Another Education Analogy

Weight is one of the most important indicators of human health. My health care provider requires a weight test to be sure members pass the health test. Let’s use a patient that weighs 1,000 pounds to see how the numbers on the test might not be what they seem (BTW – this is more than 400 pounds less than the heaviest person on record).

This 1,000 pound man is so unhealthy he can’t get out of bed, do anything on his own or pass the health test (he scores in the lowest 1 percent of people his age). So the health care provider requires that a health team develop a plan to improve the man’s health (don’t we wish that was true?). The team consists of the patient, his family, a doctor, a nutritionist and a psychologist.

The team develops a plan, and after a year the man has lost 100 pounds. The family is pleased, but when the health test is administered again, he still scores in the lowest 1 percent for health (after-all he still weighs 900 pounds). The team receives a letter from the insurance company admonishing them at making no progress on the test and reminding them that they must make adequate yearly progress in health achievement.

The team develops a new plan they hope will achieve health for the patient. At the end of the next year, the man has lost an amazing 200 pounds! The family has noted the progress throughout the year and is ecstatic at the improvement. But he still weighs 700 pounds, so when the health test is administered, he still scores at the lowest 1 percent… no progress at all.

A new nutritionist replaces the fired one and the team re-visits the plan again. At the end of the third year another 200 pounds has been lost, and at 500 pounds the man is able, with much assistance and scaffolding, to walk down the hall and back for the first time in six years. The man and several members of his family weep with joy at this accomplishment. But his health test score hasn’t changed a bit. At 500 pounds, he is still in the bottom 1 percent for health. He just isn’t improving at all.

The insurance company fires the entire health team since they have made no progress with the patient and brings in a new team that includes a physical therapist. At the end of the next year, the man has only lost an additional 10 pounds. It turns out the man’s family snuck him unhealthy and extra food and signed reports that he was doing his physical therapy when he was not. With so little progress in weight loss, the man fails his health test for the fourth year in a row (he still weighs 490 pounds).

No team members are fired since the family sabotaged the plan, but they manage to re-tweak the plan yet again. At the end of the fifth year the man has lost an additional 80 pounds. He can get out of bed on his own now to take short walks, use the bathroom himself and even eat some meals with the family. But at 410 pounds he still scores at the lowest 1 percent for health on the health test. After five years and thousands and thousands of dollars, the man has made no progress on the health test. This is the sorry state of a medical profession that leaves us waiting for… Waiting For … (well you get it).

I originally wrote a version of this 10 years ago when all the testing done in my school district (and most others) was mostly the worst kind of “standardized” testing. The testing has improved very slightly, but still is used to jump to poor conclusions like the ones reached above. I post it here not to say that no testing should be done in our schools to note progress and quality of schools and teaching. But to make the point that we too often oversimplify important, complex issues in education and rely on testing in ways it wasn’t designed to be used by people that don’t really understand that.

Let’s get the best, accurate assessments that can be used not only to rate how we are doing, but help us improve learning BEFORE we use them too much to rate how education is doing. I wonder too if the education we will achieve by teaching to the current poorly designed tests is really the education we want or need? Just a thought.

Learning is messy!

Cross posted at Huffington Post as: Another Health Care and Education Discussion

Baseline

So a new year is upon us! I have rolled my last class of 4th graders to fifth grade as I usually do. I have 25 students – 19 returners from last year (the others moved) and 6 newbies.

We used to give the state or district writing test in 4th, 5th and 6th grade. But in a cost cutting measure, the last few years, only 5th grade takes the writing test and the whole school is judged on those scores. Our scores were pretty miserable last year, so one of the interventions we are implementing is 3 practice tests that mimic the real one right down to being scored by paid scorers.

We gave the first practice test this week. It takes three, 1 hour + periods spread over 3 days to administer.  Since this is the second week of school, we are using this first one as a baseline. I decided since we had used gobs of class time to write them,  to use them as our first blog posts and not do any editing beyond what the students did during the test. That way because we had no time to write anything else, we could jump into our blogs. It was a great review for my returners, and a chance to learn how to post for my new students.

I had the young writers put “Baseline” in the title box, and their real title in the same window with their story. That way we have a baseline example of where they were at the beginning of the year, because it was written under “testing conditions” they got zero help, and since it is the second week of school the students thought it was cool to have something to build on. Now they (and everyone else can see their growth for the year. I will probably have them edit these same stories again after some instruction so they can be aware of where they began and what they have learned. You can view the posts here.

In addition you can peruse the posts of last year’s students to get an idea where they began last year. Also my last class has 3 years of posts further down the page.

Learning is messy!

A Conversation About “The BluePrint”

Massie Ritsch http://twitter.com/ED_Outreach (link to his appearance on The Colbert Report) with the US Department of Education, and a teacher on special assignment named Jose Rodriguez, contacted me through Twitter after I made a few comments about the ESEA “Blueprint” We talked for close to an hour and they allowed me to dump most of my concerns and issues on them.

They were very respectful and supportive and allowed me to carry on and on (as I’m known to do) about the issues … dang I start out slow and get rolling along and become an avalanche about a third of the way through … I just get way too fired up. I know that’s mostly a good thing, but afterwards I always figure I’m way too over the top.

Massie and Jose explained that one of the changes I would probably like is that if a student demonstrates progress (say a 4th grader moves from high 1st grade level in reading to third) then not only would the school not be sanctioned but possibly rewarded. Definitely a positive change. They also feel the grants for science and the arts and other long neglected subjects that states CAN apply for might help alleviate the very narrowed curriculum students of poverty endure.

I pointed out that one of my major concerns was the wording. When the document says that states MAY apply, then we are probably right back to a narrowed curriculum because the people that make decisions at the state, school board and district / administration level will too often not value those education pieces for our at risk students, or fall prey to the politics and bad assumption that kids need to have mastered the “basics” first without understanding that when they miss all that schema development, reading becomes a boring chore instead of a window on the world. BTW – “states may choose / school districts may decide” was the same kind of wording that was in NCLB that infuriated so many of us (because mostly they didn’t decide to do those things).

I said the same about innovation … don’t give us 4 “models” to fit into that are narrow charter models obviously designed by the Broad and Gates people that have infiltrated positions in the Ed Department, give us REAL opportunities to innovate. I’ve mentioned often that the “Programs” pushed by the textbook companies are not making teachers more accountable, they are giving teachers cover. “I followed the research based reading and math programs to the letter. My principal observed me doing so and has copies of my lesson plans that follow the program to the letter. Oh, our test scores are too low? Don’t look at me, I followed the ‘research based’ program. Talk to admin and the school board that chose the program and requires us to follow it.”

They had me describe how I use 21st century tools in my teaching and said they were impressed … but I mentioned that much of what I do I have to “get away with” (sort of) … isn’t really the “program” I am supposed to be using. I have to get the required pieces out of the way so I can get to the meaty stuff. Therefore how can that be a model for others?

We also discussed the “all education problems would be solved if we just had good teachers” message that runs throughout. They claim that they realize that is harsh language, but that they understand that there are many other contributing factors. I suspect that this is another of those, “let’s appear to be tough to get the legislation passed pieces.”

In the end I mentioned I hope this wasn’t just a “let them vent and maybe they’ll feel better session.” That issues and concerns they are gleaning from these talks might REALLY be considered. They said they took notes, they assured me that Arne Duncan was listening and is aware that there are concerns.

The upshot I think is that educators, coming off the last 10 years of NCLB disconnects and disappointments, were and are caught up in that “Yes We Can!” attitude and expecting great and profound changes in “schooling”. So many see so much potential, need and opportunity for change and how a new pedagogy could transform education for all … and this legislation just isn’t going to get us there, or even a good chunk of the way there anytime soon.

It is an improvement, but political realities, societal understandings (or misunderstandings) and the difficulty humans have with change are not going to bring us fulfillment through this bill … but to put a positive spin on the situation, at least maybe the process (after the healthcare mess is over?), will bring at least a modicum of national focus and discourse as the “ESEA blueprint” moves up the agenda?

Learning is messy!

EduCon 2.2 – Participate In My Conversation

I’m thrilled to say that I’ll be attending my first EduCon in a few weeks and I wanted to make attendees both F2F and otherwise aware of what my “Conversation” will be about. My session/conversation is entitled: Elementary School In The 21st Century – How Does The Pedagogy Change? How Does That School Look?

When the discussion about a changed vision, an updated vision for education and schools happens, often that discussion is a more general one that doesn’t get much into the real specifics of what that could be … what should that look like? How schools will and should look will be different based on the age level of the students as it always has (unless you disagree). My goal here is not to come up with THE MODEL, but a possible model that would be a point of future discussion … something to point at as a starting point. In fact perhaps what will come out are several different possibilities instead based on location and other variables … that’s fine too. But I did want to focus a bit more specifically on elementary (this could easily be an “upper-elementary” or just a “primary-elementary” discussion too, but I don’t think we have time for that) because that’s where I am, and I think it gets a bit less attention in the general discussion online. The other reason is I think it will be just an interesting discussion period with others that have been mucking around with this stuff and have their experiences to bring to the convo.

Here is the description from the EduCon 2.2 wiki:

 School/pedagogy needs to change, adapt, modernize is the siren call. We will briefly look at and/or discuss examples of lessons, technology use, and projects in elementary school today. Then use the bulk of our time attempting to outline what a “changed” vision for elementary school could and should be. Is there anything that stays the same? Should we approach this from no cost matters, or try to do it for the same or lower cost? PEDAGOGY: Reading instruction … what changes? What doesn’t? Math? Other subjects? What about the building? Probably can’t raze them all and build new … so? What equipment/tools? We could dream big, but I’m thinking we might want to look at a model that is doable? What else? We can build a wiki so the thinking/planning can be archived and continued after the time runs out as well as accessed and added to by those attending off site.

Conversational Practice: We will build a wiki that will be available to continue after the session.

Come join me in some “Messy Learning” about the possibilities!

Learning is messy!

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Blessed, Motivated, Challenged

I’ve written several posts about the process of getting back to 1:1 after having to “retire” the 9 year old iBooks my class had been using. Very unexpectedly my school district decided to replace the ones that our new wireless system rendered moot even though they were not obligated to do so – thank you, thank you, thank you!!! And that has taken longer than we all would have liked, but beggars can’t be “demanders” … and … well … hey when all is up and going I’ll have 20 brand new and 10 one year old MacBooks on a new wireless system, stored and charged in a new, safe, stronger laptop cart … we are truly blessed!!!

Having gone through 3 years of 1:1 with “sort of” the same class (I roll a 4th grade class to 5th and 6th, then return to 4th – and my students are very at risk so our school has a high turnover rate – students of poverty tend to move a lot, I’ve already lost 2 students this year –  and our boundaries were redrawn and that lost a third of my students one year), you would think I’d consider myself somewhat of an expert at this … and I’m sure in some ways I might have insight, but I’m telling you I feel more challenged than ever. Using at the time 6 year old iBooks that we bought new batteries for and were a bit beat up (but still humming along), made that experience sort of “quaint”  and cool and lowered expectations somewhat. But now everything is new and shiny (including the students) and the “quaintness” is gone. Now we really need to get things done. People have stepped up to provide this fantastic opportunity and I’d better produce. Other teachers would love to have what we have, so make this such a valuable learning piece that the powers-at-be are driven to fund it for others.

I do have some complications, (Hey! I’ve got to lower expectations somewhat), My school did not make Adequate Yearly Progress this past year and so we have had a few layers more of assessment, more special programs, and overall less “flexibilty” (less say over what we do), and that takes time and energy (and adds frustration) away from doing things differently. My new class has very little experience with tech, despite having visited our school’s computer lab once a week since first grade …. they’ve tended to run software apps like Sticky Bear Math and the like for 30 minutes once a week, so we have a huge learning curve to overcome too. I will remind my 2 regular readers of this survey I took the first week of school, … well their expertise with tech and knowing enough to be interested in finding out about things is at that kind of level too.

If there is an “up” side to having to wait to get going though, it is the anticipation of being able to think about learning / doing things differently again – it really gets me geared up. Among many other things I’ve really missed being able to have students do on the spot research to build schema … “Class … We are going to read a story in our reader today where the main characters make their first ride ever on the new fangled steam train coming through town. Follow the links on our class wiki page to find out a bit about steam trains, how they worked, and see a short video of one in action. Note how people are dressed, what the buildings look like, and other things that have changed. Then write a short paragraph or be ready to discuss or …. “

I’m pumped!

Learning is messy!

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Not there yet, but another step closer

We have had 30 laptops now for over a week, but they still haven’t been put on “the network” because they need to be tagged (inventory control) by the school district 1st, and only then can I make an appointment with IT to come out to put them on the network and connect them to printers and so on. No tags today … maybe tomorrow????? Frustrating for a class that is supposed to be 1:1 and we are already past the first grading period. But how much can we really complain? At least we have this incredible resource at hand!

So in the meantime we “tagged” them in a different way ourselves today. We numbered them and made them “ugly” by spray painting them to discourage those that might steal them … hoping that they would be harder to pawn if they are ugly and we used our school colors. Being a gambling town Reno is thick with pawn shops. The lettering you see will peel off revealing the white of the computer underneath. At least we got that done.

It could be 1 to 2 weeks (or more) before we can start using them at this rate, unless things fall into place more quickly than it seems they will.

Learning is messy!

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Thanksgiving lesson ideas

I’m teaching 4th grade this year and so I can’t spend much time teaching about Thanksgiving. At least not as much as I did 2 years ago when I last taught 5th grade. 5th grade studies American history and so it is a natural year to teach the whole story in-depth.

However, to send my students off with at least something to think about I use these two resources:

What the World Eats – Part 1
Is a feature done by Time magazine a few years back. It is a photo slideshow that simply shows what families in different parts of the world eat in a typical week and how much it costs. There are 4 parts to this now, so if part one isn’t enough for you search for the others, they are easy to find.

The Water Buffalo Movie
Is a modern classic and gives students a taste of what poverty really is (have tissue available). The video is about 7 minutes long and delivers a very powerful message about giving and what we have to be thankful for.

Using these resources can be just as stand alone pieces to ponder, or starts to writing pieces, art pieces and more.

Learning is messy!

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Repost: Can You Hear Me? – Can You Hear Me Now?

I was recently asked about this post from 2007 about our editing phones, and thought it was time to repost it now:

Teaching my students to be CAREFUL proofreaders is always a struggle. Most of my students are second language learners so they already struggle with proper English and English syntax and all that goes with that. So I emphasize with them that they have to catch the mistakes that they actually know better than to make. They all know they are to capitalize the first word in a sentence or names, but that doesn’t always happen. So I’ve been teaching lessons on catching as many errors as possible – especially since we have the 5th grade writing test looming ahead of us right after we get back from break.

We have put our fingers on every first word in a sentence, and then every name. We have read one word at a time to catch words without s’s that need them and so forth. So after they have supposedly proofread their work completely I have them use their “phones” to make a last check. Of course their phones are really PVC pipe and elbow joints pieced together. But they work incredibly well. When you talk into them like a phone you are forced to whisper or your ear is blasted with the sound of your voice. So every student in class can be reading their writing aloud at the same time and it makes about as much noise as a herd of earthworms crawling across your lawn.

I gave a sample writing test this week and had the students treat it like it was real. “You have to catch those mistakes you really know better than to make!!!” I admonished them. We went through the entire writing process and proofread their pieces profusely. Students were sure they had caught every mistake they could. Then I had them read their pieces with their phones. I asked, How many of you found mistakes you missed before?Every hand went up. “You notice things you missed when you read with the phone,” several students shared. It is amazing how when they experience their work “auditorally” as well as visually, they pick up things they miss otherwise. My students that have a hard time figuring out where periods go do better when they “phone in” their work too.

My wife and I each made sets of phones several years ago. I believe the parts cost us about $12 each at a home store to make 30 phones for both our classes. Now the question is will they allow us to use them during the writing test? I doubt it.

I should add that PVC pipe phones are not my original idea – but I don’t remember where I got it from or I would cite the source. I’m just passing on my experience with them because they work so well. I also take them home and run them through the dishwasher every so often to sanitize them.

Learning is messy!

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As many as 1,000 parents, teachers unleash frustration at Palm Beach County School Board meeting

Was originally made aware of this by teacher Lee Kolbert over Twitter. She was monitoring the meeting and sending out numerous updates.

From the Palm Beach Post:
As many as 1,000 parents, teachers unleash frustration at Palm Beach County School Board meeting
By LAURA GREEN
Palm Beach Post Staff Writer
Wednesday, October 21, 2009

Just a few quotes:

But insanity is exactly how some critics described the district’s new program, which includes frequent testing, a calendar of skills that teachers must cover at a required pace and monitoring by district staffers who visit teachers’ classrooms to make sure they are following the program.

They complained that the plan is too rigid and too heavily focused on testing over teaching.

And:

In recent weeks, parents have sent hundreds of angry letters to the school board, created a Facebook group with more than 6,000 members opposing the program and carried homemade signs to public meetings.

Teachers need to be treated with respect and entrusted with their professional abilities so that their students will desire to achieve.”

Check out the rest yourself, note the comments people are leaving.

Learning is messy





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My ISTE 2010 Conference Keynote Topic Suggestion: Teacher(s) In The Trenches

Teacher(s) In The Trenches

What is missing from too many education conferences are examples of teachers who effectively accomplish exactly what the conference is promoting. Teachers and administrators just might connect with a teacher or teachers sharing effective pedagogy using the new tools of learning so attendees get a clear picture of exactly what all this looks like. Could include students too perhaps?

I can think of several teachers that would be great for this right away. I’m torn though about whether or not to just have one person or maybe a team representing elementary, middle and high school so K – 12 would all be addressed. If this makes sense to you cast your vote here.

Learning is messy!

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