, most of it is actually aimed at the US, but as a current secondary principal, I know Ontario secondary schools have to be a target as well.
The question is, what do we do? As a Principal, what do I do? The system still supports old thinking, and we need massive structural change if we are going to make a real difference. The change we try to implement at the secondary school level is opposed by the structure of the “credit” system, the need for “high marks” to get into university, “awards” and scholarships and competition rather than collaboration.
What small changes can we make to engage students and improve learning while working to change the system as a whole?
As I work through this question, I will share my thinking and my challenges here.
In the meantime, here is some of the reading and listening I have done today. I hope it challenges your thinking too.
Recently New York City made public teacher evaluations based on student standardized test scores. This proceeded the state of New York’s decision to change how educators are evaluated, in part by connecting the standardized test scores of students into final ratings. The following letter was shared with me by a friend whose daughter is in the New York City Public School System. She plans on sending this to officials in the NYC Department of Education to inform them of the potential that more standardized testing will have as a result of recent reform efforts.
“The test of a successful education is not the amount of knowledge that a pupil takes away from a school, but his appetite to know and his capacity to learn” Sir Richard Livingstone, 1941 (p. 28).
“No curricular overhaul, no instructional innovation, no change in school organization, no toughening of standards, no rethinking of teacher training or compensation will succeed if students do not come to school interested in, and committed to, learning.” Steinberg, 1996 p. 194
“The need, rather, is to free ourselves from the collective conceptual blinkers which the existing apparatus of educational assumptions represents. At the heart of such a project for comparitivists, I suggest, must be the recognition of the central role of culture in facilitating and shaping the process of learning and thus, of the need to study the part played by the perceptions and feelings of the individual learner.
Broadfoot, 2000 Comparative education for the 21st Century: Retrospect and Prospect Comparative Education 36(3), August 2000: 357-371
Harassing phone calls, personal threats, intrusions on personal privacy – this is what scientist Michael Mann has endured.
He was interviewed yesterday on The Current, by Anna Maria Tremonti. His new book, “The Hockey Stick and the Climate Wars”, chronicles his personal journey, attempting to deliver an unpopular message to the American public.
He faces climate change deniers to this day, and the interview highlights the struggle to sell science to a public that does not understand it, a public that will believe what they hear from politicians or talk radio over the results of scientific inquiry, if it suits their purpose or supports their current belief system.
What does it say about our education system when people will so easily believe what they want to believe? When people confuse science and belief?
Science is about inquiry. Science is about questioning. Science is about getting to the truth.
What are we doing wrong in the science classroom?
When politicians can convince the public that they are right and scientists are wrong, the school system has failed.
Have we so conditioned the public to simply listen, memorize and regurgitate that we can tell them anything and they will believe it? If a myth is repeated often enough, the public will see it as truth. Why do so few people even question the validity of what they are told?
Is it because they have spent thousands of hours in classrooms being taught to listen and memorize rather than to question and explore?
Michael Mann has lived the result of this type of indoctrination.
Grant Wiggins* questions the entire idea of a standard curriculum.
Broadfoot**, back in 2000, writes about how our current system of education spread throughout the world and as such, is not questioned, even though it was developed for a world that no longer exists.
Promoting student inquiry*** in our schools will encourage our students learn to examine and investigate rather than to simply believe authority without question.