I Have a Dream
I dream that one day all
classrooms will be filled with enthusiastic students actively engaged in the
learning process; students who want
to be present because they are receiving a value-added education. Active
engagement is paramount to a successful classroom atmosphere because learning
is not a spectator sport.
For many years I have been
analyzing research on best practices in education. I have also read about
schools that have stepped outside of the box and taken a chance, putting
students and student learning first instead of teacher achievement and test
scores. An interesting outcome of these programs is that student test scores were
higher than national averages, even without any time spent in test preparation.
Needham (2010) found “the use of
problem-based learning can increase standardized test scores at least as much
as traditional teaching methods.”[1]
For the past 20 years the New Tech Network has been using a school-wide
project-based learning model.[2]
Outcomes of this model included graduation and college admissions rates that
were higher than the national averages. New Tech Network research also
demonstrated that graduates develop strong critical thinking skills. Gallagher
and Gallagher (2013) found that quality project-based learning activities
increase student engagement and, as a result, student achievement.[3]
I envision an amazing education
system where all students could receive a value-added education; a
student-centered atmosphere where teachers excite and facilitate student
learning. I envision an environment where students are engaged, learning
content offered in a design that best meets each individual learner’s needs.
Learning Styles
Early learners should be grouped
by personal learning style and provided an instructor who excels in teaching to
that learning style. While conflict still exists in the research on the topic
of the impact learning styles have on student learning outcomes, there is no
shortage of research on the topic of student learning styles and academic
achievement, as well as the potential impact of learning styles on student
dropout and incarceration rates.[4]
As someone with a doctorate in education and many years of teaching experience,
I am convinced that learning styles impact student learning outcomes; students
perform better when their personal learning styles are considered and utilized.
I recall a statistic on learning
styles I heard mentioned in a course I attended at Bloomsburg University; while 80% of all teachers
are auditory learners only 20% of students are auditory learners. Because so
many of us teach the way we learn, this may cause 80% of the students who are not auditory learners to have difficulty
learning from 80% of the their teachers. It would be beneficial to students if
teacher education programs included methods of identifying and teaching to the
varied learning styles.
I also know that addressing
learning styles impacts learning outcomes because I am one of the 20% of
teachers who is not an auditory
learner. I am a kinesthetic learner. I have tried to learn from auditory-only
material and failed miserably. One example was a course in Italian on cassette
tape that I attempted before my trip to Italy. I learned nothing from it. In
fact, I became highly agitated in attempting to learn listening to the tapes.
During college classes, I often stood in the back of the room so I could have
the opportunity to move around; moving helps me to absorb and comprehend new
material. High school was more of a challenge but I fidgeted a lot and filled
my notebook with intricate doodles in order to keep my mind focused on
instruction.
I also want to make a point about
elementary math instruction. Many of our young people have math anxiety and
believe that even a simple mathematical concept, such as calculating a percentage,
is a difficult thing. Seymour Papert wrote about the importance of elementary
school teachers comprehending deeper mathematical concepts.[5] This is even more of an issue for teachers
who must now follow the Common Core in their lesson planning. [6]
Papert also researched the impact
of project-based learning on mathematics instruction.[7]
Math needs to be taught in a hands-on, applied sense, not a theoretical sense.
For example, instead of having students solving for some random variable X, why not teach them to calculate how
many boxes of flooring tiles would be needed for a kitchen remodel? In physical
class, students might design a skate park with ramps and rails.
I dream of classrooms, grades K-2,
where students are grouped by learning style so that all students can learn the
fundamentals in a way that best meets their needs; a K-12 curriculum model the
truly meets the needs of all learners. Since the lessons will be presented
according to methods that meet their needs, student may be able to accomplish
more academically during these formative years. Additionally, before students
advance to higher grades, they will receive instruction and practice to prepare
them to learn in settings that do not cater to their personal learning style. I
hypothesize stronger social skills will be developed as an additional result of
the reduction in stress afforded by this type of learning environment.
Strength-based
Learning
There is no shortage of quality
research that demonstrates the positive outcomes of a strength-based education.[8]
For some reason, those that administer the education system in the United
States have decided to punish students for their weaknesses rather than
focusing on individual strengths. This frustrated me quite a bit as I raised my
children. My daughter struggled with mathematics, so she was enrolled in math
course after math course. She was required to take the 4Sight math exam so many
times she memorized it! And what did she learn? She learned that her teachers
did not care if she learned anything; they demanded that she improve her score
on a test that would have no impact on her life! I know that she would have
gained much more from her K-12 education if she had been allowed to develop her
strengths.
After the early grades, students
should be grouped with like-minded peers who can help them to excel. For
example, students with a strong interest and/or aptitude in music may work with
others who have a strong interest and/or aptitude in music. All students would
still be given instructions in all educational areas, but within an atmosphere
that more closely aligns to their personal strengths. For example, the study of mathematics can be
incorporated in an almost infinite number of ways within the study of music.
Volume, tone and tempo all have mathematical implications. Students will have
the opportunity to independently (or with a group) solve problems, find
solutions, and develop critical thinking skills.
I dream of classrooms where students
are encouraged to do what they are good at and what they enjoy. Imagine what
students could accomplish if their education was focused on individual
strengths. Imagine the outcomes when students with strong science aptitudes are
allowed to experiment together. Picture what may happen if those who prefer to
work alone were given the time and space to do this instead of being placed
into group work where they may be slowed down. Imagine a classroom where the
teacher can help students develop their individual skills and abilities instead
of feeling they must teach to the lowest-ability students in the classroom. An
excited teacher excites his/her students!
Stop Teaching When it
is Time
We currently have a compulsory
education system in the United States that requires children to stay in school
until a specific age, set by state law. Compulsory education ages range from 16
to 18. Public schools are required by state law to permit students to attend
classes until their 21st birthday. The taxpayers are responsible for
the educational funding. From what I have seen, there are some shortcomings to
this system.
Because students are required to
be in school, education is an entitlement. There is no incentive for attendance
or participation other than what is intrinsic to the student or mandated by a
parent or guardian. I was very surprised when I learned that even the most
accomplished students in my classroom do not comprehend the value of learning.
They understand the value of grades and the value of a diploma, but that is
where it stops. This may be in part because they received little incentive to
learn; the focus is almost always on grades and test scores. But I believe a
large contributor to the problem is the compulsory education system.
Mandatory schooling does not need
to continue through grade 12. For many of our students, a 9th grade education
is sufficient. I have worked with hundreds of students who know what they want
to do with their life and know that a college education is not necessary to
accomplish their goals. I would never say there is no benefit to a college
education, but it is clearly not for everyone. So those who know they will not
go to college are frustrated that they must go to school every day and receive
an education that they perceive does not benefit them personally.
What I propose is a compulsory
education system that continues through grade 9. Students who would like to
continue through grade 12 can either pay tuition or compete for state-sponsored
or private scholarships. Scholarships might be granted according to class rank,
project-based assessments, teacher recommendations, or some other criteria as
determined by each school district and/or state government. This would provide
an incentive to do well because attendance in grades 9 through 12 would no
longer be an entitlement but something to be earned through hard work. For
those who do not wish to continue past the 9th grade, vocational training could
be made available on the same basis; either students pay tuition or they
compete for public and private scholarship money.
There are already public and
private schools offering high school student internship programs. The Southwest
Oregon Area Health Education Center has a high school internship program.[9]
Fairview High School in Boulder, CO offers a variety of internships and
provides an opportunity for students to create a customized learning
opportunity.[10] The
New York City Department of Education has year-round internship programs.[11]
All of these these programs could be expanded on.
I dream of a school where all
students want to attend and comprehend
the value in learning. If education were considered a privilege, not a right,
it would have more meaning to our students. They might even look forward to
classes as some of us did our college studies. Fewer students might be left
feeling imprisoned and as if they are wasting their time. I envision classrooms
where students are rewarded for learning and have the opportunity to use what
they learn for the greater good of the community, not for grades and test
scores
Thank you for listening.
[1]Comparison of standardized test scores from traditional
classrooms and those using problem-based learning http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.921.9693&rep=rep1&type=pdf
[2]New Tech Nework https://newtechnetwork.org/resources/category/research/
[3]Using problem-based learning to explore unseen academic
potential http://docs.lib.purdue.edu/ijpbl/vol7/iss1/9/
[4]Differentiating core
instruction by knowing the learner http://documentslide.com/documents/differentiating-core-instruction-by-knowing-the-learner.html
Common
core
standards’ impact on high school drop out rate http://davidsortino.blogs.pressdemocrat.com/10304/common-core-standards-impact-on-high-school-drop-out-rate/
[5]Papert,
S. (1980). Mindstorms: Children,
computers, and powerful ideas. New York: Basic Books.
[6]Elementary school
teachers struggle withCommon Core math standards http://hechingerreport.org/elementary-school-teachers-struggle-with-common-core-math-standards/
[7]Seymour Papert: Project-based learning https://www.edutopia.org/seymour-papert-project-based-learning
[8]White, M., & Waters,
L. E. (2014). A case study of ‘The Good School:’ Examples of the use of Peterson’s
strengths-based approach with students. The
Journal of Positive Psychology,. doi:10.1080/17439760.2014.920408. http://www.tandfonline.com/doi/abs/10.1080/17439760.2014.920408
[9]High School Internship Program (HSIP) http://www.healthyoregon.com/programs/hsip
[10]Fairview High School Internships https://www.fairviewhs.org/counseling/interests-and-careers/internships
[11]NYC High School Internships & Scholarships http://schools.nyc.gov/ui/cms/sites/empoweringboys/docs/takeaction/Real_World/High%20School%20Internships%20and%20Scholarships.pdf
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