Posts Tagged learning
On a lark, I recently participated in a Huffington Post online interview on the state of American education as compared to a global perspective. I got some good ideas into the conversation and rambled a bit (what do you expect for midnight conversations?).
But, more important to note that I felt bad about some of my comments after re-watching this. I’m afraid I lost a bit of my optimism in this piece. I was a bit critical in places and may have overestimated the number of international teachers that “escape” their domestic systems. It’s possible I’m fairly accurate, as confirmed by my esteemed colleague in Japan. But, nonetheless, troubling is the way I suggested it as a reflection on these domestic systems that are trying to understand education and come up with a plan for refreshing and retooling them. As noted by each of us, there are pockets of excellence. The challenge is still about finding a methodology that is transferable and sustainable while at the same time not becoming more factory assembly line than it already is. What do you think?
Teachers spent the day honing their skills on assessment during the first of our PD sessions for the 2013-2104 school year. I was impressed with the way we dug deeper into our standards and the degree to which we unpacked the learning targets in our work together.
What was particularly powerful was the interaction across subject area boundaries in the morning. As one teacher pointed out, it was powerful to have others outside their discipline reflect on their understanding of learning targets. That objectivity helps us to uncover things we often take for granted. The CASL materials are well adopted in many schools around the world and help us to focus on the clarity we bring to students and the details of how our assessments align with our unpacking of the standards into learning targets.
Stiggins, Chappius, Chappius, and Arter teamed up to provide the definitive guide to bridging between curriculum and classroom practice. Understanding the formative side of assessment is critical to our work in personalized learning and leads us done the path of achieving our mission and vision.
Teachers dedicated themselves at all levels to weaving these practices into their classrooms in the coming days. Our facilitator, Natalie Bolton, led us on this journey and guided teachers in critical conversations about our practices. Natalie comes to us from the University of Missouri – St. Louis (UMSL) and brings a strong instructional background to her interest in large-scale assessments, formative assessment, and standards-based education reform.
She continues with us this year as a key consultant on establishing practice and will return throughout the year on the following schedule:
Monday, September 30 – Thursday, October 3 (All Faculty PD on Thursday)
Monday, January 27 – Friday, January 31, 2014
Monday, March 3 – Thursday, March 6 (All Faculty PD on Thursday)
Monday, April 28 – Friday, May 2
We are thankful for Natalie and the many staff members that contribute to our work in all divisions in providing leadership on this critical goal. The work continues in earnest to assure that students receive both a guaranteed and viable curriculum and a personalized approach that is rich in formative feedback.
The students in charge of this did a fabulous job!!
I remember a similar video from Microsoft that takes a look at the future – not too distant – to conjecture on the state of the world associated with products already in the pipeline. I like to think of it as the nexus between StarTrek and reality. We’ve seen many crossover and successful products emerge this way. On the backs of Roddenberry style imagination, the future is crafted. Science fiction brought us cell phones and iPads. This video suggests what is next in interactive environments.
So the question that emerges is what do we do about preparing students for a future like this? If they only used today’s computers, will they be ready to demonstrate proficiency in a world of this level of interactive demand?
Leadership requires that we move education closer to the leading edge of this kind of development. I have to prepare students for this in school, so that they can go on to dream the next level of accomplishment. The people that are crafting these new ideas were enabled at some point in their education to see beyond the limitations. Can we create another generation of unimagined innovation?
Jay McTighe, one of the gurus behind Understanding by Design, has posted this video on his recent encounter with failure. It speaks to the issue of leaders who are often marked by age that is associated with their experience. Even Jay is showing his age despite the fact that he is only 7 years my senior. (This fact caused me to go peak in my mirror. Yikes!)
At the AAIE conference, this was apparent as I looked across a “wise” crowd of international school leaders. The focus of the weekend was technology and the overall content of the conference fell short of accessing the robust technology available today. That doesn’t mean it was a bad conference – just bereft of the tools we were discussing. I would suggest that it drove home the point of the separation between digital natives, digital immigrants, and digital dinosaurs. While Jay is talking mostly about learning (and learners), I’m suggesting that his insights also provide a unique focus on leaders who are desperate to remain open to innovation, but are challenged by their own fear of failure when addressing a complex and constantly changing context.
Marc Prensky helped us to understand through his keynote that our issue is about the difference between nouns and verbs. We need to be less focused on the nouns which constitute the latest fads of technology tools (e.g. – Facebook, Twitter, Email, etc.) and focus instead on the skills (verbs) of the 21st century. While we need to embrace the nouns as they emerge and are adopted, the process skills of problem solving, collaboration, and communication remain static and highly adaptive to the new context. A powerful connection when considering Jay’s insight into how we address our fear of failure. As Jay notes:
- Don’t give in to negative self-talk
- Don’t let an initial failure keep you from trying again
- Be strategic – practice, details, visualize success
Surfing at 60 is possible for even our most experienced leaders. And I’m not talking about the ocean kind of surfing.
This explanatory video discusses ADHD and a variety of topics, but more importantly, it’s a valuable call to action against a different perspective on the needed reforms that should be taking place around the world. While I value that he has only touched on a few key topics, the references to globalization are critical to understand the complex dynamics in play. We dare not ignore the insidiously embedded nature of predispositions that have been layered upon us. Schools have effectively trained themselves into complacency and conformity over decades. Any change effort is fraught with challenge and acrimony when it confronts these well established myths of how learning should take place.
My take on the key points:
- We must attack this issue globally.
- We must dispel the grouping and packing of students. Remove the assembly line mentality to achieve the greatest gains.
- We have to abandon all attempts to create a perfect system to meet all needs. While I value that the business leaders want these systems to control costs, the reality is we need to spend less on obsolete materials and methods and move these resources to meeting the needs of the moment. Let’s capture the uniqueness of individuals and build responsive systems that are messy and less defined – let collaboration emerge as our primary response mechanism. (BTW – this will get rid of the teachers who want to plan really well in their first year and then repeat it 29 times until they retire.)
- Let’s focus our energies on truly accepting and understanding the concept of motivation and stop our practice of brainwashing children to accept carrot & stick as a way of life.
I’m sure there is more here that others would think worthy of equal emphasis. What do you think?
One reflection: Have you noticed how the successful “pockets” of innovation seem to first isolate themselves from interaction before they go public with their achievements? Look at the Harlem Children’s Zone as an example. The work there was isolated and tied to one innovator. He sold it selectively and built it as a distinct departure from the paradigms. After it achieved success, he trumpeted it and reigned in the additional resources to meet the needs of each successive generation. We see many of these “pockets of excellence” emerging everywhere. I say, let the diversity reign and let’s allow these pockets to multiply geometrically and meet the needs of the next generation of learners. Competition is dead. Long live divine inspiration and dedicated, purpose-driven organizations!!
I love the first day of school each year. This year, with dissertation work continuing, I again ushered my own two kids into school, but did not take the reins of a classroom or building. I miss it.
I love the rain beating down on my umbrella while watching buses safely deliver kids to my building. I love the calls on the hand-held letting me know that Johnny isn’t sure to which classroom he is assigned. I relish the parent handshakes, the unloading of supplies. The wide-eyed enthusiasm is part of my biological clock and it refreshes me with each iteration of the cycle. Like the children in this video, I’m floating toward the heavens in awe of the mystery that is yet to emerge.
May you all have a wonderful “blast off” whether you have started or will soon do so. May this year be an exciting one where you accomplish all that you seek for yourself and for the children in your charge.
Dr. Kirpal Singh (Singapore Management University) laments in a movie featured at 21Foundation that we are focusing on preparing kids for today or yesterday, but that very few of us are preparing kids for tomorrow. That needs to be our focus and we should recommit to reaching out further than we can comprehend to address the needs of these citizens of a new millennium.
In this video, kids talk about time travel and use various resources to explain their concept. Since I was recently in an 8th grade classroom talking about black holes, this was especially interesting and, thus, I’m sharing it with you. This is consistent with the previous message about reaching higher in our expectations than we might otherwise consider.
Seems like the week to discuss motivation and as I consider various links and tracebacks, I’m found bringing together some ideas into a new framework of understanding many things I have written before and will likely ponder in the future. This video brings this thinking to specific relief.
We have discussed previously how setting our sights on common denominators (e.g. high stakes tests, common core curriculum, etc.) seems somehow counter-intuitive. Additionally, many others have offered insight into the dangers of these practices. Any other approach seems just too challenging to discuss in the midst of political wrangling, decaying facilities, and budgetary degradation. We seek the average because we have lost the incentive to reach for something that often seems beyond our grasp. We have lost the pioneering spirit.
In this video from 1972, legendary psychiatrist Viktor Frankl offers an important message about our motivations and our expectations for each other.
Whether we are talking about advances in science, travels to Mars, or the development of new curriculum, this simple video may be the piece that helps us all get past our limitations and our struggle with mediocrity.
We must find a way to seek for children more than our perceptions of their limitations. We have to provide for the true and honest development of their pioneering spirit. As the video declares, we must seek point far “north” of mediocrity and find our destination somewhere between average and eminently closer to excellent.
Motivation theory has been around for multiple decades and has been reflected on by hundreds of authors over a wide span of influence. Behavioral Psychologists have used animal studies with primates and other species to extrapolate motivational theory for humans. Many research projects and meta-analyses have considered the implications of various forms of treatments and their impact on motivation. Despite this rigorous study from multiple disciplines, the results of our efforts continue to confound us. A prime example is the Strathclyde University study that failed to find any support for a mainstay of motivational practices when considering reward systems in 63 organizations. No support for contingency theory could be found in this study, which has been described as the largest and most detailed of its kind (Bowey, 2005). Despite this, contingent rewards are still the cornerstone of the business world and continue to develop in the form of spiraling wages (or reduction of hours associated with wage), fringe benefits, or any number of creative incentives aimed at propelling a work force toward both stability and performance (Herzberg, 2003).
Harlow, Harlow, and Meyer (1950) laid a foundation for an alternative theory to standard contingent theory when they found in their experiments with monkeys that motivation in fact existed in absence of any of the typical extrinsic incentives typically associated with performance. The complexity of the problem itself in the form of a puzzle created a manipulation drive that was studied prior to any reward structure being introduced. This study caused them to conclude that manipulation drive was as powerful as homeostatic drives that are related to satisfying unrelated needs (food, etc.).
Deci, Koestner, and Ryan (1999) pursued a large meta-analysis of 128 studies to reflect on the interaction of extrinsic rewards and intrinsic motivation. Their analyses indicated that the effect of all tangible rewards led to significant undermining of intrinsic motivation, no matter what measure was used. The implications of this are profound and consistent with Herzberg (2003) where he postulates that extrinsic rewards simply reinforce motivation toward acquiring the next reward, and not toward greater degrees of accomplishment.
Pink (2009) confirms that intrinsic motivators have superior power over extrinsic rewards and can be found through three principles: autonomy, mastery, and purpose. The following video demonstrates how this is instrumental in developing deeply personal goals.
Herein lies the rub. In the current age, we seek greater accomplishment of task and insight into innovation and creativity while holding on to industrial age methodologies for eliciting quantity of performance rather than quality. By virtue of this, motivational insights that uncover the intellectual dynamics involved in encouraging complex cognitive tasks are critical to the next age of human enlightenment.
Bowey, A. (2005). Motivation: The art of putting theory into practice. European Business Forum, (20), 17-20.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
Harlow, H. F., Harlow, M. K., & Meyer, D. R. (1950). Learning motivated by a manipulation drive. Journal of Experimental Psychology, 40(2), 228-234.
Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, 81(1), 86.
Pink, D. (2009). Drive : The surprising truth about what motivates us. New York: Riverhead Books.
Coming on the heels of my post this morning is a new release from TED.com – Aditi Shankardass — who shares her work on brain research that has uncovered the misdiagnosis of 50% of autistic children due to using behavioral observations alone. Sounds like examining the boulder from the outside again and coming to inaccurate conclusions.
Seems, despite the associated costs, that we should address this issue by examining our decision-making paradigms. Should we assess the American Educational System on the basis of high-stakes tests alone? Should we use carrot/stick methodologies to increase competition and offer rewards for excellence when we want a comprehensive and viable education for all?
While deeply involved in Marzanno and Waters (2009), I had the opportunity recently to attend a recent high school orchestra concert. It is, thus, logical to reflect on instructional leadership as similar to the experience of developing a musical harmony that mingles concepts from Marzanno and others such that we have a cohesive, but responsive approach to student achievement. While many would assume that a musical composition is static in nature, it is in fact a highly dynamic endeavor that yields different results when factors of acoustics, instruments, expertise, and the emotions behind the score spread and mix upon the stage. In this most recent concert, graduating seniors and year-end farewells set the stage for an once-in-a-lifetime version of a particularly complicated flute solo that was masterfully presented as a farewell tribute to the conductor and teacher. Much like an orchestral piece of music, the notes and staff only told a very course version of the story behind the music. The instrumental process that yields note dynamics, breath control, posture, precision (or lack thereof), and a weaving of expertise results in a performance – an experience.
In much the same way, our current approach to achievement is more about looking at the music rather than reflecting on the elements of the performance. This emerges from an issue of granularity. When we look at a large boulder, we see the surface and get general information regarding the face of the boulder and maybe some insight into the color, texture, and weight of the object. Summative testing is akin to this global view where we derive scores and assess program by examining the accomplishment of large groups of students. What we don’t see, and teachers often reflect on this, is the material just below the surface. If we begin by breaking the boulder into smaller and smaller pieces, we reveal the details of the musical composition – the subtleties, the nuances, the complexity. Ultimately, when we arrive at grains of sand, we have a very complete picture of the boulder – even though it is a boulder no longer.
Formative testing is largely about breaking the boulder of education into grains of accomplishment and by looking with this level of scrutiny, we greatly improve our chance of impacting performance in a positive way. The key is achieving a high degree of granularity while not distracting from our primary task of achieving broad spectrum learning goals. Formative assessment meets this criterion and provides an instructional strategy that not only focuses teachers on viable instructional objectives, but also informs both students and teachers about their progress toward accomplishing the same. The musical score transcends the subtleties of the dynamic factors of performance by forming the foundation of the presentation. In this way, we have a metaphor for the core structures that Marzano and Waters (2009) propose in the form of nonnegotiable goals. Their reflections on the inadequacy of NCLB and other summative high stakes measures gives way to a formative system of measures aimed at developing a “value added” approach. This is consistent with multiple recent research endeavors including Hatie’s (2009), where formative feedback to teachers regarding their efforts with students yielded the 3rd highest effect rating on overall achievement – approximately d=0.90.
The challenge is not about curriculum, while it is valuable to continue curricular development processes as we currently do. The issue is the creation of common formative assessments that match the curriculum and provide for close scrutiny of granular accomplishment. With Marzano and Waters (2009), we find a proposal for a “value added” approach to education that calls for both horizontal and vertical alignment with a common scale of measurement for formative assessment tools used along the way. Arranged according to topic areas and grade levels, this proposal leads to a comprehensive look at how a curriculum should emerge in the classroom, the way in which we test pre-operationally for its introduction, and the way in which we report developmental progress along a scale toward achievement of that curriculum.
But they may not be going quite far enough in addressing the thousands of small bits that constitute a comprehensive child-centered approach to personal development that also addresses the development of character and emotional intelligence. Education continues to stare at the boulder and misses this aspect under the surface. A value added approach may also miss many of the grains of sand by sifting and looking only for the specs of interest.
If we really want to form sand castles, we need to address how all of the sand can be cemented together into the complex structure that is a whole “person.” While I value assessment as important, it does little to address the complex nature of a child and the nuances of how the the score becomes a performance.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.
Richard Elmore, in this video clip and with the associated graphic, defines the best measure of how we should judge innovation and change in an organization. The data that we collect must come from the core if we are to determine with any degree of certainty that these changes have been implemented and whether or not they are sustainable.
High stakes testing does not accomplish this. Many have now written about test scores and continue to miss the point. The scores do not inform instruction and lack the “granularity” needed to affect real change. Teachers do not change based on either initiative nor incentive based reward. They change, in Daniel Pink’s words, because they want to master their craft, because they have always been an autonomous lot, and because they have a special purpose that stands them apart from other professions – nurturing the progeny of others. The talents that will change schools are those with unyielding drive that infects these other dimensions powerfully and without hesitation, as in Geoffrey Canada’s work in Harlem. These efforts will often come from the teachers themselves when they are effectively empowered to be leaders in their own organizations.
But, ultimately, systemic change will only happen when we keep our “eye on the ball” and that means the instructional core.
Under a grant from HP, the New Media Consortium and the Consortium for School Networking (CoSN) has released the latest New Horizon Report for K-12 education. Not surprisingly, the two critical trends to take center stage are Cloud Computing and Collaborative Environments.
The critical issues surrounding the trends that this collaboration brings to the forefront is the degree to which we have failed to link student achievement to the technology that we are adopting and, further, the degree to which schools have been forced to miss the boat on one initiative after another due to lack of financial resources or insufficient political resolve. The Horizon Report lists five critical trends that are not disappearing any time soon:
- Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives.
- Technology continues to profoundly affect the way we work, collaborate, communicate, and succeed.
- The perceived value of innovation and creativity is increasing.
- There is increasing interest in just-in-time, alternate, or non-formal avenues of education, such as online learning, mentoring, and independent study.
- The way we think of learning environments is changing.
With new devices (e.g. iPad), and new technologies descending upon us on a daily basis, we need to consider how to best approach the challenges that we now face since our prior efforts have been so stilted and restrained. While we see pockets of excellence throughout the world, the systemic and sustainable changes to educational systems still evade us.
I understand why. While we all recognize the import of technology on daily life, we continue to be circumspect because the research proving its efficacy lacks so far behind the intervention that new technologies have already replaced those originally reviewed. Our system of reflection and review is insufficient in its capacity to truly address the actual effects of these trends.
A recent presentation by adjunct professors at Pacific Lutheran University is a perfect example. Their research on purported unintended consequences of technology heaped upon young unsuspecting children was, in most cases, 10 years old. Can anyone remember what kind of computers we were using 10 years ago? Can you remember which devices didn’t exist a decade ago?
In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie (2009), computer assisted instruction was considered using 81 meta-analyses that included 4,875 studies involving 3.9 million subjects. The effect size was approximately d=0.37, something just more than developmental effects – in other words an effect that was about equivalent to just normal growth and development. Despite my argument above, there was little change in effect size when broken down by year of study which Hattie believes counters the belief in increasing effect with increased sophistication. Like many, the only correlation was between the use of computers and increased student engagement. Hattie concludes that there is no necessary relation between having computers, using computers, and learning outcomes.
But, hold the phone – Hattie throws us a bone when he does further analysis of the data and proposes that the following conditions must be met.
Computers are used effectively…
- when there is a diversity of teaching strategies
- when there is a pre-training in the use of computers as a teaching and learning tool (min. of 10 hours)
- when there are multiple opportunities for learning (e.g. deliberative practice, increasing time on task, etc.)
- when the student, not teacher, is in “control” of learning
- when peer learning is optimized
- when feedback is optimized
These two pieces of literature coupled with our own sound judgment form a new approach to prudent thinking on deployment of technology resources. A formula based approach of developing infrastructure, providing training, and prudently purchasing equipment may lead to a best practices scenario for technology’s next horizon.
Jeff Utecht is being a bit pessimistic with his description of the recently launched third iteration of the Learning 2.0 conference series. Despite his apprehension, there is every reason to believe that this conference will again inspire and direct individuals along the path of creating the next generation of learning practices. Inspired by a collaboration of like-minded individuals in 2008, this conference continues to elicit strong gains in applying technology based practices in real learning environments. We have changed practices through our efforts, and yet we are still struggling with the degree to which that change continues to be hampered by politics and outdated pedagogy.
Thus, we offer the latest iteration of 21st-century thinking and give you the new and improved Learning 2.x. The focus this time will be on research-based practices in providing for sustainability through development of long-term relationships in cohorts of like-minded individuals. Of particular excitement to me is the opportunity to coordinate the leadership strand. Applying theory and leading-edge concepts on school change with a cohort of individuals responsible for implementing that change is an exciting and energizing venture. If everything comes together as planned, there will be opportunity prior to the conference to build an essential common framework upon which our conversations will emerge. These personal learning networks (PLN) will continue through and beyond the conference and provide a significant foundation for future collaboration and support.
How can you not get excited about something like this?!
Take a look at the website and consider joining us in what ever cohort strikes your fancy. Personally, I hope you will consider the leadership strand. 😉
A thought on why broad education reform is lingering despite selective successes…
In looking at organizational behavior, there is one theory of motivation that may apply to the current scenario in regards to the willingness of teachers to embrace necessary change. Equity Theory provides a basis for thinking about motivation that goes something like this:
The equity theory of work motivation was developed in the 1960s by J. Stacy Adams (equity means “fairness”). Equity theory is based on the premise that an employee perceives the relationship between the outcomes — what the employee gets from a job and organization — and his or her inputs—what the employee contributes to the job and organization…. According to equity theory, however, it is not the objective level of outcomes and inputs that is important in determining work motivation. What is important to motivation is the way an employee perceives his or her outcome/input ratio compared to the outcome/input ratio of another person. (George & Jones, 2008)
What’s interesting about this is the “referent” or other person that is used as the comparison. In the last decade, there has been a movement to compare teachers at a professional level to other white collar careers, and rightfully so. Education is clearly a highly valued profession in the truest sense and many aspire to the profession out of desire to service and more intrinsic motivation.
But, when I talk to teachers, there is a terrible disconnect between the two factors described above. There is a huge demand for excellent inputs with little potential for commensurate outcomes that would ever be considered consistent with doctors or lawyers.
So, does that mean we have to raise pay exponentially and provide incentive based rewards? Nope – not necessarily! In fact, additional pay may not be a motivator if all other factors of work conditions remain the same. If children have increasing needs and if demands associated with the job continue to escalate, pay and other extrinsic incentives will have little impact on overcoming the significant disparity between needed work (and there’s lots of it) and the slim possibility of rewards in a system that never seems to be “fixed.”
At the core of expectancy theory is a need for people to believe that they can achieve the expected performance level. Have we given teachers any degree of belief that they can achieve the targeted performance? Many reports have been published on the problems with the American education system. Have many been published on the quality of the system? Do teachers feel like their goals can be achieved if they go from one evaluation to the next thinking they are doing the right thing only to find that their evaluations and performance demands change in any given year without additional possibility of remuneration?
In 1993, the Washington State Legislature enacted HB 1209 school reform. There were three steps:
- establish high standards and assessments
- provide districts with additional flexibility and resources
- hold districts and schools accountable for student achievement
Steps 1 and 3 have been accomplished, although accountability still seems a wavering target. But step 2 has not been fully addressed at either constitutional nor budget level. Thus, it is clear that a disconnect still exists between desired program change and a willingness to address the associated costs for resources and staff motivation towards these changes.
It’s easy to understand why changes in the profession of teaching are hard-fought in an era of increasing complacency. With nothing but criticism often greeting them at the doors of their classrooms, teachers are the most difficult group to address when considering motivational strategies. Setting standards is only one part of the puzzle. Giving teachers a sense that a new order is not only achievable, but desirable, is the real challenge of leaders and policy makers.
George, J., & Jones, G. R. (2008). Understanding and managing organizational behavior (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
A debate continued to brew regarding the general focus of education and how to reconcile the differences between schools in three distinct cultures and two significantly different dichotomies. It’s western vs. eastern philosophy about eduction and the case is being used to both deride American education and highlight the realities behind the 21st century brain drain that is emerging in the United states. Robert Compton says we should fear India and China. Michigan State Professor Yong Zhao says “Wait one minute.” So what now? Where do we begin to reconcile this and what next in the debate? These two points of view will generate the next decade of debate while schools languish in static complacency with teachers feeling more confused and disheartened than at any time in history. Where do we turn for leadership in an environment where we are still debating Nation At Risk 25 years later?
Robert Compton Makes His Pitch
Yong Zhao’s Response
I stand corrected. It looks like Smart Tech (www.smarttech.com) has got one in the works. Would love to know how implementation is going. Anyone?
Click here – The SMART Table
I’ve been impressed with my re-introduction to educational reform in Washington through my Superintendent Leadership Seminar (first in a year long series). The concept here is personalizing student learning and this is far beyond earlier concepts of differentiation or individualization. Personalizing has more to do with the involvement of the student in understanding the process of their learning through learning targets and meaningful, relevant learning episodes.
In this professional development series, there are 6 elements of positive impact on student learning:
- Student learning is structured for understanding
- Student learning experiences are designed to engage and support all students in learning
- Student assessment is used to direct learning
- Students participate in maintaining effective environments for learning
- Students prepare to live and work in a multi-cultural world
- Teachers develop the art and science of a professional educator and are active in the profession to positively impact student learning.
No rocket science here. Just foundational look at the continued development of best practice.
One of the things on every educational leaders “to-do” list should be addressing early learning. Similar to what Jeffrey Canada has taught us in the Harlem projects (see previous post), this project in South Shore School District is addressing this challenge. Consistent with this is a need to look at Birth to 3 programs that address the community and daycare component in addressing the key to the future of education – a comprehensive plan for kids from womb to 3rd Grade. This is all fully researched and connected to the latest work on brain research. Leaders must address this challenge as critical to sustainable change that has not yet been achieved.