General


Some classrooms just aren’t effectively facilitating student learning, this blogger observed when visiting 21 high schools last fall.  In the previous post I wrote about many of the classrooms that I admired and appreciated very much, more than thirty in all, (and I named the schools where this excellent teaching was happening).  In this entry, however, I am going to share times when I observed what I believed to be quite ineffective teaching.  Although I will not be naming the schools at which these ineffective lessons took place, I should emphasize that all comments below are based on first-hand observations of actual classrooms at the 21 very good high schools I visited.

Classrooms that Aren’t Working for 21st century Students:

  • The Too Much of  a Good Thing Classroom
  • The Distrusting Classroom
  • The Ill-Will Classroom
  • The One Student at a Time Classroom
  • The Uninterested in Motivation Classroom
  • The Trying his Hardest but Unprepared and Unsupported Teacher Classroom
  • The Teacher-Centric Classroom
For each, after the jump, I explain a bit more what I mean, and give examples of these practices in action, (scrubbed of any association with the particular schools).   More

logo1-transparentbg-13In the fall of 2008,  I set out to learn what qualities could be observed to be most effective for student learning in 21st century high school classrooms.   At each of the twentyone 21st century high schools I visited and shadowed students for a full day,  I tried to  gauge whether what I saw happening was “working” for kids and their learning. (Follow the link to the schools to find the larely unedited (!) raw narratives of my observations at each school.)

I tested my observations against the roughly fifty books I have recently read on best practice, and I tested it against my own gut: Were kids genuinely engaged, and were they doing the work of learning in ways that would advance their understanding and their skills?  I also asked myself whether I would benefit from and grow intellectually in these classrooms.  How did I feel?  Was I learning?

From my observations in more than 100 classrooms,this is what I learned:  Students are learning most when their classrooms are learning environments structured around Purpose, Problems, Process, Professionalism, and Product.

For each of these, the Big Five,  I have provided, after the jump,  links to my live-blog observations of the classrooms (and I name the schools!) where I saw them effectively deployed: (more…)

Abstract Brain

In the immediately previous post, I expressed my appreciation that Conley’s College Knowledge calls for the teaching of more than scientific facts: we must also ensure for college success that our high school students learn true scientific reasoning.  Today comes a study comparing Chinese and US freshman college students in their mastery of scientific facts and reasoning: whereas Chinese students are much more knowledgeable of scientific facts, both groups are equal in being not sophisticated enough in their scientific reasoning.

The lead research offers an important inference from the results:

“Our study shows that, contrary to what many people would expect, even when students are rigorously taught the facts, they don’t necessarily develop the reasoning skills they need to succeed,” Bao said. “Because students need both knowledge and reasoning, we need to explore teaching methods that target both.”

(more…)

Cover Image
More a manual than a narrative, this book belongs on the shelf of every 21st century K-12 educator; it is an important work that provides the core  knowledge and skills for college preparation education, and calls upon us to teach kids essential twentyfirst skills– problemsolving and critical thinking and scientific reasoning– in methods that are essentially 21st century, especially in the repeated call to connect the classroom to real-world problems. 
Key takeaways include:
  1. Our high schools must be more intentional about college preparation for all students, and define a graduate profile that precisely articulates the school’s understanding of a college prepared graduate.
  2. High school students should be given much more information, much earlier, about what college will demand of them, and what they need for college preparation.
  3. Conley particularly celebrates senior year “capstone courses,’ in all subjects, (which this blogger think to be especially “21st century”); an example would be a “problem-based” mathematics seminar: “Experts from the community in areas such as engineering, agriculture, and banking can serve as partners in the development of appropriately complex and challenging problems that students can address in such a seminar.  The problems can link mathematical and scientific knowledge.”    MORE….

It is an important ongoing discussion: what is the impact of technology on our brains and our learning and our intelligence?  Science Daily, a useful site whose reports on research impacting education are often captured in the ASCD email round-up, had a story recently summarizing research in the journal Science.    Although visual skills have improved, the research reports, critical thinking and analysis has declined, all due to the rise of technology in our students’ lives.

This is obviously of concern for this blogger, who simultaneously is advocating education which better teaches for critical thinking and analysis, and which embraces the integration of technology into the classroom.   Acknowledging the concern however is not admitting defeat.  There is still plenty of agreement between myself and the lead researcher, who argues for a balanced approach: “No one medium is good for everything,” Greenfield said. “If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops.” (more…)

https://i0.wp.com/www.news.wisc.edu/news/images/Gates_Bill_talking05_14338.jpgA new initiative from Gates is to publish an annual letter reflecting on the work of his foundation, and the transparency of it is commendable.   In the education section of the letter, he discusses successes, and the lack thereof, of his reform initiatives.   What hasn’t work, he says,  were the schools which took funding to become smaller, but did not forge a genuine change of culture: “the schools that did not take radical steps to change the culture, such as allowing the principal to pick the team of teachers or change the curriculum.”    Yes.  Independent schools succeed not just because their schools and classes are small, but because school-heads have much greater latitude  to change personnel and change programs.  It must be said, though, that where independent schools are not excelling it is often because school culture has calcified and the school-leaders are not exercising this kind of leadership. (more…)

Book Cover

This is a funny book by the late, great Postman.  Read the first few chapters, and you might find it hard to believe that an ardent proponent of 21st century education like myself would find any points of contact with the cantankerous Postman.  But read on, don’t let his diatribes against the internet and email fool you.   In the chapter on education, there are some very significant points of value for those of us trying to shape a new, contemporary education for our students.

First though I want to draw in a short quote from a chapter on information; in it Postman offers very helpful distinctions between information, knowledge, and wisdom, and I think they really speak to those of us trying to move the learning experience away from an accumulation of facts (information) to a greater sophistication of thinking and a deeper understanding of concepts.   What is great is that he also links his ideas about wisdom to one of this blogger’s central points: at the center of 21st century learning is problem solving:

Knowledge is only organized information.  It is self-contained, confined to a single system of information about the world. One can have a great deal of knowledge about the world but entirely lack wisdom…. I mean by wisdom the capacity to know what body of knowledge is relevant to the solution of significant problems. [italics added] (more…)

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