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Book:kindleI recently read a blog post about how teachers will never be replaced by technology. The author stated that technology was just a “tool for learning”. This had to be among literally hundreds, if not thousands, of similar posts and comments that I have read over the years. Since I was teaching from the early 70’s, I tended to agree with that way back then. Today, however, I am not so sure that technology in education hasn’t grown into something beyond a “tool for learning”. I often thought that the support garnered for this idea about a “tool for learning”, from educators was based in their fear from an unfounded belief by Sci-Fi authors who often suggested the replacement of teachers by technology in the future. Sci-Fi doesn’t always get it right. Where are the flying cars?

Tech has always been a factor if not the driving force in the advancement of culture. One of the greatest tech influences in education was Gutenberg’s printing press, followed by the chalkboard, audio tape, film, television and the personal calculator which all preceded personal computers in their various portable forms today. The implementation of the most recent devices however is where I believe many educators have tunnel vision on the influence of tech in education.

All tech has a limited shelf life. It is constantly evolving. Both its users and its developers influence this evolution. Society itself is the loudest voice demanding speed and efficiency in the way it communicates, collaborates, and creates. The tools for each of these components are constantly evolving at a pace we have never before experienced in history. This technological paradigm shift has created its own literacy. Literacy has always been a goal of education. It was necessary in order to communicate, collaborate, and create in order to further educate. The literacy required in any century was limited to the technology that enabled it, but that technology was often separate from the literacy. You didn’t need to know about how to print on a printing press in order to read a printed book. Writing implements were readily available in various forms in order to record thoughts, as well as communicate with them. The use was simple requiring nothing more than penmanship.

The rapid advancement of technology has changed this. Tech has evolved so quickly and so universally in our culture that there is now literacy required in order for people to effectively and efficiently use it. That rapid tech evolution however leaves many people whose age was not synched with that tech advancement in a learning gap. Kids growing up with the tech are immersed in it from birth and evolve their tech literacy with age. We have all seen the video of the baby trying to page swipe a printed magazine 

Unfortunately, lifelong learning is a goal that is often discarded because life itself gets in the way of continual learning. Consequently, most adults will always be playing catch-up with kids in order to stay relevant in a modern society. The gap is the problem for our education system since our educators are adults and our students are kids.

If we buy into the idea that technology requires tech literacy, then we must also accept that evolving tech requires an evolving literacy. This requires adjusting that which we have already learned, and change is difficult. It requires an ongoing development for professionals to maintain the smallest gap between what they know to what they need to know in order to maintain relevance in a rapidly changing environment.

  • Professional development can no longer be a haphazard choice by folks who don’t like making uncomfortable choices. Comfort levels are the greatest obstacles to change.
  • Professional development can no longer be just a check box on a list of things educators should do. It must be prioritized, supported and, most importantly, implemented.
  • Professional development can no longer be a “one and done” concept delivered once at the beginning of the school year. It must be an ongoing part of an educator’s job description.
  • Professional development must be supported with follow-through and follow-up. Supporting educators with both time and coaching to apply their professional development is essential for success.

Our society today does not collaborate, communicate, or create the way it did as far back as the 20th Century, so why would we teach using concepts and methodologies of the 20th and in some cases the 19th century? To succeed in our education system in the past, our students needed to be literate in reading and writing. Today, in order to use the tools needed to accomplish almost any task a society demands, the users must be technology literate. It is no longer a choice made by any educators whether to teach students to be technology literate or not. Educators have a moral obligation to educate kids in order for them to survive and thrive in a technology-driven society. School districts have a moral obligation to give their educators effective and efficient professional development to enable them to accomplish this.

Yes, technology provides “tools for learning” and teaching, which cannot replace a relevant teacher. The teacher/student relationship is credited for great strides in learning. That however may not always hold true for an educator who is no longer relevant because his or her district did not support its educators with ongoing and effective PD. Students properly motivated may circumvent teachers and self teach with the “tools of learning”. Irrelevant educators and a thirst for authentic learning may be that very motivation needed for some students.

We have the tools for all the professional development we need to provide. We can provide worldwide collaboration. We can provide individualized support. We can provide the ability to time shift things to accommodate personal scheduling.

We can’t provide progressive innovative thinking on the part of school districts. We can’t provide the supportive culture to promote educators seeking life long professional learning. We can’t provide educators with an open mindset opening them to the possibility of change. We can’t provide a promise that a commitment to change will be comfortable.

Professional development will not just happen on its own. The concept of personalized learning through collaboration in social media is wonderful, but it may never take off with a majority of educators. I haven’t seen great involvement in the last 12 years or so. The whole idea of learning is not a passive exercise. It requires work on the part of those providing the teaching as well as those benefitting from the learning. Reading and writing as a literacy was hard enough for many of us, and now we are seeing that there is a whole new literacy that needs to be not only learned, but taught by us as well. It is overwhelming. It is however an important and often unsupported part of the profession that we chose to enter. In order to better educate our kids, we must first better educate their educators.

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PD CLASS 1950sIf a doctor, who is faced with a patient exhibiting multiple symptoms of an unknown disease, were to address each of the symptoms rather than addressing the disease itself, he/she might find the outcome for that patient to be disastrous in the long run. The patient might have had the symptoms lessened, but the disease would eventually win out with a poor outcome for the patient.

Our education system is extremely complicated. There are many parts to that system, many of which have undergone change based on cultural and scientific influences. Many problems of today’s education system did not exist in past generations or even the most recent past decade. With so many facets, many in a state of flux, it is impossible to point to one solution that will fix all that is wrong with the education system and also expect it to work forever. The best strategy might be to identify those problems that can have the greatest impact on change. Of course many educators might find it difficult to reach agreement as to which problems should be first addressed, depending on their own biases and experiences with teaching and learning. The opinions of other stakeholders in the system further complicate this including: administrators, students, parents, and taxpayers. The question we first need to address, if change can happen in a positive way to improve education in our country, in my opinion should be about educating educators.

Teachers in the system come from varied backgrounds with varied levels of education. They are from varied races and have varied life experiences as well as varied professional experiences. With these vast differences in those who are responsible for educating our kids, can we say that all of these educators are using the best practices, and methodologies to get the most out of those students they are responsible for?

Using the term of “standardization” is a slippery slope. Too often, when we talk about standardization, we also imply a rigidity that prevents us from revisiting any component of that standardization to test its relevance. This requires work to re-evaluate and change and re-educate large numbers of educators if any component of the system loses its relevance. Some changes are obvious when we consider technology. Consider the demise of: typewriters, mimeograph machines, record players, VCRs, cameras, projectors, telephones, and filmstrips. All of these, as well as many others, were recognized as ineffective tools for education and were replaced by more efficient and effective tech tools. Upgraded and improved tools are also continually replacing these new tools.

Now let’s consider our educators with their varied experiences spread out over their generations of experience. Do their current practices include: problem based learning, project based learning, student voice and choice, student centered learning, voluntary homework, formative assessment, flipped learning, design based learning, the use of rubrics, authentic learning, school culture, new education technology, and many more methodologies?

Do we have a responsibility to make sure our educators are as relevant as the technology they are required to use? Do we have a responsibility to make sure any school we walk into in our country has educators who are versed in the most recent and effective methodology in their field of education?

A common complaint among most educators is their dissatisfaction with the professional development provided to them. The requirements for PD differ from state to state and town to town. Some schools support PD within the culture of the school. Other schools rarely address PD beyond what the state may require.

“A Level Playing Field” is a really overused expression, but it seems to fit in what is needed to improve deficiencies in our education system. If we truly want to improve the education of our students, we need to first improve and support the education of their educators. The practices of PD over the last decades have failed to do so. The speed at which change takes place is faster than ever before in history. We need to account for change and adjust accordingly to maintain relevance in our community of educators. If we want “The Best Bang for the Buck” PD is the key. If we fail to prioritize professional development, we are not prioritizing education. All that political rhetoric about improving education is a hollow promise of something that politicians have little understanding, but that is nothing new for politicians. They too should consider some improved form of professional development for their own profession.

Prioritizing PD will be costly to implement and maintain but it is an investment in our system. It is not just throwing money at a problem without a plan. We need not standardize curriculum if continually educate educators in best practices. Yes there will be fads in educational approaches that we will need to root out, but will have a better ability to judge such things as more educators are engaged in the leading ideas of their profession.

For the best and most effective changes in our education system we need a bottom up movement to improve Professional Development. We need to teach educators as adults who learn as adults learn. We need to respect them for who they are and what life experiences they bring to the table. We need to teach them things today that they can use in class tomorrow. We need to recognize their goals and help achieve them. We need to provide practical and relevant solutions to help their teaching as well as their learning. We need to provide coaches on the school staff to monitor guide and reflect along with our educators to reinforce and support their efforts.

Without a new and supportive approach to professional development for our educators, we will continue to struggle. After two centuries of a scattered approach to PD without consideration to adult learning, we are not far from where we were back in the 18th century with the exception maybe of improved bells and whistles. Educating educators in better ways and supporting that learning is the best and most effective way to improve the education of our children. Rather than standardize curriculum and testing, let us consider standardizing a thoughtful, supportive, national approach to professional development for educators. If we are to better educate our kids, we must first better educate their educators.

 

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Philosopher 2Often in teacher preparation classes students are asked to develop an education philosophy based on their course studies and observations, or student teaching experiences. For many of these students who go on the pursue careers in education, that might be the only time anyone asked for that philosophy. Of course the best time to develop any philosophy on one’s overall impact of a career may not be to do it before one enters and experiences the full force of that career over a period of time. This is a discussion I often had with my student teachers. They should develop an education philosophy, but it should never be etched in granite, especially with their limited teaching experiences. By the nature of the job, changes are to be inevitable, so self-reflection and flexibility are important elements that must be requirements of the profession at any level.

The reality however, is that aside from possibly in a job interview; few educators are ever asked about their personal education philosophy. This might be because it must require more than just a “Feel Good” one-sentence cliché. Education, which involves teaching and learning, is far more complicated than one sentence can explain.

I always felt that there were at least three factors affecting my education philosophy: my personal experiences, the culture of the school in which I taught, and prevailing education thought leadership. My ability to affect any of these three factors was limited but possible with some effort and more often work. The biggest deterrent is the time need to do this.

However, if I viewed my career as a passive experience, my education philosophy would be “catch as catch can”. I could go along with the status quo, making few waves and little innovation. I could simply follow directives, “go along to get along”, and limit my professional development to whatever my school prescribed.

The alternative however would take more effort and consequently it would be more work and time. I could reflect on my students’ summative assessments to adjust my methodology and seek to improve it, or abandon parts of it altogether. This would establish my choices for effective methodology.

I could examine and reflect on my school’s culture to determine if it is advancing, or stifling my efforts as an educator. To change a system, we need to first change the culture. My philosophy may include taking an active role in affecting change in my school’s culture in order for me to be a better educator.

As for following the lead of educators and sharing the latest education initiatives, I would need to work at connecting and collaborating with education thought leaders. In years gone by this was done through universities and journals, but real connections were limited. Today, technology provides, for those willing to work for it and use it, the ability to communicate, connect and collaborate with thought leaders for the purpose of creating a means to better educate our students.

As educators we have to decide on dozens of ways to effectively interact with kids including but not limited to:

  • Teaching methodology
  • Lesson plans
  • Homework policy
  • Attendance
  • Appropriate lessons
  • Interpersonal student relationships
  • Extra credit
  • Grading
  • Formative assessments
  • Summative assessments
  • Test preparation
  • Teachable moments
  • Classroom behavior
  • Bathroom breaks
  • Parent communication
  • Technology

How does one handle any of these without some thoughtful reflection on what each is and how does it fit in with what needs to be accomplished for kids to learn effectively and efficiently. Every educator should give thought to each and all of the elements that he/she is responsible for in order to do the best that they can. It is also NOT a “do it once and done” project. It is an ever-changing dynamic that will need to be revisited and reflected upon on an ongoing basis. Principals should know the education philosophies of their teachers. Principals need to support the school culture that challenges and supports their educators. They need to promote reflection and provide time in support of that endeavor. Maybe try having a faculty meeting with personal education philosophies as the main topic of discussion. There may be surprises both good and not so good as an outcome, but it will give a clearer picture of where the staff is as educators. At the very least it will enable people to better understand their own school culture. All of this should be included in a Principal’s leadership philosophy, but that’s for another post.

 

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If there is one thing that I am sure of as an educator it is that rapid change greatly affects both what and how we learn. If there is a second thing that I am sure of as an educator it is that the evolution of technology is the driver of rapid change throughout our culture. Both of these factors in education and our culture lead me to question if teachers are being properly prepared to teach students whose learning is affected by so many different influences? The past learning experiences of educators are so different from the current and evolving experiences of their students that relevance as an educator is extremely important. Do today’s teachers understand the learning needs of today’s students?

A generational gap is a world of difference in terms of technology. For this reason I feel that many educators are products of a 20th century education that limits them as educators in the 21st century. Of course there are educators who have continually, professionally developed to stay relevant, but maybe not in enough numbers to make a great difference.

In the 20th century information was for the most part slower to change and often controlled by a small group of power brokers. News came from newspapers and magazines that were limited to publishing cycles and editors. The media was dominated by three networks which were limited by news cycles and strict editorial boards. Censors were assigned to every entertainment show to regulate the perceived moral agenda. Encyclopedias took years to amend and edit with an additional year to physically publish and were limited in circulation by high costs to the general public. Most households had telephones, but not a private line for each household member. The challenges of rapid change were not yet in place even though the stage was being set.

The Vietnam War began to awaken changes in the way we viewed the news. Journalists used more media tools in their reporting. Photos and film began to be broadcast in the news cycle, which was at a family-gathered dinnertime for most Americans. Students were moved by what they saw and many began to demonstrate against the government in numbers never before seen. These demonstrations then became media news as well, which exacerbated the anti-war movement. It took years of this to bring the war to an end, even with the help of the existing technology, which was controlled by forces heavily influenced by the government.

This was the way it was until the introduction of cable for more choice in entertainment and 24 hour news reporting. Gaming came along with Pong and later Donkey Kong, followed by The Oregon Trail. Calculators became portable and electronic. Life was good and teaching was pretty much focused on lecture and direct instruction because that was how it was always done. It worked because that was all we knew. The teacher stood in the front and students sat in rows.

The Internet was about to take a wrecking ball to that whole mindset prevalent in that century in that world.

Now we arrive in the 21st century with all of its technological advances. The Internet provides access to most of information ever to be established in the world. It provides access to entertainment that is often uncensored and unfiltered. Smartphones, which are not really phones, but powerful computers with phone capabilities. People have 24-hour connectivity to any person or source for the purpose of collaboration, curation, or simple communication. Computer-generated games that are realistic and intelligent, that may be played collaboratively and simultaneously with people around the world.

What does all of this have to do with our students today is the question that we need to address. Students today have grown up after all of these changes have taken place. Their world is different than many of their educators. It is also continuing to evolve even at a faster pace than ever before experienced and it will continue that way into the future.

Today’s students have grown up immersed in technology. They have had access to computers their entire lives. Their smartphones have more power than the computers that were used to put a man on the moon. Students are entertained by shows that they can select from literally hundreds of choices, most uncensored. Their news exposure is 24 hours a day from many sources. They can follow blogs that speak to their interests. They have mastered social media. They are comfortable collaborating with others. They are comfortable creating their own information in the form of text, music, audio, or video. The most important part of this is that their computer is their publisher. They need no adult permission to publish whatever they want to a waiting world on the Internet. They accept failure in games as a challenge to overcome in order to win. They can access any information at anytime to question any facts adults may throw at them. The most important point here is that they can also learn in spite of an irrelevant educator. Information once controlled by academia is now free and easily accessed.

Educators should view these technology skills as assets to be supported and enhanced. Critical thinking should be a key to accessing the valid and valued information needed. Collaborative learning should be the focus before lecture and direct instruction. Students who have great choices in their everyday lives should have more of a say in their own learning. Student voice is essential for students to own their learning. Mentoring students in using their technology skills to curate, communicate, and create content is a more effective way to learn than to simply consume teacher-selected content.

Educators need to understand that they are teaching kids to live in a world that is not yet here. We are not slow to change any longer. Developing students who are flexible and willing to continually learn is the best we can do to insure their future. Teaching kids how to learn is more important than to teach them what to learn. They will find on their own what it is that they personally need to learn. Preparation for that point in time is what we need to teach them.

As I watch these students from Parkland, Florida, I am more convinced that this is the way we must teach. These kids are not “Actors” as some suggest. They are articulate, intelligent, technology savvy students who have a need to learn, create, collaborate, and communicate. They do it so well; it causes 20th century thinkers to question their validity. They are real, and now have a cause and a purpose with the skills to present it to their country.

I am not saying that all teachers are not doing their best to teach. I believe that most are doing their very best. I also believe that in a world where change is so rapid, the tools that educators have been prepared with may no longer serve that purpose. We need to continually train educators more than one or two days in a year. Irrelevant teachers are the fault of the districts in which they work. If we are to better educate our kids, we must first better educate their educators.

 

 

 

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It has been quite awhile since I have written a post. I think I might be in a state of depression as a result of my addiction to television News shows and the recent development of an affliction that I refer to as “screen screaming”. Getting beyond the political turn of events of recent history, I also find myself frustrated and depressed over the slow pace of change in education that we have witnessed since the turn of the century. Why is it that so much of what education thought-leaders have been advocating for, in order to dramatically change the education system for the better, has yet to take root in any significant way? Many of the practices that have been identified as stymieing the system are still common practice in too many school systems today.

The big question that educators often ponder seems to be: In this age of technology and innovation does technology improve student learning? Of course that is a big question with research supporting both sides of the argument. I think however that there are other questions, which must be answered in order to gauge the effects of technology our education system.

My first question is: What has technology affected in the everyday lives of educators and support staff that improves their conditions? I tend to use my own experience and observations in addressing this since I began teaching in the early 70’s, before any real significant influence of technology on education, calculators not withstanding. Tech has certainly improved and simplified the ability to record data over the years, freeing up time for teachers. Of course that free time might be lost if teachers are loaded up with new additional stuff to record on students. Tech has given educators an ability to increase their connections with other educators through social media and collaborative applications to exchange ideas and share sources. Certainly this collaboration could be a positive influence and a great source of professional development if promoted and supported by an innovative and creative administration. It is impossible to get “out-of-the-box” teaching and learning when teachers are restrained by “in-the-box” management.

Technology has changed the dynamic of curating information for teachers and students. It gives access to information never before so readily available, or so easily curated. Technology also enables users the ability to publish acquired information in various formats for consumption by others. Additionally, it offers a means in many cases to analyze data in ways that could not be done so easily before technology had become so ubiquitous.

Communication has been upended by technology. There are many ways for people to communicate. We have gone way beyond the dial up telephone. Not only can we communicate with voice, but we can also transmit documents, files, videos, audio files, and live streaming. Gutenberg and Bell would most certainly be impressed.

Access to all of these wonders of technology requires a different mindset than that of the early 20th century. It requires the ability to be flexible and adapt to the constant changes that come with technology. It requires one to commit to being a lifelong learner. It also requires a strict adherence to critical thinking in order to recognize, that which offers value from that which is crap.

Now let us consider what teachers need to survive and thrive in their world today in order to be relevant to their students in what they must teach and the methods they use in the time that they have to deal with their students. Technology affords them time-saving methods to deal with the required bureaucratic minutia. It also offers the ability to maintain relevance in the tech-driven, fast-paced, changing environment of information exchange. Access to information at anytime is also a tech-added benefit for teachers. 24/7 communication access can also benefit educators accessing their administrators, collegial sources, students, or parents.

Now let us consider what students will need to know in order for them to survive and thrive in the technology-driven world that they will occupy, as opposed to the world that their educators grew up in. We want kids to be able to communicate, collaborate, curate, critically think, and most importantly create while using Reading, Riting, and Rithmetic.

All of this is now happening and will continue to happen in a world that is technology driven. We do not get any say in how much technology will continue to change and drive change. We can only prepare for the inevitable change by developing a generation of flexible life long learners who can assess and adapt to new information.

If my observations are even somewhat accurate, why is our education system so slow in developing methodologies that are supportive of teachers learning and using technology with their students? Why aren’t educators learning along with their students the very things they were not exposed to as they grew and learned? Why are we not concentrating more on student-centered learning, as opposed to Teacher-driven teaching? Why are we not focusing more on collaborative learning as opposed to lecture and direct instruction? Why aren’t districts more in tune with supporting collaborative learning for their teachers in obtaining relevant professional development to teach kids for their own future?

Well, now that I sat down to write something on education, I find myself again screen screaming, but this time it has nothing to do with partisan politics. I guess the idea of comfort zones, traditions, and closed mindedness are just as frustrating when we recognize where we should be going, but only a few are willing to take a chance on innovation. Maybe politics and education have more in common than I thought. Just because you have always done it one way doesn’t mean it must continue that way. When the world around you changes, pay attention. If we are going to better educate our kids, we must first better educate their educators.

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A lingering general question hanging over the heads of all has been what effect does social media have on our society? That answer has never been so evident as it has been today as social media tools have been placed directly in the hands of the President of the United States, as well as foreign operatives. Social media is a very powerful tool that can have a lasting effect on what people do, and how they do it. Placing those social media technology tools in the hands of some of the most educated members of our society who have the greatest effect on future generations has had somewhat mixed results.

Education as a profession needs to recognize and accept the fact that we live in the 21st century and social media enables change that can happen much faster, and affect greater groups of people than any technology of the 20th Century, including radio and television. Change has always come slowly over the centuries and that was what we expected, change happening slowly giving us more time to adjust and adapt. Technology has changed that paradigm. Change is coming more quickly than many can adapt to and creating an uncomfortable situation for any profession that has been slow to change.

Social media enables collaboration, which for adult learning is the key to success for most adults. The best form of collaboration comes through conversation, which is often enabled by various social media tools. The key to accepting social media as a tool for learning comes in the term “Social”. This requires involving other people in order to have a conversation. This requirement precludes the use of social media being a passive endeavor. It takes time to learn the tools, time to learn the culture, and time to learn the strategies to effectively learn through social media. All of this discourages people from even attempting to change what has made them comfortable in their profession. It requires effort, time, and work.

This lack of engagement may be harmful to the profession of Education for two reasons. First, without social media access to collaboration, educators would be limited to face-to-face collaboration, which is provided by the everyday interaction with colleagues within a local area. It may be effective, but it is very limited when compared to the global collaborative opportunities and varied perspectives provided through social media. It is also limiting in the amount of experts in various aspects of education compared to that which are available provided by social media. Educators can use social media to hand-pick educators with like interests, and goals. Social media enables educators the ability to develop personal learning networks with hundreds of collaborative collegial sources to educate, critique, react, and generally engage for the goal of learning and collaborating professionally.

The second and maybe more important harm comes from the educator not modeling for students the need and the tools for collaboration as we move further into their future. The world in which our students will need to live and thrive will change even more rapidly than their educator’s world is experiencing today. Educators need to prepare their students with the skills and abilities to collaborate and learn long after the students leave today’s halls of academia. These skills and abilities will require digital literacy, for that will be required to use tools for communication, collaboration, consumption, curation, and creation.

There is no longer a debate as to whether or not social media is here to stay. There is no debate that collaboration is a leading method of learning. There has never been a debate over the need for professional development for educators to maintain relevance in their profession. Considering the seeming acceptance of all of this I question why there is still such hesitance on the part of so many educators to engage more in collaboration through social media? Limiting educators to the 20th century methodology of face-to-face collaboration is far too limiting in light of the potential of the collaboration possible using tools from social media.

School administrators need to re-evaluate policies dealing with social media in education. Educators need to become more digitally literate in regard to their own personal and professional learning. Providers of professional development need to promote more digital connections among educators to develop and maintain collegial sources for professional learning. Educators need to be more open to students’ use of technology for collaboration.

Failing to recognize the changes in the world and the effect of those changes on education and learning is a mistake that we can ill afford. Accepting the changes requires work on the part of every educator to learn, adapt and use tools that they may not yet be familiar with or may change along the way. This is hard and a true deterrent to real change. Our administrators and leaders need to take steps to support educators in making these changes. They may need to open some minds to incorporate that innovation that so many of our leaders say they want in education.

To better educate ours kids, we need first to better educate their educators.

 

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Couple assembles ikea furniture - which gender does it better

During a recent snowstorm I found myself perusing a list of recorded television shows on the DVR. While watching an episode of Bull, a show about scientific jury selection, or possibly jury manipulation, there was a term used by Dr. Bull that I had not heard before, “The IKEA Effect”. It was explained by the main character that it was a cognitive bias in which consumers place a disproportionately high value on products they created. Of course this was a fictional TV show, so I had my doubts. I looked it up to confirm if it existed and sure enough, I found it to be a real thing.

On a personal level I found myself in agreement through my own experience with furniture that I had put together in the past, whether bought through IKEA or anywhere else it might have been purchased. Of course my personal reflection on this was not limited to furniture assembly. I also began to think about lessons, courses, and curriculum that I had developed or helped develop over my career.

As an educator I found that the things that I personally developed meant more to me and seemed more effective than things developed and contributed by others. This was probably because I had a clear understanding of the focus and intent of my own ideas. I was also clear about the whys and wherefores of changes that I may have made through reflection and results of formative assessments. I was also aware of the blemishes I would hope no one else would see. Although I have no personal experience with it, I imagine many educators may not feel the same types of connections with boxed curricula now being adopted by some schools.

The question I now have is, does this hold true for students as well as adults? I know that when my students were involved with the development of their own projects, as well as the rubrics that would be used for their assessment, they felt empowered in their own learning. They were very involved with the development of writing portfolios and often expressed a feeling of ownership for their own learning. These were feelings that kids do not get from lectures.

With all of this being considered, I wonder why there is still such resistance to teachers having a greater voice in what and how they teach. Additionally, why are so many teachers resistant to giving students greater voice in their own learning. As individuals I believe the more we have a say in what we do and how we do it, the more we take ownership of what we do. If teachers own their own teaching, would they not have a greater interest in its outcome? If students had a greater voice and choice in their learning, would their ownership of that learning not serve as a motivation to further expand their learning?

Our purpose in education should focus on enabling teachers to teach and teaching students how to learn. This should rely heavily on self-motivation, so that teachers own their teaching and students own their learning. Forcing tasks, information, lessons and curriculum that have little relevance to teachers or students impedes their ownership and only confuses or stifles teaching and education. Enabling more voice for teachers and students should be a key for 21st Century education.

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