This blog post should have been posted last week, but I was having a week of doing around the house projects that never got done during the school year. Also, I really wanted to read this book with a fine tooth comb because everyone that I know in education that has read it said that it would change my feelings on how we "do business". The book is Inevitable: Mass Customized Learning - Learning in the Age of Empowerment by Charles Schwahn and Beatrice McGrarvey and it did truly make me take a closer look at how we do business in education.
Right off the bat, the book opens with a chapter dedicated to what we are doing in education that no longer makes sense. As teachers, these are things that we have been basically conditioned to do and not question. As the old adage says, "If it ain't broke, don't fix it." Well, not might be the time to fix it because after reading this book, it seems it actually might be broke!
There were a couple items in the first chapter that really stood out to me the most.
1. Simultaneously Teaching 25 Unique Learners:
"Expecting teachers to meet the diverse learning needs of twenty-five children simultaneously used to make sense. It doesn't any more.
"The policies and practices of public schools are bureaucratic. An objective analysis of the structure of public schools clearly shows that they are designed for administrative convenience. Personalizing learning begins only after a teacher is assigned a group of students...and a 1/25 teacher/student ratio does not make personalization and individualization of learning doable." (Schwan and McGarvey 10)
I think as a teacher, you become used these days to having over sized and congested classrooms. Also, as a teacher, personaly, I know when I am not reaching or touching the students I want to touch. Smaller class size gives teachers the opportunity to teach the students on a more individual basis making sure that each student receives the attention that they need. Also, with a smaller class size, one is able to foster better group discussion and the feeling that each student is a significant part of the class.
2. Averaging Grades
"Average grades used to make sense. (But did it ever?) Well even if it did, it doesn't any more!"
"If we have to provide a rational for why this outdated practice no longer makes sense, we are in trouble. But just to be safe, we will provide a brief explanation of our position. Grades are not a valid assessment of learning. Learning, to be validated, must be demonstrated. If you can demonstrate what you have learned, then you have learned. If you can't, you're not finished yet." (Schwan and McGarvey 10)
This is something so simple! I love the concept of grades not being a valid assessment of learning. We put so much emphasis on getting good grades or telling kids to 'get your grades up.' What is the point? We are only stressing how important numbers are instead of the actual practice. What would a school look like if you had to put what you learned into practice....I think this is something that the North Haven School has been doing and fairly successfully.
3. College Prep Curriculum
"Justifying a curriculum based upon getting students "ready for more school" used to make sense. It doesn't any more!
"Public schools are, or should be, about preparing learners for life. If life itself doesn't provide opportunities for "rigor," what does? Education for life or for more school need not be an either/or decision. Life-role based learner out-comes quite naturally also prepare learners for additional learning. Curriculum needs to be relevant to motivate, and few of our high school students of today find their curriculum relevant to life...not the life they are living today or the life they expect after completing school. (Schwan and McGarvey 11)
This makes me think back to the article about high schools needing to go. Are the high schools we have today actually preparing all types of kids for the real world. We know that college isn't for everyone, yet at some schools we have a curriculum that would mandate each student take x number of years of foreign language. This is not a useful practice to a student who knows they are going to go to a trade school to learn heating and cooling for example. I live in a community where there certainly are a number of students that go on to prestigious four year colleges and major in astro-phsyics. However, we also have a large number of students who are just as happy to get their diploma and get their lobster boat and hit the high seas. Curriculum should be made to service all types of students that a school has.
4. Agrarian School Calendar
"Expecting learning opportunities to coincide with an agrarian calendar used to make sense. It doesn't any more!
"In fairness, we recognize that some school systems have designed school calendars that no longer assume that the older children will be expected to help with planting and harvesting, but the majority continues to have 180-185 day calendars with two to three months of summer vacation built in. The learning regression that occurs with this traditional schedule has been documented, and experienced teachers have long recognized the need to "catch them back up" come September. (Schwan and McGarvey 11)
No other words have ever sounded so truer: teachers have long recognized the need to "catch them back up" come September. We all know that the first two, or even sometimes three, weeks of school in September are about getting students up to date. I would imagine this is particularly more true with younger students...although high school kids tend to forget quite a bit as well! Thinking about the alternative to having school year round doesn't sound like the most appealing option (I like my break too!) but, maybe having a shorter break or periodic check-ins would be more helpful. I will never forget my first year of college, so far away from home and I didn't know anyone. My room mate was from Houlton and towards the end of September she had a bag packed and was headed out the door. I asked her where she was going and why she was leaving on a Monday. She explained that she would be gone for about 2 weeks to harvest potatoes! As a city girl from the Bronx...obviously this blew my mind. But she told me that while she was in high school, they had 2 weeks off to help their parents harvest the potato fields. So, maybe in some corners of the world the old agrarian calendar is relevant...but it's time to make some moves here!
Inevitable is a very frank read about what it is going to take to get US education back on track and useful for ALL TYPES of students that we have out there. There are so many nuggets of information in this book that I actually thought it was hard to put down. It's a great read for anyone that is looking to reform the way their school does business....I like how it makes you feel like you can make this change that you want to see.
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