When we test the minimum expectations (e.g. Alg I and English I), then we organize our schools around those minimal standards. To raise the expectations for our schools, we need to be accountable for higher standards - students taking advanced coursework; students performing in the arts; students active physically; students prepared for citizenship.
See "Counting What Counts," my column in the Herald-Sun, for a critique of our current approach to school assessment.
Saturday, August 20, 2011
Thursday, August 11, 2011
Smart Phones, Dumb Schools?
It is a conundrum: we want students to use technology, and yet we ban cell phones.
Indeed, we will bring an antique cart of laptops to a classroom, wait 15 minutes for them to boot, while students sit with instant-internet access phones in their backpacks.
Well, truth be told, the phones are not in their bags. The students have the phones in their laps, sending texts to each other, while waiting for the laptops to boot.
The problem is that students pay more attention to their phones than to their teachers (that would be me). The myth is that in the old days they were locked into everything I said.
I suspect we would be better off by welcoming students' phones, and then teaching the students appropriate use. While they are multi-tasking, maybe we can show them why multi-tasking is a bad idea. Impossible, actually, according to brain researchers. (Watch a video on multi-tasking).
P.S. Open question (meaning, I don't know the answer): Schools are required by federal law to restrict access to certain types of internet access - does this apply to a student's own phone or computer, used on school grounds?
Indeed, we will bring an antique cart of laptops to a classroom, wait 15 minutes for them to boot, while students sit with instant-internet access phones in their backpacks.
Well, truth be told, the phones are not in their bags. The students have the phones in their laps, sending texts to each other, while waiting for the laptops to boot.
The problem is that students pay more attention to their phones than to their teachers (that would be me). The myth is that in the old days they were locked into everything I said.
I suspect we would be better off by welcoming students' phones, and then teaching the students appropriate use. While they are multi-tasking, maybe we can show them why multi-tasking is a bad idea. Impossible, actually, according to brain researchers. (Watch a video on multi-tasking).
P.S. Open question (meaning, I don't know the answer): Schools are required by federal law to restrict access to certain types of internet access - does this apply to a student's own phone or computer, used on school grounds?
Wednesday, August 3, 2011
Double-faulting to Test Anxiety
I had been practicing my serve for 30 minutes (my partner was a no-show) when a guy asked "Do you want to play some?"
It only took two ripped top-spin forehands to see that he was better than me. I told myself "It's a learning experience." It was indeed an education, but not so much about tennis. Double-faults into the bottom of the net; shanked forehands; back-hands sailing to the back fence.
Maybe it was the different court surface. Maybe it was the poor lighting. Maybe. More likely, though, it was me tensing up when confronted by a better player.
I told myself to relax. I played worse. "Just watch the ball," I said, then pulled my head up. "Have fun" was followed by kicking my racket.
Test anxiety. I am a reasonably good tennis player, but that other guy sure didn't see evidence. I failed the test.
How many of my students know more math than they demonstrate on a test? I suspect they are not much helped by my exhortations to "relax," or "just do your best."
Our state forces students to re-take classes if they fail an End-of-Course exam, even if the teacher knows the child knows the material. Our system requires a final exam to count for 25% of a grade. We say the student has to "demonstrate mastery," then often define such mastery using a bubble-sheet.
If I believe my tennis skills should be measured by more than one match, then surely we should use a variety of means to assess our students. We need to move away from "passing the test" and towards "doing the work."
It only took two ripped top-spin forehands to see that he was better than me. I told myself "It's a learning experience." It was indeed an education, but not so much about tennis. Double-faults into the bottom of the net; shanked forehands; back-hands sailing to the back fence.
Maybe it was the different court surface. Maybe it was the poor lighting. Maybe. More likely, though, it was me tensing up when confronted by a better player.
I told myself to relax. I played worse. "Just watch the ball," I said, then pulled my head up. "Have fun" was followed by kicking my racket.
Test anxiety. I am a reasonably good tennis player, but that other guy sure didn't see evidence. I failed the test.
How many of my students know more math than they demonstrate on a test? I suspect they are not much helped by my exhortations to "relax," or "just do your best."
Our state forces students to re-take classes if they fail an End-of-Course exam, even if the teacher knows the child knows the material. Our system requires a final exam to count for 25% of a grade. We say the student has to "demonstrate mastery," then often define such mastery using a bubble-sheet.
If I believe my tennis skills should be measured by more than one match, then surely we should use a variety of means to assess our students. We need to move away from "passing the test" and towards "doing the work."
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