By Allan Alach
I welcome suggested articles, so if you come
across a gem, email it to me at allan.alach@ihug.co.nz.
This week’s homework!
Secret Teacher: why I've given up my dream job in teaching
A story from England that will ring bells for
many teachers all over.
Inventing the future
UK academic Steve Wheeler discussing a keynote
presentation by Brian Solis:
‘He
dwelt on organisational use of technology, and presented us with some
challenges. He suggested that the future will either happen to us or because of
us. In other words, it is up to us to shape our own futures, but our own
inability to push forwards is often what holds us back. He argued that
technology is a part of the solution but can also be a part of the problem, and
unfortunately technology in organisations is usually imposed on us from above.’
Setting Children Up to Hate Reading (thanks to Michael Fawcett)
“Many
children will not be ready—not because they’re slow, not because they have learning disabilities, but because
they’re normal and moving along at
their own pace! The door should be opened to them in kindergarten and beyond to
learn how to read in a relaxed manner. Even when a child has difficulty
learning to read (dyslexia for example), you don’t attack the problem by pushing the child to read beyond what is
considered normal.”
Deborah Meier is another US educator battling
against the school reform movement. In this article
she follows the big money
that is underpinning the reform movement in the USA.
‘Publishing
companies and private tech companies saw $$$$$ everywhere. By the time we wake
up to what is happening we will no longer have a public education system in
reality.’
School choice, Australian style
Madness in Australia.
‘The choice really is whether we
continue to dabble in superficial solutions for our fractured and hierarchical
schools, or whether we try to create a better balance and improved
opportunities for our poorest students and families by boosting their schools – and national
achievement levels.’
Why Common Core Isn't the Answer
US educator Marion Brady - while he’s writing about the USA, much is applicable
to other infected countries. Highly recommended.
‘I’ll start by affirming what I believe most thoughtful educators take
for granted: The main aim of schooling is to model or explain reality better.
As you read, don’t lose sight of that. The aim of
schooling isn’t to teach math, science,
language arts, and other school subjects better, but to expand our
understanding of reality.’
And:
“Political power
must be exercised, but parents, grandparents, and thoughtful, caring citizens
are the only ones with enough clout to exercise it effectively. They need to
recognize poor policy when they see it, organize,
and act appropriately.”
Control Will Be the Demise of Education
Written for USA, however relevant to New
Zealand, Australia, and elsewhere.
‘So
again our education system is in a pickle consisting of an outdated model and
the pressure to prepare students for an absurd amount of testing days
throughout the school year. The world does not rest on standardized tests.
Success now lies in one's ability to create solutions to problems,
collaborate
with peers to meet a goal, communicate effectively, and develop unique ideas
that can change things for the better.’
Ink on Paper: Some Notes on Note-taking
Especially relevant in light of reported schools
going 100% digital, either with iPads or using Google Docs.
‘Apparently
there is something about typing that leads to mindless processing. And there is
something about ink and paper that prompts students to go beyond merely hearing
and recording new information -- and instead to process and reframe information
in their own words, with or without the aid of asterisks and checks and arrows.’
 |
| Darwin's notes |
‘Handwriting
instruction has been found to contribute to success with beginning readers.
Brain scan studies show that early manuscript lessons help activate and
coordinate reading circuitry.’
Time for an Education Reformation
(as opposed to ‘reforming schools’)
‘Too
often the disparity between the lessons we intend to teach and the lessons we
actually teach causes angst and confusion for students. While we preach the
idea of systematic conformity as a route to success, virtually every example of
greatness, success, genius, innovation, or profound influence that we use in
our classrooms is an individual who did not conform. The current shift to the
Common Core State Standards will not change this. Our diplomas will continue to
signify the successful completion of a prolonged course in conformity unless we
insist on something more.’
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