In our books, this just reaffirms that he is, in fact, The Boss.
When you design for the average, you design for no-one. He suggests instead we to need design for the extremes.
For anyone who has worked with students, it is an intuitive enough concept, in theory. Yet in application, it has proven challenging, especially in a climate fixated on norm reference test scores, where average is king (or queen). How do we design and deliver for the wide variability of students’ learning profiles when there is so much pressure to get all students to the same level in all subjects? The default has become education policies that claim to race to the top, but instead stagger for the middle, effectively limiting the extremes.
As Rose so eloquently demonstrates with a story from military history, in trying to target the average, we invariably isolate everyone.
What makes him an expert in this topic? He was a high school dropout with a 0.9 GPA who is now an author of “Square Peg” and a professor at Harvard Graduate School of Education.
I’ve been to the very bottom of our educational system. I’ve been to the very top. I’m here to tell you that we are wasting so much talent at every single level. And the thing is, because for every single person like me, there are millions who worked as hard, who had the ability, but who were unable to overcome the drag of a educational environment designed on average. And their talent is forever lost to us.
Watch his talk above for more. We guarantee you will be even more inspired to cultivate that which makes your students unique, wonderful, and valuable to the well being of our communities.
One of the things we love about this talk is that it confirms what we intrinsically know to be true — innovation is more about interaction and engagement than sitting and listening.
Why is this important?
When we think about involving and investing all learners in education, we run up against the contrast between the traditional practices that sustain a factory “batch and queue” model of education with the reality of how people actually learn. Out of this contrast is born the dichotomous tension between focusing on efficiency and “teacher effectiveness” (an inherently top-down approach geared toward achievement on standardized tests) with that of focusing on the learners and their strengths/affinities/needs as a starting point (an inherently bottom-up approach focused on the whole child).
That the top-down version is currently the dominant paradigm is easy to see. There is more talk about accountability and outcomes than student engagement or motivation. Yet this video lays out the simple truth: innovation, via creativity, necessitates interaction and connections. If we want the strengths of dyslexia and other learning differences to be harnessed and applied, we need to think differently about how we involve students in learning. What is the role of the teacher? What is the role of the student? What patterns, norms, and habits of mind do we want for our graduates and what kind of learning experiences will help cultivate those?
Such questions will not be quickly answered. So, in the meantime, check out the clever video below.
This guest post by Bobbi Snow, co-founder of The Community Public Charter School in Charlottesville, VA, exposes the impact high stakes testing has her school’s neuro-diverse students and the teachers who work with them. It was originally published on Washington Post’s Answer Sheet blog.
He was already exhausted and had 58 questions to go. On the second problem of the 8th grade math exam he was stuck for almost 30 minutes. This is the state standardized test given to all 8th graders in Virginia. Jim is a visual learner and needed to draw the answers for each possible option. Pausing a moment Jim reached into his snack bag and announced “Help me out here Pringles.” Turning to me he commented, “I hear salt helps the brain.” I smiled.
I was drained watching Jim’s agony, as he thought out every problem and bounced from question to question. But if I was drained, Jim was miserable. He wanted to do well. He stayed at it for five hours. The computer doesn’t fit Jim’s style of learning or showing what he knows. He is a hands-on, multitasking young man who likes to verbalize aloud what he thinks and figure out multiple solutions. He is an outside-the-box big thinker.
Melissa had a similar experience taking her SOL test. Melissa thinks like an artist and has the kinds of skills we will need in this century. She asks questions that connect to other questions and has trouble with information that is separated into decompartmentalized chunks. She just kept drifting off the test into some other world more interesting to Melissa. She tried to engage me in pondering some of these bigger interesting questions but I am a seasoned proctor and I gave my Buddha look and reminded her I could not have discussions during the testing. I brought my sewing in to establish a calm environment and stitched away. In the middle of the test Melissa said in a panic, “What if I fail this?” My heart felt touched knowing how scared she was at that moment. She returned to the test muttering, “This is a disaster.”
These are two students who do their work, have good analytical skills, and an intense desire to do well in school. Their families support them to use their minds well. Teachers did adequate review and they were well prepared for the tests. They both felt like terrible failures. So many of their peers felt the same.
And so did I. I know as a charter school we are being judged by the outside world to do well on high stakes testing. The mission of our school is to help students who have been unsuccessful in their previous schools become thinkers and creative problem solvers. Our goal is to prepare young people for the real world and as a public school we also accept the responsibility of preparing students for their testing lives.
But there are so many consequences that come with this acceptance. One of our first year teachers reviewed the results of the writing tests and felt devastated by a few of her student’s scores. She felt that she had let them down by not preparing them well enough to pass. She sunk into her own feelings of failure as a teacher and considered shoring up the curriculum to be more aligned to the test. This was because three perfectly wonderful students who are able thinkers and creative beyond what most adults we know could ever contribute to a conversation much less a class were deemed not worthy of scoring the necessary 400 points to pass the essay test. They were close. But no cigar. Was their prompt they were given too off target for their life experience? Was it their anxiety that day that kept them from a good sequencing of ideas? What exactly was their issue?
One test, one day of a test, made this gifted teacher second-guess her whole year of teaching. How will it affect her next year when she has to make decisions about our arts infused project-based activities? Will she want to reduce the class to worksheets and drill to review concepts and skills?
I believe in accountability and knowing what works for students to be successful. There are better ways than this one-size-fits-all testing to assess and record what students know.
As educators, are we seen as so limited that we cannot be trusted to create our own rigorous assessment tools and be judged by them? Let us become the agents of our own work and design how to define mastery and be held accountable to our standards. We will invest ourselves to figure out the mysteries of what a quality education means and can provide. Until then we are held hostage to a system that is archaic, harmful for many students and teachers and missing an opportunity to involve local stakeholders in addressing the crisis in education.
For now we will just have to hope that Pringles can help.
Photo Credit: albertogp123 via Compfight cc
In a recent repost of Shawn Murphy’s “11 Characteristics of Meaningful Work,” the editors at QED’s blog noted that,
While this piece by Shawn Murphy is related to business practices and targeted to managers and business leaders, the parallels to education and student learning are striking. Teachers, curricula developers, and education leaders can find plenty herein to ponder, reflect on, and apply in practice.
We couldn’t agree more. Switch a few key words (for example: “work” to “learning experiences,” “employees” to students,” and “the organization” to “school.”) and, voila!, some great advice for educators and education leaders.
1. Basic needs are met
2. Strengths are leveraged
3. Pull personal satisfaction from work
4. Being in on things
5. Treated with respect by peers and managers
6. See how one’s work fits into the bigger picture
7. Personal sense of independence and interdependence
8. Employees believe they are valued by the organization, by management
9. Opportunities to know self
10. Promotion of other’s satisfaction
11. Recognized — give recognition for good work
Image: Shawn Murphy
Kim Carter, the Executive Director of our parent organization, Q.E.D. Foundation, was recently interviewed by the the good folks over at KQED’s Mindshift blog for a piece on competency-based learning.
As a leading expert in the field, she had a number of insights into both the benefits of competency-based learning and critiques of the traditional “batch and queue” model. Among the many valuable ideas embedded in the the article, we found one of particular importance for working with a neuro-diverse student body. The author, Katrina Schwartz, writes,
If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.
“‘Batch and queue’ is horribly inefficient and destroys kids’ concept of self,” Carter said. “It’s like manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”
How often do students experience failure not as a stepping stone toward success, but as a road block to progress? Far too often, in our opinion. Too many students find themselves branded and labeled by a system not designed for unique strengths, affinities, and, ultimately, individuals. This lack of personalization, by proxy, communicates to the students that they are of value when they fit into the system, and not necessarily when they do not.
A competency-based model ensures that students are recognized for their growth while encouraging their involvement, contributions, and unique insights. It gives students a platform for employing their strengths toward achieving their goals / the standards.
This sort of empowerment transcends the walls of the school building and prepares the students for achieving success in life beyond graduation.
Photo Credit: Yvonne Thompson via Compfight cc
In this powerful and inspiring TEDxManhattan talk, teacher Stephen Ritz shares a program he started with his students called Green Bronx Machine. More important than the program itself, though, is how the experiences have transformed and empowered his students — their present and their future.
Jackie Gerstein describes his work in her post “Learners as Entrepreneurs,”
Stephen Ritz’s Bronx classroom features the first indoor edible wall in NYC DOE which routinely generates enough produce to feed 450 students healthy meals and trains the youngest nationally certified workforce in America. His students, traveling from Boston to Rockefeller Center to the Hamptons, earn living wage en route to graduation.
One of the things that makes his talk so incredible, besides the breakneck pace of it and his constant stream of witticisms, is how the program embraces the diversity — of mind, body, class, and culture — of his students. The student variation becomes a proof point for the validity and integrity of the program. Take a look and see for yourself.
What other projects / programs do you know of that support diverse student profiles and bring about good in a community? Share in the comments.