EdPsych 490TER: Dr. Sandy Levin
Marty Sierra-Perry
Week One: Learn and Live Readings
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EdPsych 490TER: Dr. Sandy Levin Marty Sierra-Perry Week One: Learn and Live Readings |
Reflections on assigned readings:
Learn & Live, From George Lucas Educational Foundation
Chapter One:Learning how students are building knowledge
Relating this chapter to my experience is easy to do. While a curriuclum director, overseeing the vocational education program for the district was one of those "things" that fall under the ". . .and other duties assigned." In 1989 the Illinois State Board invited some of us who were responsible for re-tooling the vocational programs to a very informative meeting. At this meeting we were introduced to Demming, Senge, and buzz words: continuous improvement, just in time delivery, quality circles, and SCANS.
While the whole day was very interesting, it was the Secretary's Commission on Achieving Necessary Skills (SCANS) Report that really grabbed my attention. This business-driven assessment of what educational skill workers would need for continued economic success in America was eye-opening. Yes, students needed basic skills, but they also needed to be problem solvers, critical thinkers, collaborative, and flexible. Translating this to the realm of education we began exploring problem-based learning, cooperative learning, and applied academics. The scenario described at the imaginary King School was one that we felt could happen if we embraced a more constructive curriuclum with the nuances of student-generated inquiry and interdisciplinary experiences. This type of curriuclum mirrored the changes that business was undergoing. At Illinois State University we attended workshops with managers from Catepillar who shared with us the work teams concept they were putting in place. We also saw how technology, i.e., robotics was influencing the way people worked.
However, as the article points out, it is hit and miss as far as implementing sustained curriculum of this type. I know that as we developed the Illinois Learning Standards, we were very much aware of various constituencies: PTA/PTO, Religious Groups, Illinois Manufacturing Lobby, Unions, and Education representatives. A tension exists between preparing students for careers and professions and giving them a perspective that comes from traditional education. At our school, our principal is committed to our Education to Careers and Professions(ECP). We have a person from the community who is on staff to coordinate exploratory, shadowing, and internship opportunties. This year she worked with ECP students directly.
In order for schools like those described in the King School scenario, everyone needs to view the change as a value-added proposition.
Chapter Eight: Reinventing Schools
I always enjoy hearing students say that they like to be challenged, as the young woman in the article seemed to feel. While her peers thought that her school experience sounded fun, I can't help but wonder if they indeed were in a similar setting where they took more responsibility for their learning that they would feel the same. On the College Board's listserve for Advanced Placement English, list members often share situations where this is not the case. Many of the students want the AP stamp of approval, but grouse about the amount of work that they have to do. Many of these teachers do not just teach to the test, but are trying to help students see the value in working through challenging material. In Illinois the recent decision to include the ACT as a part of the Prairie State Exam does little to encourage a curriuclum that strives to have students see the interconnectedness of learning and life. Norm-rferencecd tests test discrete skills. Performing well on the ACT or other standardized tests shows that the student is able to choose the correct answer, but that does not mean that he/she understands the answer.
This article connects with A New Vision for Staff Development(Sparks and Hirsh)because it challenges us to think of moving from the "transmittal" model of instruction to one that encourages student autonomy. I fear that teachers will be viewed by parents and administrators as test-prep coaches rather than coaches who engage students in the "messy" work of learning.