Tag: Routine skills

Posted on

Test Prep – The Steroids of Student Achievement

As a life-long NYS educator, the NY Times article “Warning Signs Long Ignored on New York’s School Tests” came as no surprise. I’ve been posting on the impact of NCLB-driven standardized testing for years.

While business leaders and politicians lauded the success of the corporate-inspired standards movements, teachers knew that the impressive gains in student achievement were an illusion. As the NY TImes piece reports, for the last decade, a generation of NY students has been force-fed a steady diet of test prep designed to ready them for predictable tests.

“The fast rise… of New York’s passing rates resulted from the effect of policies, decisions and missed red flags that stretched back more that 10 years … The process involved the direct warnings from experts that went unheeded by the state and [NY] city administration that trumpeted gains in student performance… It involved the state’s decision to create short, predictable exams… making coaching easy…” NY TImes October 11, 2010

NCLB sanctions have closed failing schools that had persisted for years as “drop-out factories.” But we’ve paid a high price for accountability as measured by standardized tests. School were re-tooled to serve the needs of the test. Scarce funds were diverted to vendors who peddled programs guaranteed to improve student achievement. Creative teachers were mandated to drop the “fluff”  and teach to the test, while lecture-driven teachers droned on affirmed that it was the best way to ensure student success. Instructional time was devoted to what was tested – reading and math – so students were routinely pulled from art and music for “remediation.” A triage mentality set in among administrators who thought it wisest to focus disproportionate resources to student on the cusp of meeting standards to the detriment of other performance levels.

Of course the ones who suffered most were the students. They were forced to spend long hours engaged in an extended exercise in remembering what they were told, then practice it at their desk (or as homework) in preparation for the opportunity to give it back on the test (generally in the same form they had received it). Instead of exploring their interests, students served largely to produce performance statistics that educators could slice into measurable demographic sub groups.

While NCLB began with the admirable goal of narrowing demographic performance gaps and putting an end to sorting kids on the “bell curve,” test policy has set a course that defines student achievement in manner largely out of step with the skills our students will actually need to successful. Ironically, while our students spend endless hours prepping for predictable tests, the demand for routine skills has largely disappeared from the workplace. Anyone know of a meaningful and rewarding career that looks like filling out a worksheet?

Our kids are inheriting a world with a host of problems that will require some out-of-the-box solutions. Their success will be contingent on their ability to function independently in ever-changing situations as fluid, adaptable, and reflective thinkers. Our classrooms should be refocused on student creativity. But for now our education policy is still aimed at NCLB’s quixotic goal of all students reaching proficiency on standardized tests. Unless we institute more genuine assessments, our measures of student achievement will be as inspiring as a steroid-tarnished home run record.
Image Flickr / Jason

Posted on

Back To School: Will It Be Test Prep or Project Based Learning?

In the coming weeks, schools across the country will reopen. I feel badly for the many teachers and students who will return to the grueling routine of test-prep. Perhaps they have convinced themselves that the foundation of teaching is to tell students something they did not previously know. As Donald Finkel has described it – teaching as telling. Do they see students as computers waiting for instructions? Teachers of high performing students forced to "install" the SAT / AP files while teachers of low performing students "upload" minimum competency on state exams. Different students and goals, but equal in the outcome that nobody will be having much fun.

Last week I attended Project Foundry's "2nd Annual unConference" in Milwaukee and was reminded that there is a growing core of schools and teachers who have rejected the mind-numbing routine of test-prep. I was uplifted knowing that these teachers and their students were getting ready for the rewards of a school year of project-based learning.  

Project Foundry is a leading provider of online learning management systems with a focus on the needs of PBL classroom. Their conference assembled 60+ educators from across the country. These PBL teachers share a belief that students can't be programmed for the tests. Instead, they strive to provide a supportive learning environment that will foster the skills, motivation and responsibility for the students to become genuine life-long learners. (Not just the empty promise of typical district mission statement.)

The PBL teachers came from a wide variety of schools  (urban / rural, experiential / career, charter / public school, high / low-needs students). They embodied many approaches, but they all shared the goal of helping students take increasing responsibility for their learning.  It was no surprise that my keynote talk – "Supporting Reflective Learners" was warmly received by the attendees. See my post for more on my Taxonomy of Reflection.

Reflection  As I walked into the unConference's host school – the Milwaukee's Professional Leadership Institute, I couldn't help but notice the powerful display of student work on the wall. (At left). It embodied a reflective, project-based approach in action and reminded me that across the country a small, but increasing number of students would embrace a new school year laced with the promise of self-discovery and personal growth.

Note: "In My Shoes", was a school studio project in the arts enrichment program offered by Artists Working in Education (AWE) and proposed and hosted by Milwaukee's Professional Leadership Institute. For a full description of the project see the excellent blog post by unConference attendee, Angie Tenebrini.

Posted on

As NCLB Narrows the Curriculum, Creativity Declines

Newsweek Magazine recently discovered “The Creativity Crisis.”

“… Since 1990, creativity scores have consistently inched downward.”

Creativity is on the decline among our children. Walk into many classrooms and you’ll see why. Our kids are too busy being force-fed a diet of “test-prep” to have any time to explore their learning in deeper, more open-ended approaches. NCLB marches on – narrowing the curriculum to the point that many elementary school no longer have time to devote to non-tested subjects. As if being a struggling learner is not punishment enough, students are pulled out of art and music  – classes that offer hands-on learning and outlets for their creativity. What awaits them is likely “drill and kill’ that doesn’t sound like much fun for students or their teachers.  (Of course, daily reading, writing and application of math should be common to every class. Let music students explore the mathematical elements of rhythm and then journal what they had learned. But that’s another post!)

While NCLB began with the admirable goal of narrowing demographic performance gaps and putting an end to sorting kids on the “bell curve,”  because of its myopic reliance on standardized (we don’t trust teachers) testing – it has failed. And the great irony is that while our students spend endless hours honing their test taking skills, the demand for routine skills has disappeared from the workplace. Anyone know of a meaningful and rewarding career that looks like filling out a worksheet?

What’s needed to restore creativity as the centerpiece of schools? 

Creating requires both a strong foundation in content knowledge and the ability to apply that knowledge in new ways – usually across a variety of disciplines. It begins with a firm grasp of the basics and includes analyzing patterns and needs, evaluating alternatives and finally creating something new. When seen as as “a new combination of old elements,” creating is not  limited to the “creative.” It’s something that all students can do.

Learning must engage student in rigorous thinking at higher levels of thinking – analyzing, evaluating and creating. Are students expected to just consume information, or are they asked to create something original that demonstrates their learning? Student must have an opportunity to figure out their own process rather than just learn “the facts,” and be given opportunities to reflect on their work and their progress as learners. For more on reflective thinking see my post: “The Reflective Student.” Readers might also enjoy my post: “9 Questions for Reflective School Reform Leaders.”

In education we have a history of “over-steering.” Let’s hope that that NCLB is declared DOA and that we rediscover a curriculum that sets our students and teachers free to explore a more engaging project-based approach. Our kids are inheriting a world with a host of problems that will require some out-of-the-box thinking and solutions.

I should note that later this week I will be keynoting at a the Project Foundry® Un-Conference – a gathering of 50 project-based-learning educators from across the country.

Image credit:  Flickr / ePi.Longo

Posted on

21st Century Skills or Adequate Yearly Progress?

The Boston Globe (October 30, 2008) recently reported on efforts to redirect district curriculum to "skills the district has deemed necessary for survival in the 21st century, including critical thinking, invention, problem-solving, and multicultural collaboration."

In a town known for top-notch schools, a Sharon School Committee member has launched a grassroots movement that she and other officials hope could lead to less emphasis on the Massachusetts Comprehensive Assessment System statewide.
"Accountability is a good thing. Learning standards are a good thing. But is focusing on one test a fair measure of student success? I think that answer is, 'No,' " said Laura Salomons, a School Committee member since May and a mother of four.
Salomons has submitted a proposal that seeks community support for allowing teachers to avoid tailoring their lessons to the MCAS. Instead, she would like to see teachers directed to instruct students on skills the district has deemed necessary for survival in the 21st century, including critical thinking, invention, problem-solving, and multicultural collaboration.
"I have come to the conclusion that we, as a school district, may be overly consumed with doing well on MCAS," Salomons began in her eight-page proposal. "The focus is a detriment to reaching the school committee and superintendent's goal of 'providing students with . . . learning opportunities that encourage lifelong learning skills and that support a student's artistic, social, emotional and physical development.' "  More

I find that I rarely get asked to do staff development to "bring the scores up." Increasingly I'm asked to help teachers create more engaging learning environments for students.

While NCLB began with the admirable goal of narrowing demographic performance gaps and putting an end to sorting kids on the “bell curve,”  it may be doing just the opposite. Many of our schools are now compelled to force feed the content required for “adequate progress” as measured by standardized state tests. Does test prep = academic "feed-lot?"

Too little time is left for student-centered, project-based learning that allows students to work at the upper level of Bloom. Innovation requires much trial and error (Bloom’s evaluation). Learning to self-assess your problem solving approach is not a skill fostered in multiple-choice test-prep environment.

NCLB correctly put the focus on student achievement. Our students will need a strong foundation in core concepts. But schools can’t be filled with routine tasks. They need to be fluid environments focused on helping students take responsibility for thinking and problem solving where there sometimes isn’t a right answer.

Posted on

Life is Good – For those with 21st Century Skills

This week I had the privilege to be the keynote speaker at the Mid-Willamette Education Consortium Conference “Life is Good” in Salem Oregon. I began the day as the featured speaker at the administrators’ luncheon. The organizer had asked me to recommend a book for the attendees. I selected Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce.  It speaks to one of the central challenges of education  – how to ensure that students have ample support for creativity and reflection – think of Bloom’s synthesis and evaluation. The report states:

“Creativity, innovation, and flexibility will not be the special province of an elite. It will be demanded of virtually everyone who is making a decent living. … If someone can figure out the algorithm for a routine job, chances are that it is economic to automate it…. The best employers the world over will be looking for the most competent, most creative and most innovative people on the face of the earth and be willing to pay then top dollar for their services.” more

After lunch I gave my keynote talk to an audience of CTE teachers – I entitled it, “Life is Good – For those with 21st Century Skills” Teachers don’t have time to waste – and they like to leave a workshop with practical ideas. I was pleased when I received this email from one of the attendees.

Peter,

I attended the MWEC kick off last night…and deeply appreciated your presentation.  I was the one who asked about the Checking Account comparison assignment… As a warm-up activity I did as you suggested…had the kids select something they might want to purchase…had them figure out what “things” (later defined that as criteria) they would consider when purchasing their item…They were into it…asked tons of questions to clarify…and did a great job… I had them get away from their computer, walked into the hall…into two lines….then they faced each other (random pairing…on purpose) One designed line explained their CRITERIA to the other line…the second line were actively listening and repeated the criteria back…and vice versa…. While they were still standing outside the classroom, I explained the checking unit and our next comparison activity… They are still working on it, but they are MUCH clearer about the process than any of my previous classes have been. 

THANK YOU for sharing your ideas!  It is always great if you can take one or two things away from a conference, but I have never been able to walk directly back into my classroom and utilize a conference tidbit like this… WONDERFUL!

Carol Kilfoil
Business Education Teacher
Department Chair
West Salem High School
Salem, OR