LEARN from Rick Mereki on Vimeo.
Producer Rick Mereki’s two other one-minute videos, “Eat” and “Move” can be found at:
http://vimeo.com/27244727.
Monday, August 8, 2011
Need Some Inspiration?
In my last blog post, I professed that I yearn to provide an opportunity to ignite a spark in others. This one minute video recently reminded me that there are many outlets that I can utilize to reach people and quickly grab their attention. During a time when we are consumed with everyday tasks that often do not allow us any free time, we often look for snippets of information to get by. And, although sometimes these bullet points do not provide every single minute detail for us, their messages convey some of the most important and meaningful lessons we may ever receive. This video “Learn,” encompasses life-long lessons in one minute. Hope you are inspired…
Producer Rick Mereki’s two other one-minute videos, “Eat” and “Move” can be found at:
http://vimeo.com/27244727.
Producer Rick Mereki’s two other one-minute videos, “Eat” and “Move” can be found at:
http://vimeo.com/27244727.
Tuesday, July 26, 2011
'It is today we must create the world of the future.' Eleanor Roosevelt
Throughout my blog posts, I have communicated what I believe to be the number one cause of the undermining of our educational system: the invisible student. The notion of invisible student is played out in educational settings when we reduce a student's identity to a number/letter grade; ignore a student's culture by not including aspects of it (culture) in the curriculum; assess a student with biased tools that will not ensure her success in education; and impose language requirements and curricula that does not take each individual student's identity and multiliteracies into account. These historically institutionalized banking-style methods of education undeniably continue to leave students behind.
Each week, while I gather information for my blog by scouring over numerous articles, video clips, research studies, etc, I am incessantly and overwhelmingly flooded with evidence of students being abandoned by their education. And, each week, I am still left to question: How can this be? How is it that the student- the primary root of the educational process- is in fact, the least thought of or considered in our current system? With the vast amounts of easily accessible information that provide solutions and arguments for an improved, all encompassing education, why is it that our students are still invisible in their own education?
In a time when our everyday lives have become oversaturated with discussions of our impending economical crisis, I am awesomely made aware of the significant role that politics plays in all arenas of society. One cannot begin to dissect any societal atmosphere without taking into account the corruption that has been caused by a neoliberal agenda. However, when there are resolutions to such issues that are so painstakingly obvious, I grapple with society’s tolerance of this corruption. Regardless of political affiliation, our end goal, must and should always be that of an open, accepting, honest, and successful society. Our road to this finish line is that through the proper and effective education of our future generations. And, until our students are made visible and secured at the helm of the educational process, we will never fully meet this target.
The best chance for a reform in of our pedagogical practices is through awareness. There are travesties in our educational system every day. However, society is not aware of them. As a means for my own self-education, and in an attempt to bring knowledge to others, I will continue to explore and investigate current events in education, and report my findings via this blog. It is my drive to create a spark in others. And, perhaps it is this spark that will inspire others to continue the flame.
As I end this week’s blog, I leave the reader with something to chew on. For the past few weeks, American society has been inundated with an overflowing amount of politically produced fear concerning our economy. As we sift through these excessive hysteria-creating discussions about taxes, revenue, and debt, we rarely hear an utterance of the state of our education. Yet, the failings of our educational system that preserves the concept of an invisible student are directly correlated with the demise of our economy. Below is a podcast and links to NPR's School's Out: America's Dropout Crisis, an extensive study that connects our economical crisis to our educational crisis- specifically, the high rate of push-out/drop-out in education. Please watch the actual videos that can be found on NPR's website. It is my contention that these high drop-out/push-out rates represent the invisible students that our educators and educational system have failed to recognize and reach. Ultimately, it is these students who are left behind.
http://www.npr.org/2011/07/24/138653393/school-dropout-rates-adds-to-fiscal-burden
http://www.npr.org/series/138542241/dropping-out-the-human-face-of-an-education-crisis
Each week, while I gather information for my blog by scouring over numerous articles, video clips, research studies, etc, I am incessantly and overwhelmingly flooded with evidence of students being abandoned by their education. And, each week, I am still left to question: How can this be? How is it that the student- the primary root of the educational process- is in fact, the least thought of or considered in our current system? With the vast amounts of easily accessible information that provide solutions and arguments for an improved, all encompassing education, why is it that our students are still invisible in their own education?
In a time when our everyday lives have become oversaturated with discussions of our impending economical crisis, I am awesomely made aware of the significant role that politics plays in all arenas of society. One cannot begin to dissect any societal atmosphere without taking into account the corruption that has been caused by a neoliberal agenda. However, when there are resolutions to such issues that are so painstakingly obvious, I grapple with society’s tolerance of this corruption. Regardless of political affiliation, our end goal, must and should always be that of an open, accepting, honest, and successful society. Our road to this finish line is that through the proper and effective education of our future generations. And, until our students are made visible and secured at the helm of the educational process, we will never fully meet this target.
The best chance for a reform in of our pedagogical practices is through awareness. There are travesties in our educational system every day. However, society is not aware of them. As a means for my own self-education, and in an attempt to bring knowledge to others, I will continue to explore and investigate current events in education, and report my findings via this blog. It is my drive to create a spark in others. And, perhaps it is this spark that will inspire others to continue the flame.
As I end this week’s blog, I leave the reader with something to chew on. For the past few weeks, American society has been inundated with an overflowing amount of politically produced fear concerning our economy. As we sift through these excessive hysteria-creating discussions about taxes, revenue, and debt, we rarely hear an utterance of the state of our education. Yet, the failings of our educational system that preserves the concept of an invisible student are directly correlated with the demise of our economy. Below is a podcast and links to NPR's School's Out: America's Dropout Crisis, an extensive study that connects our economical crisis to our educational crisis- specifically, the high rate of push-out/drop-out in education. Please watch the actual videos that can be found on NPR's website. It is my contention that these high drop-out/push-out rates represent the invisible students that our educators and educational system have failed to recognize and reach. Ultimately, it is these students who are left behind.
http://www.npr.org/2011/07/24/138653393/school-dropout-rates-adds-to-fiscal-burden
http://www.npr.org/series/138542241/dropping-out-the-human-face-of-an-education-crisis
Sunday, July 24, 2011
"We don't need no education. We don't need no thought control"- Roger Waters
Remember when MTV used to play music videos? Well, here is the MTV version of one of my all-time favorite bands, Pink Floyd. This is the musical video to “Another Brick in the Wall,” from Floyd’s 1979 album The Wall. Please watch the video in its entirety, and pay attention to the lyrics, but the visuals as well. Lyrics are written in the description part of YouTube.
This video epitomizes Paulo Freire’s concept of banking education (1997). The video is set in the educational atmosphere of London. We see emotionless, faceless children. They are carbon copies of one another and are treated that way. They are seated in perfect little rows. Eventually we witness them marching in lines in a factory setting, where a comparison of education is made to that of mass-production. Around 3:20 in the video, I can even make a distinct connection to the imagery of students as cattle. There is a close-up of the feet of the children as they march, that chillingly reminds me of the hooves of cattle. The students are placed on a conveyor built and eventually end up as processed meat. The students rebel against their dictator- teachers by shouting, “We don’t need no education. We don’t need no thought control.”
The title “Another Brick in the Wall,” alludes to lyricist Waters’ vision of the teachers in this particular society as -bricks in the wall. He presents the notion that through the banking education that these teachers are imposing on the children, they (students) are having walls built up around them that will eventually close them off from others. Freire would explain these educational practices as “alienating intellectualism” (1997, p. 67). Waters explains to the teachers, “All in all it's just another brick in the wall. All in all you're just another brick in the wall.” This banking education created wall, without intervention, ultimately will lead to a society of isolation. In a society of isolation, there is no reason for humans to work collaboratively or for the collective good. An isolated society is comprised of members, not participants. A society in isolation is not a united society. Nor can it be proactive. A society of isolated members leads to greed, selfishness, stagnation and corruption. Humanity cannot thrive in isolation.
Enter Critical Literacy: Critical literacy is a response to injustice and the production of illiteracy in which students and teachers work together to create a just world where we (society) are ensured undeniable equal access; equal opportunity; and equal means to actively participate in the maintaining and sustaining of humanity. Through critical literacy, students and teachers explore and examine practices that have historically and institutionally perpetuated the oppression of sectors of society. In the exploration and examination of these practices, critical literacy allows us to develop and implement new practices that allow all to participate in humanity. Critical literacy education begs humans to interact with the world, and its other members. Critical literacy offers us the freedom to act on and change our world. Ultimately, critical literacy allows everyone, EVERYONE, to have a vested interest in society by tearing down “the wall” of isolation that is created by banking education.
Critical literacy education, or what Freire refers to as problem-posing education (1997), is a direct response to the banking type of education we see in the above video. Problem-posing education invites participants to be “those truly committed to liberation” (Freire, 1997, p. 60). Active participants of problem-posing education must also “reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world” (Freire, 1997, p. 60). In essence, critical literacy/problem-posing education demands that we are no longer invisible students/members, but active, conscious participants/beings.
It is critical literacy that offers “education as the practice of freedom” (Freire, 1997, p. 62). Through acts of cognition and critical reflection, students of problem-posing education are enabled to act on and revolutionize their world. The isolation or alienation that we see in the music video and in banking education does not allow for students’ liberation. Freire argues, “But one does liberate people by alienating them. Authentic liberation- the process of humanization-is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it” (1997, p. 60).
The educational process must not be stagnant. The world is constantly changing; therefore, pedagogical practices must represent this constant motion. Banking education only perpetuates the notion of a dormant world. It does not provide students with the necessary tools to be active participants in an ever-changing society. However, critical literacy embraces the notion that “education [must] be an ongoing activity” (Freire, 1997, p. 65). Critical literacy insists that humans have a relationship WITH the world and WITH one another, not apart from. Critical literacy summons humans to recognize our individual roles in making a better society for the common good.
In understanding critical literacy, the most important tenet is that of connection. We all live on the same planet and are ultimately bound to one another. It is imperative that we remember that our actions not only affect ourselves, but others as well. Although, yes, we are all individual, diverse, unique beings, we still have a common link to each other. When we live in the confines of mental and physical isolation, we do not see the connections that our actions may have on others. It is only when we become liberated through critical literacy that our blindfolds can come off and we can come together to work collaboratively towards the common goal of maintaining a just world for all.
***On a side note*** For anyone who is a music buff, I was fortunate enough to see Roger Waters’ (an original member of the band) recreation performance of The Wall. As I have been told by those who were able to see the original Wall preformed over 30 years ago, Waters’ solo performance was better. It was not just music; it was a complete theatrical performance in which they constructed and tore down an actual wall on the stage. I was blown away. And, I consider it to be one of the top ten experiences of my life!
This video epitomizes Paulo Freire’s concept of banking education (1997). The video is set in the educational atmosphere of London. We see emotionless, faceless children. They are carbon copies of one another and are treated that way. They are seated in perfect little rows. Eventually we witness them marching in lines in a factory setting, where a comparison of education is made to that of mass-production. Around 3:20 in the video, I can even make a distinct connection to the imagery of students as cattle. There is a close-up of the feet of the children as they march, that chillingly reminds me of the hooves of cattle. The students are placed on a conveyor built and eventually end up as processed meat. The students rebel against their dictator- teachers by shouting, “We don’t need no education. We don’t need no thought control.”
The title “Another Brick in the Wall,” alludes to lyricist Waters’ vision of the teachers in this particular society as -bricks in the wall. He presents the notion that through the banking education that these teachers are imposing on the children, they (students) are having walls built up around them that will eventually close them off from others. Freire would explain these educational practices as “alienating intellectualism” (1997, p. 67). Waters explains to the teachers, “All in all it's just another brick in the wall. All in all you're just another brick in the wall.” This banking education created wall, without intervention, ultimately will lead to a society of isolation. In a society of isolation, there is no reason for humans to work collaboratively or for the collective good. An isolated society is comprised of members, not participants. A society in isolation is not a united society. Nor can it be proactive. A society of isolated members leads to greed, selfishness, stagnation and corruption. Humanity cannot thrive in isolation.
Enter Critical Literacy: Critical literacy is a response to injustice and the production of illiteracy in which students and teachers work together to create a just world where we (society) are ensured undeniable equal access; equal opportunity; and equal means to actively participate in the maintaining and sustaining of humanity. Through critical literacy, students and teachers explore and examine practices that have historically and institutionally perpetuated the oppression of sectors of society. In the exploration and examination of these practices, critical literacy allows us to develop and implement new practices that allow all to participate in humanity. Critical literacy education begs humans to interact with the world, and its other members. Critical literacy offers us the freedom to act on and change our world. Ultimately, critical literacy allows everyone, EVERYONE, to have a vested interest in society by tearing down “the wall” of isolation that is created by banking education.
Critical literacy education, or what Freire refers to as problem-posing education (1997), is a direct response to the banking type of education we see in the above video. Problem-posing education invites participants to be “those truly committed to liberation” (Freire, 1997, p. 60). Active participants of problem-posing education must also “reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world” (Freire, 1997, p. 60). In essence, critical literacy/problem-posing education demands that we are no longer invisible students/members, but active, conscious participants/beings.
It is critical literacy that offers “education as the practice of freedom” (Freire, 1997, p. 62). Through acts of cognition and critical reflection, students of problem-posing education are enabled to act on and revolutionize their world. The isolation or alienation that we see in the music video and in banking education does not allow for students’ liberation. Freire argues, “But one does liberate people by alienating them. Authentic liberation- the process of humanization-is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it” (1997, p. 60).
The educational process must not be stagnant. The world is constantly changing; therefore, pedagogical practices must represent this constant motion. Banking education only perpetuates the notion of a dormant world. It does not provide students with the necessary tools to be active participants in an ever-changing society. However, critical literacy embraces the notion that “education [must] be an ongoing activity” (Freire, 1997, p. 65). Critical literacy insists that humans have a relationship WITH the world and WITH one another, not apart from. Critical literacy summons humans to recognize our individual roles in making a better society for the common good.
In understanding critical literacy, the most important tenet is that of connection. We all live on the same planet and are ultimately bound to one another. It is imperative that we remember that our actions not only affect ourselves, but others as well. Although, yes, we are all individual, diverse, unique beings, we still have a common link to each other. When we live in the confines of mental and physical isolation, we do not see the connections that our actions may have on others. It is only when we become liberated through critical literacy that our blindfolds can come off and we can come together to work collaboratively towards the common goal of maintaining a just world for all.
***On a side note*** For anyone who is a music buff, I was fortunate enough to see Roger Waters’ (an original member of the band) recreation performance of The Wall. As I have been told by those who were able to see the original Wall preformed over 30 years ago, Waters’ solo performance was better. It was not just music; it was a complete theatrical performance in which they constructed and tore down an actual wall on the stage. I was blown away. And, I consider it to be one of the top ten experiences of my life!
Wednesday, July 20, 2011
I am not a teacher, but an awakener. ~ Robert Frost
Think about it- Ask yourself: “Am I a teacher or an educator?” “Is there a difference between a teacher and an educator?” “Would I rather be a teacher or an educator?” “Do I foster an atmosphere of humanness in my classroom?” “Are my students engaged with their schooling?” “Are my students active in the process?” “Am I utilizing all of the skills each individual student brings to class?” “Am I preparing and providing my students with the proper tools that will an enable them to lead a full, active, productive, and successful life?” “What am I doing to make students want to participate in my classroom?” “Do I inspire, enlighten, empower, awaken my students?” Think about it some more.
This video provides us with many points to ponder and areas to analyze in our professional climate. Are we teachers? Or, are we educators? Can they be synonymous? My conclusion is that if our ultimate goal is to reach and fully engage with ALL students, we must commit ourselves to being educators. To move away from the role as “teacher,” and move to “educator,” much can be accomplished in the classroom. And ultimately, what Freire refers to as authentic thinking (1997) can take place. Engaging our students in critical literacy is essential to meaningful, authentic thinking. Through the use of critical literacy practices, students become active, critical learners who participate in the learning process. Students shift from invisible entities and become involved, committed, and invested participants. When students are offered the freedom to explore, examine, question, interact with, and be part of their own unique, individual learning process, they are better prepared to be successful in life.
In “Success Guaranteed Literacy Programs: I Don’t Buy It,” Lynn Astarita Gatto, shares her experience with implementing critical literacy practices in her own elementary classroom. Gatto’s account illustrates her fourth-grade class’ work on a twelve-week unit centered around the theme of butterflies. Children and adults worked collaboratively on the “planning, constructing, and exhibiting of a walk-in butterfly vivarium” (Gatto, 2007, p. 78). This complex and elaborate project allowed students to undeniably be involved with content areas such as math, science, social studies, literature, reading, writing, and public speaking. Lynn Astarita Gatto is an educator. She embodies the very characteristics of what every educator should strive to develop.
Initially, because Gatto does not see herself as the “giver of knowledge” (2007, p. 75), it was important for her to “construct[ing] an atmosphere where the children [could] see themselves as valuable to the process of learning within the classroom” (2007, p. 75). Gatto did this by keeping a chart of student-based questions on display for all to see. Throughout the unit, as questions surfaced, Gatto recorded them for the students on the chart. Since ultimately it was these questions that provided the focus for much of the unit’s activities, the students were able to exercise an important role in their educational process.
Further, by encouraging the students to voice their questions and concerns, what Gatto refers to as “authentic questioning” (2007, p. 75), students were able to partake in an ongoing dialogue in the classroom. Gatto’s cultivation of “dialogic instruction” (Gatto, 2007, p. 75) allowed children to “express their opinions with others, self-select turn-taking during conversation, initiate topics of conversation, offer ideas for activities, and discuss and question concepts” (2007, p. 75). This step away from the monologue of traditional education, or what Freire referred to as banking education (1997), created the opportunity for dialogue. It is the communication that comes from this dialogue that leads to authentic thinking. Freire asserted that, “authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication” (1997, p. 58).
Now think about your own schooling experiences and ask yourself these very important questions: “What was my most meaningful experience in school?” “Who had the biggest impact on my life?” “How did I learn best?” “Did my schooling practices foster an idea of critical literacy?” “Did I connect with anybody in school?” “Was I engaged with my educational process?” “Were my skills utilized in the classroom?” “Did I learn the best from teachers or educators?” “Did my schooling process inspire, enlighten, empower, awaken me?”
Lynn Astarita Gatto’s critical literacy practices that were embedded throughout a thematical unit on butterflies inspired, enlightened, empowered, and awakened her students. From start to finish of the constructing of a replicated habitat for butterflies, Gatto’s students actively participated in the following activities: examined theories about/styles of specific authors; studied (in depth) the life cycle of a butterfly; watched in real time life cycle of a butterfly (harvest larva to butterfly in classroom); recorded and collected data of life cycle of butterfly; visited a local zoo to study design of habitat; interviewed educational director of zoo; conducted a survey; researched eating habits of butterflies; conducted experiments and researched durability of building materials; journaled daily; created posters, bulletins, essays, letters, and models; constructed a word wall; visited numerous museums; participated in bilingual instruction; studied migratory trends, learned difference between immigration and emigration; attended a photography exhibit; wrote letters to the Mexican government; participated in fundraising efforts; created a vivarium museum; interviewed by a local news reporter operated and provided tours of their classroom vivarium/museum to other students and adults. Although long, this list is not comprehensive. There were far more activities required for the successful completion of this unit. Through these activities, Gatto’s fourth-grade students were immersed in critical pedagogy. These practices provided students the opportunity to critically analyze bias, historical perspectives, factual correctness, and current world and local events (Gatto, 2007). In addition to this, students were able to develop an “understanding and awareness of a meaningful and important aspect of their own or their friends’ histories” (Gatto, p. 87).
Finally, ask yourself: “What can I learn from reflecting on and connecting my own experience as both a student and an educator?” “How can I be a better educator?” “How can I inspire, enlighten, empower, awaken my students?”
Remember, although Gatto has had over thirty years of experience in the classroom to fine tune the details of her critical pedagogy to get it to the success that it is today, she had to start somewhere. Gatto had to take an initial step to look outside of the box of store bought literacy programs and pre-packaged curricula. She was compelled to be the very best educator to her students. Just by being aware that there are alternatives to our traditional pedagogical practices that thrusts the teacher at the center of the educational process while propagating the notion of an invisible student, that is a preliminary step. However, it is not enough. You must now put this knowledge into practice.
Now I ask: “Are you willing to step outside of the box to inspire, enlighten, empower, and awaken your students?”
I have an included a link below to a video from The Freire Project’s website. This video provides additional information about critical pedagogy.
http://www.freireproject.org/content/critical-pedagogy-tv
Friday, July 15, 2011
"I've never let my school interfere with my education."- Mark Twain
First, I ask that you view a trailer about Roses in Concrete, a modern day version of Dr. Moses' Algebra Project. Here we see students becoming engaged in their education. Students working for their success in the future. Students becoming critical, active thinkers…
More about Roses in Concrete can be found at: http://rosesinconcrete.org/
In previous on-line discussion board assignments I assert that current pedagogical practices in our educational system create an “invisible student.” The notion of invisible student is played out in educational settings when we reduce a student's identity to a number/letter grade; ignore a student's culture by not including aspects of it (culture) in the curriculum; assess a student with biased tools that will not ensure her success in education; and impose language requirements and curricula that does not take each individual student's identity and multiliteracies into account. These one-dimensional approaches create and perpetuate a learning environment that discourages the student voice from being heard. Our educational system has become so entrenched by such methods, that the student’s success, and I mean LONG-TERM success, is no longer our number one priority. Thus, we lose sight of our purpose –our students- and their role in education becomes obsolete. Students become invisible entities in our pedagogical practices.
If we want to create reform in our educational system, we need to take a critical look at what is currently taking place in and outside of the four walls of a classroom. There are many essential questions that we must ask ourselves: What are we really doing to prepare students for the future? Or are we just preparing them to pass a test tomorrow? Are we providing students with the long lasting tools that permit them to successfully navigate their feature endeavors? Does our educational policy take each individual student’s concern and interest into account? As put forth by Dr. Moses, it is necessary to explore the answers to, “Are we going to have a society where only a small group of people are prepared for the future, where there’s a huge knowledge gap?” (2001, p. 12). Ultimately, we need to ask ourselves- what is more important: having our students be concerned with the immediacy of passing tests in their schooling, or preparing our students- all of our students- to have success at living a meaningful and sustainable life?
Not only must we as educators develop a more critical view of our pedagogical practices, but we must also insist that our students become aware of and use a critical lens. Essentially, students should be knowledgeable of the connections between their in-school life and their out-of-school life. It is imperative to remember that, “Communities and their processes of social change must also be centrally involved, and in some broad sense, national and local politics. Really working in all these arenas will require that many people adopt a more holistic outlook than they have ever done before” (Moses, 2001, p. 16). Furthermore, this integration of out-of-school knowledge and in-school knowledge helps to foster a higher competence of literacy (Allington, 2007). With the aim of ensuring success to all students by means of critical literacy, Dr. Moses argues that “the way we guarantee this necessary literacy is through education conceived of much more broadly than what goes on in classrooms” (2001, p.12).
In order to engage students as critical learners, they must become active learners. An educational system that encourages active, critical thinking fosters the acceptance of diversity and the individuality of students. This practice conquers the notion of “invisible student,” and places the student at the hub of the educational process. The acknowledgment of students as an important part of schooling requires educators to KNOW their students. This means knowing each and every student on an individual, personal level. Linda Rief suggests that in becoming an effective educator, it is a requirement to ask ourselves, “Do we know our students well enough each year to help them become the best readers and writers they can be?” (2007, p. 198).
By creating critical thinkers- visible students- educators must allow students to have voices, and allow those voices to be heard. Moses points out that, “Young people finding their voice instead of being spoken for is a crucial part of the process” (2001, p. 19). Again, this situates the student at the core of education. Wilhelm and Smith propose that when students have ever-increasing control and independence over what they do in school, motivation and competence increases (2007). When attaining success, students’ presence and role in the educational process must be affirmed. As students are allowed to be more active and evident in their schooling process, they emerge with a “new understanding of themselves as leaders, participants, and learners” (Moses, 2007, p.17). Pedagogical practices that facilitate the encouragement of active and critical learners will best prepare students for long term success in life.
Here is a link to a website that offers the benefits of dismantling the notion of the “invisible student” in our current educational system and creating an actively engaged, critical thinker: http://www.eckerdacademy.org/family-resources/article-archive/top-ten-benefits-of-learner-centered-education/
I ask, what are you doing in your classroom to make your students visible?
More about Roses in Concrete can be found at: http://rosesinconcrete.org/
In previous on-line discussion board assignments I assert that current pedagogical practices in our educational system create an “invisible student.” The notion of invisible student is played out in educational settings when we reduce a student's identity to a number/letter grade; ignore a student's culture by not including aspects of it (culture) in the curriculum; assess a student with biased tools that will not ensure her success in education; and impose language requirements and curricula that does not take each individual student's identity and multiliteracies into account. These one-dimensional approaches create and perpetuate a learning environment that discourages the student voice from being heard. Our educational system has become so entrenched by such methods, that the student’s success, and I mean LONG-TERM success, is no longer our number one priority. Thus, we lose sight of our purpose –our students- and their role in education becomes obsolete. Students become invisible entities in our pedagogical practices.
If we want to create reform in our educational system, we need to take a critical look at what is currently taking place in and outside of the four walls of a classroom. There are many essential questions that we must ask ourselves: What are we really doing to prepare students for the future? Or are we just preparing them to pass a test tomorrow? Are we providing students with the long lasting tools that permit them to successfully navigate their feature endeavors? Does our educational policy take each individual student’s concern and interest into account? As put forth by Dr. Moses, it is necessary to explore the answers to, “Are we going to have a society where only a small group of people are prepared for the future, where there’s a huge knowledge gap?” (2001, p. 12). Ultimately, we need to ask ourselves- what is more important: having our students be concerned with the immediacy of passing tests in their schooling, or preparing our students- all of our students- to have success at living a meaningful and sustainable life?
Not only must we as educators develop a more critical view of our pedagogical practices, but we must also insist that our students become aware of and use a critical lens. Essentially, students should be knowledgeable of the connections between their in-school life and their out-of-school life. It is imperative to remember that, “Communities and their processes of social change must also be centrally involved, and in some broad sense, national and local politics. Really working in all these arenas will require that many people adopt a more holistic outlook than they have ever done before” (Moses, 2001, p. 16). Furthermore, this integration of out-of-school knowledge and in-school knowledge helps to foster a higher competence of literacy (Allington, 2007). With the aim of ensuring success to all students by means of critical literacy, Dr. Moses argues that “the way we guarantee this necessary literacy is through education conceived of much more broadly than what goes on in classrooms” (2001, p.12).
In order to engage students as critical learners, they must become active learners. An educational system that encourages active, critical thinking fosters the acceptance of diversity and the individuality of students. This practice conquers the notion of “invisible student,” and places the student at the hub of the educational process. The acknowledgment of students as an important part of schooling requires educators to KNOW their students. This means knowing each and every student on an individual, personal level. Linda Rief suggests that in becoming an effective educator, it is a requirement to ask ourselves, “Do we know our students well enough each year to help them become the best readers and writers they can be?” (2007, p. 198).
By creating critical thinkers- visible students- educators must allow students to have voices, and allow those voices to be heard. Moses points out that, “Young people finding their voice instead of being spoken for is a crucial part of the process” (2001, p. 19). Again, this situates the student at the core of education. Wilhelm and Smith propose that when students have ever-increasing control and independence over what they do in school, motivation and competence increases (2007). When attaining success, students’ presence and role in the educational process must be affirmed. As students are allowed to be more active and evident in their schooling process, they emerge with a “new understanding of themselves as leaders, participants, and learners” (Moses, 2007, p.17). Pedagogical practices that facilitate the encouragement of active and critical learners will best prepare students for long term success in life.
Here is a link to a website that offers the benefits of dismantling the notion of the “invisible student” in our current educational system and creating an actively engaged, critical thinker: http://www.eckerdacademy.org/family-resources/article-archive/top-ten-benefits-of-learner-centered-education/
I ask, what are you doing in your classroom to make your students visible?
Saturday, July 9, 2011
Failure is not fatal, but failure to change might be. - John Wooden
We do not live in a stagnant world. Society is forever evolving. When our educational system does not recognize these changes by holding onto traditional values represented by an archaic curriculum, our students are left behind. How can we expect students to successfully participate in today’s world when our educational system is preparing them for yesterday’s world? Our educational system must not only recognize our progressing world, but also must implement strategies and pedagogical practices that connects with and echoes this constant evolution. Here is a video that eloquently presents this powerful message:
What we learn from this video is quite simple: our evolving world dictates new literacies. And, these new literacies do not look like the required literacies of yesteryear. There is in fact what Gee (2003) calls a multiplicity of literacies that are now necessary for students to become successful participants in society. The essential key to staying in touch with these ever-emerging literacies is through constant communication with our students. Maher suggests that “schools and teachers must begin to “center” children in all curriculum, pedagogies, and schools cultures” (2008, p. 272). After all, students are the core of our educational systems. So, it is essential that we actually include them as ACTIVE participants.
In Adolescent Literacy, Sara B. Kajder explains that “as the literacies that kids bring into our classrooms change (alongside the literacies that they need to be productive and competitive in the world outside of school), there is a very real pressure to make sure that what we teach is relevant and helps to push them to develop the skills needed to be self-directed, ubiquitous learners” (2007, p. 229). As times have changed, so too has technology, and our increasing usage and dependency of it. Because students spend countless hours both inside of school and outside of school gaming, texting, blogging, surfing the internet, instant messaging, etc., there is much to learn from them. By taking into account students’ knowledge of technology and their out-of-school literacy practices, Gee proposes that “students [become] aware of how integral, important, and pleasurable literacy already is in their lives” (2004, p. 514). This act of recognizing and treating students as individuals with a vested interest in our educational system empowers them to become active participants.
However, as pointed out by Kajder there is reluctance by educators to reach out to their students, “In all of our attempts to move forward, we haven’t looked to our kids to see what the possibilities are for merging what they know about technology with what we know about what it means to read and write well” (2007, p. 215). As implied by the included video, “I teach, therefore you learn,…or do you?,” if educators continue this dynamic of one dimensional education, our students’ expectations will not be met.
As Gee asserts, “We are living in new times” (2000, p. 413). It is our job as educators to recognize these new times and learn from our students. We must end the dated notion of a monologue-type education and begin ongoing dialogues with our students. It is essential that we draw on each individual student and what she can offer to the educational process. If we are unwilling to tap into our students’ knowledge and utilize the information and insights they have, they will be left behind. Ultimately, as stated in the video, “If we want them [students] to learn from us [educators], then we may need to start learning from them” (2009).
What we learn from this video is quite simple: our evolving world dictates new literacies. And, these new literacies do not look like the required literacies of yesteryear. There is in fact what Gee (2003) calls a multiplicity of literacies that are now necessary for students to become successful participants in society. The essential key to staying in touch with these ever-emerging literacies is through constant communication with our students. Maher suggests that “schools and teachers must begin to “center” children in all curriculum, pedagogies, and schools cultures” (2008, p. 272). After all, students are the core of our educational systems. So, it is essential that we actually include them as ACTIVE participants.
In Adolescent Literacy, Sara B. Kajder explains that “as the literacies that kids bring into our classrooms change (alongside the literacies that they need to be productive and competitive in the world outside of school), there is a very real pressure to make sure that what we teach is relevant and helps to push them to develop the skills needed to be self-directed, ubiquitous learners” (2007, p. 229). As times have changed, so too has technology, and our increasing usage and dependency of it. Because students spend countless hours both inside of school and outside of school gaming, texting, blogging, surfing the internet, instant messaging, etc., there is much to learn from them. By taking into account students’ knowledge of technology and their out-of-school literacy practices, Gee proposes that “students [become] aware of how integral, important, and pleasurable literacy already is in their lives” (2004, p. 514). This act of recognizing and treating students as individuals with a vested interest in our educational system empowers them to become active participants.
However, as pointed out by Kajder there is reluctance by educators to reach out to their students, “In all of our attempts to move forward, we haven’t looked to our kids to see what the possibilities are for merging what they know about technology with what we know about what it means to read and write well” (2007, p. 215). As implied by the included video, “I teach, therefore you learn,…or do you?,” if educators continue this dynamic of one dimensional education, our students’ expectations will not be met.
As Gee asserts, “We are living in new times” (2000, p. 413). It is our job as educators to recognize these new times and learn from our students. We must end the dated notion of a monologue-type education and begin ongoing dialogues with our students. It is essential that we draw on each individual student and what she can offer to the educational process. If we are unwilling to tap into our students’ knowledge and utilize the information and insights they have, they will be left behind. Ultimately, as stated in the video, “If we want them [students] to learn from us [educators], then we may need to start learning from them” (2009).
Sunday, June 26, 2011
A Message to Neoliberals: Right Textbook, Wrong Chapter
All week I have been wrestling with Kris Gutierrez's assertion of the neoliberal agenda in education that leads to a "sameness as fairness" policy. Gutierrez claims that under the guise of color-blind, merit-based interventions, the current educational climate has, in fact, created a "sameness as fairness" approach (Gutierrez, 2007). Neoliberals maintain that fairness is achieved by treating all students in a like manner (sameness). This notion holds all students to the same standards of accountability while using a cookie-cutter style curriculum. “Sameness as fairness” ignores students’ diversity and individuality. Gutierrez & Rogoff (2003) state that the "sameness as fairness" theory acts in effort to "commodify instruction and package it in ways that erase difference and ignore the repertoires of practice students bring to learning environments”(as cited in Gutierrez, 2007, p. 111).
I assert that neoliberals sell the tenet of “sameness as fairness” to the public based on the misuse and exploitation of the words “sameness” and “fairness.” The neoliberal agenda preys on the assumption that society must and will go along with this concept because it aims for “fairness” in education. After all, how could anyone argue against the idea of fairness?!?! Add to that a fear that has been instilled in us about anything that appears to not be the same as us. The neoliberalist view has perpetuated a notion of “difference as deviance”(Gutierrez, p. 117). This fear of being seen as deviant has brainwashed society into thinking that we must all look the same, speak the same, and act the same to be considered a part of the societal “norm.” And, when we do not fit this part, we will not receive “fair” treatment.
So, let’s dissect this concept of “sameness as fairness.” First, take a look at the word “sameness.” In the educational arena, when we speak of sameness, we refer to treating ALL students as ONE specific student. As set forth by the neoliberal agenda, this ONE specific student that our educational climate caters to is male, English speaking, middle to upper class, and has no physical or learning disabilities. However, as we all know because we do not live under rocks, our national student body does not look like this. In fact, our nation’s students are a diverse, eclectic group that has a variety of races, cultures, languages, experiences, classes, etc. Because current educational policy acknowledges only ONE specific student under the notion of “sameness,” we fail to reach, include, and empower individual students. Jackson and Cooper assert students achievement can occur when teachers encourage “relationships that they [students] believe appreciate their identity and honor them as individuals” (2007, p. 246). We cannot recognize our students as individuals when we hold onto the tenet of “sameness.” In addition to this, our schools’ populations reflect that of the country’s population: diverse. We are not the same. Therefore, the use of the word “sameness” is not only inappropriate and unfounded, but also extremely wrong.
Neoliberalist views also throw around the concept of “fairness.” Society is forced to buy into the idea that we must strive for “fairness” in education. However, I contend that it is not “fairness” but equity in education that we must strive for. All students must not only be ensured, but must also receive and have access to an equitable education. True, “fairness” may be an impetus to equity. “Fairness” at times may impact equity. But, we also must understand that what is equitable may not always be “fair.” The concept of “fairness” is an abstract and subjective idea. This idea of “fairness” is not only emotionally driven, but situational as well. What may be considered “fair” to some, may not be “fair” to others.
On the other hand, equity is a goal we must achieve in education. Equity can be substantiated with tangible evidence. When ALL students have better performance rates, when drop-out rates decrease, when urban schools receive the proper equipment and tools for their classrooms, we are headed in the direction of equity in schools. But we must recognize that sometimes equity does not necessarily mean “fairness.” At times, some practices on this road to equity may be un”fair.” For example, Jane may require additional time on her math test. John may see this accommodation that provides Jane with an equitable education as unfair to him. However, this practice ultimately helps to guarantee Jane with an equitable education.
Yet again the neoliberal agenda has manipulated and deceived society. By throwing out words like “sameness” and “fairness,” we are manipulated into buying into the notion of “what is right for one is right for all.” However, we know this not to be true. Only when terms like “individual” and “equity” are added to the discussions of educational reform can we ensure proper and equitable education for each individual student.
I assert that neoliberals sell the tenet of “sameness as fairness” to the public based on the misuse and exploitation of the words “sameness” and “fairness.” The neoliberal agenda preys on the assumption that society must and will go along with this concept because it aims for “fairness” in education. After all, how could anyone argue against the idea of fairness?!?! Add to that a fear that has been instilled in us about anything that appears to not be the same as us. The neoliberalist view has perpetuated a notion of “difference as deviance”(Gutierrez, p. 117). This fear of being seen as deviant has brainwashed society into thinking that we must all look the same, speak the same, and act the same to be considered a part of the societal “norm.” And, when we do not fit this part, we will not receive “fair” treatment.
So, let’s dissect this concept of “sameness as fairness.” First, take a look at the word “sameness.” In the educational arena, when we speak of sameness, we refer to treating ALL students as ONE specific student. As set forth by the neoliberal agenda, this ONE specific student that our educational climate caters to is male, English speaking, middle to upper class, and has no physical or learning disabilities. However, as we all know because we do not live under rocks, our national student body does not look like this. In fact, our nation’s students are a diverse, eclectic group that has a variety of races, cultures, languages, experiences, classes, etc. Because current educational policy acknowledges only ONE specific student under the notion of “sameness,” we fail to reach, include, and empower individual students. Jackson and Cooper assert students achievement can occur when teachers encourage “relationships that they [students] believe appreciate their identity and honor them as individuals” (2007, p. 246). We cannot recognize our students as individuals when we hold onto the tenet of “sameness.” In addition to this, our schools’ populations reflect that of the country’s population: diverse. We are not the same. Therefore, the use of the word “sameness” is not only inappropriate and unfounded, but also extremely wrong.
Neoliberalist views also throw around the concept of “fairness.” Society is forced to buy into the idea that we must strive for “fairness” in education. However, I contend that it is not “fairness” but equity in education that we must strive for. All students must not only be ensured, but must also receive and have access to an equitable education. True, “fairness” may be an impetus to equity. “Fairness” at times may impact equity. But, we also must understand that what is equitable may not always be “fair.” The concept of “fairness” is an abstract and subjective idea. This idea of “fairness” is not only emotionally driven, but situational as well. What may be considered “fair” to some, may not be “fair” to others.
On the other hand, equity is a goal we must achieve in education. Equity can be substantiated with tangible evidence. When ALL students have better performance rates, when drop-out rates decrease, when urban schools receive the proper equipment and tools for their classrooms, we are headed in the direction of equity in schools. But we must recognize that sometimes equity does not necessarily mean “fairness.” At times, some practices on this road to equity may be un”fair.” For example, Jane may require additional time on her math test. John may see this accommodation that provides Jane with an equitable education as unfair to him. However, this practice ultimately helps to guarantee Jane with an equitable education.
Yet again the neoliberal agenda has manipulated and deceived society. By throwing out words like “sameness” and “fairness,” we are manipulated into buying into the notion of “what is right for one is right for all.” However, we know this not to be true. Only when terms like “individual” and “equity” are added to the discussions of educational reform can we ensure proper and equitable education for each individual student.
Saturday, June 18, 2011
Education is not preparation for life; education is life itself. ~John Dewey
"After all these years of common schooling, we still have no real way of knowing if students are learning" (Tuck, 2011). Wow! What a heavy and complex statement! Yes, I do agree with this statement. And, I also believe that we really need to begin conversations with educators, parents, students, and community members to begin educational reform so this sentiment does not ring true. However, I contend that there must be some clarification added to this statement to make it a bit more telling.
Under current neoliberalistic policy there are supposed tools (standardized tests) in place to measure a student's learning. Yet, as evidenced by our readings, these tests not only discriminate against large sectors of our student population, but they also do not provide much insight for the long term effects of a student's understandings. Because the results of these high-stakes tests have been bureaucratically made to be the single-most important factor not only in earmarking a student’s success, but also "determining" teacher competence, and designating district funding, we so have produced an educational system where teachers are pressured into “teaching to the test.” And, we create students who focus on remembering facts just long enough to pass a test. Because accountability and “assessment drives education,” (Carini, p. 171), curriculum is thus centered around what is being tested on., leaving absolutely no space for anything that is not on these tests. Lipman points out that, “accountability policies promote[d] a narrow focus on skills to high-stakes tests” (Lipman, p. 53). When we restrict our curriculum to such confinements and only teach what is being tested, our students are being cheated from a well-rounded education. In essence, it is not our students who are failing, but we are failing our students.
Due to the overwhelming emphasis we place on standardized tests, our students have adapted to this type of short-term learning. They retain what they need to in order to pass a test. Once the test is over, students often lose the knowledge. In a sense, students master the art of regurgitating facts without really delving into the subject matter. In her works in various educational settings, Keene points out that there is an undeniable, common theme throughout all schools. "The surroundings may be different and the kids may be less concerned about getting into college, but the symptoms are identical: the kids are disengaged, don't retain and reapply concepts, and don't articulate their thinking"(Keene, p. 28). Because we are forced to overload our students with outrageous amounts of "stuff" to retain in order to pass a test, they rarely get the opportunity to really grasp ideas in a way that they can preserve this knowledge.
In addition to the current system of a lop-sided curriculum, the standardized tests that we use to measure a student’s success are biased. Hilliard points out that, “the results of standardized testing favor children who speak common American English simply because these children are able to respond to questions that are couched in a familiar language based upon familiar experiences,” (Hilliard, p. 98). In other words, if a child does not have access to or experience with this “familiar” language and these “familiar” experiences, their results are not going to be labeled satisfactory. How can we have such a display of diversity in our public educational system, yet fail to include these diverse populations in creating a fair, unbiased curriculum and assessment of said curriculum?
Going back to the original statement by Dr. Tuck,- Yes, we do have tools in place that are supposed to measure a student's learning. And, we are led to believe by bureaucratic neoliberals that they are effective. However, as evidenced above, the numbers-based results that these biased assessment tools often give are far from accurate. Therefore, yes, I agree- current educational systems do not have a real way of fully knowing a student's learning success.
With the aim of "knowing if the students are learning," I maintain that we need to look at our educational policies and practices in relation to assessing our students' knowledge. We need to focus on reaching all children. The only way that this can be done is by recognizing each individual child. And when I say recognize, I do not just mean to observe that student's presence. We really need to draw all students in, understand them, appreciate and respect them; we must know our students. Next to the home environment, school is where a child spends most of their critical and influential time. To fail to know your students, is to fail them.
Carini states that, “each child who comes through the door brings along his or her individuality and so inevitably makes some contribution, welcome or unwelcome to the variety and diversity of the class,” (p. 169). Why aren’t we welcoming their individuality and diversity? When we begin to stray from our current cookie-cutter model of education and really look at students as individuals offering diversity, all students can be reached. Under current policy and practice, we have not provided our children with a system that recognizes all and allows all to participate in. Therefore, how can we expect all to sit, regurgitate, and master assessment tests?
Although at first glimpse it may sound absurd, I suggest we start looking at how we educate our children in their earliest years- look at our preschools. What do they look like? How do they differ from grade and secondary schools? Are all children participating in the class? Because for many children preschool may be their first experience in a new social and learning setting without their parents, preschools are generally designed to contain a special element for all students- painting area, building blocks, book corner, water table, arts and crafts section, play area, circle time, etc. And, what these diverse areas do is appeal to children and their types intelligences that they bring to the classroom. When these intelligences are appealed to, children are drawn out and actively participate in their education.
The idea of different intelligences is something that is basic and taught in most fundamental child psychology courses. Howard Gardner, social psychologist, suggested that “human beings have several different ways of learning and processing information,” and proposed the theory of Multiple Intelligences (http://en.wikipedia.org/wiki/Howard_Gardner). The theory contains eight different areas: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential (http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences). Along with the idea that a person has varying abilities, Gardner also asserts that these abilities are not interdependent (www.wikipedia).
So, again, let’s go back to a pre-school/nursery school class and watch what happens in that setting. Some may see what appears to be a free-for-all, while others may observe controlled chaos. As a parent of a three year old that attends a preschool, I have first hand knowledge of this arena. Abigail’s teachers appeal to all different abilities. Recently they read an Eric Carle book, The Very Hungry Caterpillar, and worked on it for a few weeks. For those unfamiliar with this book, I have added a video of it at the end of the blog. Within this unit, the children created a classroom mural retelling the story, watched live caterpillars hatch into butterflies, made a song and “worm” dance, spoke about the digestive system briefly, and presented it to the parents for Parents Day. Here is a perfect example of multiple intelligences. Some students were able to excel in the artistic mural, while others really could get down to their new song, and others very articulately explained the process of metamorphosis.
There was no formal assessment at the end of this unit. Abigail did not come home from school, stressed out, trying to cram for a test. However, teachers and parents were both very aware of each child’s understanding. We need to realize that just as there are different ways to learn something, there are different ways to assess one’s understandings. The most accurate and informative way of assessment is through teacher observation. A teacher should best know their students, and be able to gauge, on an individual level, what their students abilities are. Students invest years and years in their education. We should be able to invest the time in them that it takes to individually and personally get to know them. When this is done, students become empowered and discover just how important they are in their own education.
On a side note: Abigail’s “Flying-Up” Ceremony was this week. This means that come September, she will be in the next class. Instead of having the children present the parents with their “academic” (123’s, ABC’s, shapes, colors, etc) learnings from the year, the children reenacted another book by Eric Carle. In addition to this, each child was presented with an “Award of Recognition.” These awards were not awards for the “best” of anything. They did not encompass academic learning (best counter, best at colors, etc). Instead, these awards embraced each, individual child, and what they brought to the class. Children were praised for their “amazing” skills and talents. Awards included “Amazing Playmate”- for playing with a different and new classmate everyday, “Amazing Turn Taker,” “Amazing Hugger,” “Amazing Question Asker”- for being so inquisitive.
Under current neoliberalistic policy there are supposed tools (standardized tests) in place to measure a student's learning. Yet, as evidenced by our readings, these tests not only discriminate against large sectors of our student population, but they also do not provide much insight for the long term effects of a student's understandings. Because the results of these high-stakes tests have been bureaucratically made to be the single-most important factor not only in earmarking a student’s success, but also "determining" teacher competence, and designating district funding, we so have produced an educational system where teachers are pressured into “teaching to the test.” And, we create students who focus on remembering facts just long enough to pass a test. Because accountability and “assessment drives education,” (Carini, p. 171), curriculum is thus centered around what is being tested on., leaving absolutely no space for anything that is not on these tests. Lipman points out that, “accountability policies promote[d] a narrow focus on skills to high-stakes tests” (Lipman, p. 53). When we restrict our curriculum to such confinements and only teach what is being tested, our students are being cheated from a well-rounded education. In essence, it is not our students who are failing, but we are failing our students.
Due to the overwhelming emphasis we place on standardized tests, our students have adapted to this type of short-term learning. They retain what they need to in order to pass a test. Once the test is over, students often lose the knowledge. In a sense, students master the art of regurgitating facts without really delving into the subject matter. In her works in various educational settings, Keene points out that there is an undeniable, common theme throughout all schools. "The surroundings may be different and the kids may be less concerned about getting into college, but the symptoms are identical: the kids are disengaged, don't retain and reapply concepts, and don't articulate their thinking"(Keene, p. 28). Because we are forced to overload our students with outrageous amounts of "stuff" to retain in order to pass a test, they rarely get the opportunity to really grasp ideas in a way that they can preserve this knowledge.
In addition to the current system of a lop-sided curriculum, the standardized tests that we use to measure a student’s success are biased. Hilliard points out that, “the results of standardized testing favor children who speak common American English simply because these children are able to respond to questions that are couched in a familiar language based upon familiar experiences,” (Hilliard, p. 98). In other words, if a child does not have access to or experience with this “familiar” language and these “familiar” experiences, their results are not going to be labeled satisfactory. How can we have such a display of diversity in our public educational system, yet fail to include these diverse populations in creating a fair, unbiased curriculum and assessment of said curriculum?
Going back to the original statement by Dr. Tuck,- Yes, we do have tools in place that are supposed to measure a student's learning. And, we are led to believe by bureaucratic neoliberals that they are effective. However, as evidenced above, the numbers-based results that these biased assessment tools often give are far from accurate. Therefore, yes, I agree- current educational systems do not have a real way of fully knowing a student's learning success.
With the aim of "knowing if the students are learning," I maintain that we need to look at our educational policies and practices in relation to assessing our students' knowledge. We need to focus on reaching all children. The only way that this can be done is by recognizing each individual child. And when I say recognize, I do not just mean to observe that student's presence. We really need to draw all students in, understand them, appreciate and respect them; we must know our students. Next to the home environment, school is where a child spends most of their critical and influential time. To fail to know your students, is to fail them.
Carini states that, “each child who comes through the door brings along his or her individuality and so inevitably makes some contribution, welcome or unwelcome to the variety and diversity of the class,” (p. 169). Why aren’t we welcoming their individuality and diversity? When we begin to stray from our current cookie-cutter model of education and really look at students as individuals offering diversity, all students can be reached. Under current policy and practice, we have not provided our children with a system that recognizes all and allows all to participate in. Therefore, how can we expect all to sit, regurgitate, and master assessment tests?
Although at first glimpse it may sound absurd, I suggest we start looking at how we educate our children in their earliest years- look at our preschools. What do they look like? How do they differ from grade and secondary schools? Are all children participating in the class? Because for many children preschool may be their first experience in a new social and learning setting without their parents, preschools are generally designed to contain a special element for all students- painting area, building blocks, book corner, water table, arts and crafts section, play area, circle time, etc. And, what these diverse areas do is appeal to children and their types intelligences that they bring to the classroom. When these intelligences are appealed to, children are drawn out and actively participate in their education.
The idea of different intelligences is something that is basic and taught in most fundamental child psychology courses. Howard Gardner, social psychologist, suggested that “human beings have several different ways of learning and processing information,” and proposed the theory of Multiple Intelligences (http://en.wikipedia.org/wiki/Howard_Gardner). The theory contains eight different areas: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential (http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences). Along with the idea that a person has varying abilities, Gardner also asserts that these abilities are not interdependent (www.wikipedia).
So, again, let’s go back to a pre-school/nursery school class and watch what happens in that setting. Some may see what appears to be a free-for-all, while others may observe controlled chaos. As a parent of a three year old that attends a preschool, I have first hand knowledge of this arena. Abigail’s teachers appeal to all different abilities. Recently they read an Eric Carle book, The Very Hungry Caterpillar, and worked on it for a few weeks. For those unfamiliar with this book, I have added a video of it at the end of the blog. Within this unit, the children created a classroom mural retelling the story, watched live caterpillars hatch into butterflies, made a song and “worm” dance, spoke about the digestive system briefly, and presented it to the parents for Parents Day. Here is a perfect example of multiple intelligences. Some students were able to excel in the artistic mural, while others really could get down to their new song, and others very articulately explained the process of metamorphosis.
There was no formal assessment at the end of this unit. Abigail did not come home from school, stressed out, trying to cram for a test. However, teachers and parents were both very aware of each child’s understanding. We need to realize that just as there are different ways to learn something, there are different ways to assess one’s understandings. The most accurate and informative way of assessment is through teacher observation. A teacher should best know their students, and be able to gauge, on an individual level, what their students abilities are. Students invest years and years in their education. We should be able to invest the time in them that it takes to individually and personally get to know them. When this is done, students become empowered and discover just how important they are in their own education.
On a side note: Abigail’s “Flying-Up” Ceremony was this week. This means that come September, she will be in the next class. Instead of having the children present the parents with their “academic” (123’s, ABC’s, shapes, colors, etc) learnings from the year, the children reenacted another book by Eric Carle. In addition to this, each child was presented with an “Award of Recognition.” These awards were not awards for the “best” of anything. They did not encompass academic learning (best counter, best at colors, etc). Instead, these awards embraced each, individual child, and what they brought to the class. Children were praised for their “amazing” skills and talents. Awards included “Amazing Playmate”- for playing with a different and new classmate everyday, “Amazing Turn Taker,” “Amazing Hugger,” “Amazing Question Asker”- for being so inquisitive.
Thursday, June 9, 2011
An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them how to make a life. ~Author Unk
It is nearly impossible to be a functioning member of society and not have any knowledge of our current educational crisis. Headlines such as the following scream, beg, and demand anyone and everyone to take a look at our educational system and start making changes.
-“Education Department Increases Its Regulation of For-Profit Colleges”-NYTimes 6/2/2011
-“Idaho Education Firestorm Sparks Attempt at Repeal”-Yahoo News 6/8/2011
- “California Schools in a 'State of Emergency': Do We Really Value Education?” -Huffington Post 6/7/2011
- “The Education Crisis No One Is Talking About” -www.time.com
- “Area School District Budgets Put 213 Jobs in Jeopardy”-Daily Freeman 5/15/2011
- “Evaluation of D.C. Teachers is a Delicate Conversation”-Washington Post 3/9/2011l
It is all so very overwhelming. Where do we begin? Do we tackle it on a political level? An individual level? A professional level? A personal level? And, to add another hurdle, when we cannot agree on what the solutions are, how are we ever going to fix this problem? For many, these may be fleeting thoughts that are pondered for brief segments of time while chewing over the morning newspaper or distractedly listening to the evening news while making dinner. However for those who are directly involved with and impacted by the educational process, these are real, every-day struggles that cannot be forgotten about by simply turning the page or changing the channel. Educators contend with constant fears of being able to not only reach each and every single child, but also, ensuring that her students meet bureaucratically imposed standards.
At a time when such a vast divide exists in our educational system, teachers have become empowered by tapping into their own creativity and ingenuity by developing methods that celebrate and explore their students’ diversity while still teaching a mandated curricula. Educators are using innovative approaches that draw on students’ differing languages, learning abilities, cultures, genders, classes, religions, etc. They are facilitating the educational process by utilizing ideas of multiliteracies to reach all students, whether its is through written word, spoken dialect, song, dance, and so on. Here are a few examples that can be found on the internet of teachers who have exerted their power in curriculum based decisions.
These three short videos prove that it is possible to have power and control in your classroom while following strict guidelines. In addition to this, these educators are reaching children in a subject that is usually difficult for many to digest. As seen in the first video, children are given the opportunity of exploring Shakespeare through different personas. They are laughing, smiling, joking, having fun with the subject, yet learning it, understanding it The second video utilizes the idea of multiliteracies. The children are not only interpreting Shakespeare through a hip hop song, but they used Facebook as the media device to come up with the song. And, finally, the third video illustrates that all children can be reached. Educator Rafe Esquith encourages his student sto examine Shakespeare through music and a collaborative play. In a Los Angeles school district where there is only a 32% graduation rate, not only do all of his students graduate, they all proceed to higher education.
Yes, it is very easy for teachers to let their everyday struggles with bureaucratic policies leave them feeling defeated. However, it is also possible, as evidenced by these three videos, for educators to maintain their influence and control in their students’ education. Once power is rightfully back in the classroom, the helm of the educational process, changes can begin to be made.
-“Education Department Increases Its Regulation of For-Profit Colleges”-NYTimes 6/2/2011
-“Idaho Education Firestorm Sparks Attempt at Repeal”-Yahoo News 6/8/2011
- “California Schools in a 'State of Emergency': Do We Really Value Education?” -Huffington Post 6/7/2011
- “The Education Crisis No One Is Talking About” -www.time.com
- “Area School District Budgets Put 213 Jobs in Jeopardy”-Daily Freeman 5/15/2011
- “Evaluation of D.C. Teachers is a Delicate Conversation”-Washington Post 3/9/2011l
It is all so very overwhelming. Where do we begin? Do we tackle it on a political level? An individual level? A professional level? A personal level? And, to add another hurdle, when we cannot agree on what the solutions are, how are we ever going to fix this problem? For many, these may be fleeting thoughts that are pondered for brief segments of time while chewing over the morning newspaper or distractedly listening to the evening news while making dinner. However for those who are directly involved with and impacted by the educational process, these are real, every-day struggles that cannot be forgotten about by simply turning the page or changing the channel. Educators contend with constant fears of being able to not only reach each and every single child, but also, ensuring that her students meet bureaucratically imposed standards.
At a time when such a vast divide exists in our educational system, teachers have become empowered by tapping into their own creativity and ingenuity by developing methods that celebrate and explore their students’ diversity while still teaching a mandated curricula. Educators are using innovative approaches that draw on students’ differing languages, learning abilities, cultures, genders, classes, religions, etc. They are facilitating the educational process by utilizing ideas of multiliteracies to reach all students, whether its is through written word, spoken dialect, song, dance, and so on. Here are a few examples that can be found on the internet of teachers who have exerted their power in curriculum based decisions.
These three short videos prove that it is possible to have power and control in your classroom while following strict guidelines. In addition to this, these educators are reaching children in a subject that is usually difficult for many to digest. As seen in the first video, children are given the opportunity of exploring Shakespeare through different personas. They are laughing, smiling, joking, having fun with the subject, yet learning it, understanding it The second video utilizes the idea of multiliteracies. The children are not only interpreting Shakespeare through a hip hop song, but they used Facebook as the media device to come up with the song. And, finally, the third video illustrates that all children can be reached. Educator Rafe Esquith encourages his student sto examine Shakespeare through music and a collaborative play. In a Los Angeles school district where there is only a 32% graduation rate, not only do all of his students graduate, they all proceed to higher education.
Yes, it is very easy for teachers to let their everyday struggles with bureaucratic policies leave them feeling defeated. However, it is also possible, as evidenced by these three videos, for educators to maintain their influence and control in their students’ education. Once power is rightfully back in the classroom, the helm of the educational process, changes can begin to be made.
Friday, June 3, 2011
Empowering the Individual
After reading all of our responses to the Discussion Board question pertaining to A.M. Baggs’ short film, “In My Language,” I am a quite bit disheartened by our lack of knowledge of “others.” And when I use this term “others,” I am referring to anyone who displays any characteristic, trait, or action that is different from our individual self and what we, individually or uniquely, view as “normal,” “accepted,” “mainstream,” or “natural.” This could include anyone who: speaks a different language, has learning difficulties, has a different skin color, has a religion other than ours, has a physical disability, etc. Simply put, I am speaking of any one “other” than us. When someone is “other’ than us, it is our responsibility to learn about them- learn of our differences and our similarities. Learn about accommodations that must be made on both ends in order to participate together in a common world. Learn how to coexist.
In this day and age, when Autism affects 1 in 110 children, 1 in 70 boys (www.autismspeaks.org), our failure to recognize the manifestation of this disorder, directly correlates to our society’s lack of inclusive education for all students. Even though Autism is such a common disorder, many of us lack first-hand knowledge and experience with it. And when we come face to face with Autism, we are uncomfortable and unsure of how to act.
In “Becoming Literate in a Second Language: Connecting Home, Community, and School Practices,” Haneda explores the notion of multiples literacies(p.338). Here, she suggests that not only do ELLs(English language learners) participate in a formal literacy(school), but they also take part in a multitude of literacies outside of school. Haneda further asserts that, “while success with academic literacy in English is important with respect to the construction of a viable academic identity, out-of-school literacy practices in multiple languages must be considered equally consequential in the overall development of students’ identities” (p. 338). These “out-of-school literacy” practices that she speaks of can include, but are not limited to: creative writing, blogging, journaling, attending community-based classes, oral story-telling, etc. Unfortunately, these practices, that most ELLs excel in, are either overlooked or deemed as nonacademic practices.
The bond that ties A.M. Baggs to most ELLs is the fact that we(society) overlook their modes of communication, their languages. Current pedagogical practices force educators to “teach to the test.” This allows no deviation from what has been set forth as the standard, yet archaic notion of “reading, writing, and arithmetic.” These practices do not permit ELLs and the A.M. Baggs’ of the world an opportunity to fully participate in our educational systems. It is imperative to each and every individual student’s success to begin discussions of and the use of a variety of learning modalities. As seen in “In My Language,” not every human communicates best with spoken language or paper and pen. There are numerous forms of self-expression. Some include music, art, dance, and acting. And for some, these are the only ways in which they know how to communicate effectively. To dismiss these methods, we dismiss entire populations of people.
The world is diverse. We speak different, we look different, we act different, we LEARN different. When we not only recognize, but also embrace and encourage these multiple literacies, especially in school-settings, all students can be empowered to achieve success. It is key “that educators reexamine their own assumptions of what being literate means in order to create opportunities that enable students to master a wide range of literacy practices with which they can shape their futures in a rewarding and responsible manner”(Haneda, 343). In order for this to be fully effective, we must really be dedicated to inclusive education- an educational setting that includes A.M. Baggs and ELLs. It is here that we can learn from one another. Learn about our differing learning styles, our varying cultures, our vastly different languages. After all, it is “only when people with differences come together will they learn to understand each other, appreciate each other, and live in harmony” (Aguilar, Fu, & Jago, 115).
Wednesday, May 25, 2011
Educational policy always involves choices between degrees of worthiness (Hirsch, p.25).
In Cultural Literacy: What Every American Needs to Know, Hirsch cultivates an extensive list of exact ideas and words that all “literate” beings must know in order to successfully participate in American society. This unrealistic catalog is what Hirsch refers to as “cultural literacy.” According to Hirsch, cultural literacy is defined as, “the network of information that all competent readers possess (p. 2).” He further proclaims that it (cultural literacy) is “the background information, stored in their [readers] minds, that enables them to take up a newspaper and read it with an adequate level of comprehension, getting the point, grasping the implications, relating what they read to the unstated context which alone gives meaning to what they read (p. 2).”
Upon my review of Hirsch’s list and the evidence he uses to support this laboriously long list, I am overwhelmingly flooded with many emotions. From these emotions, I have generated some questions for Mr. Hirsch to consider. So, in an attempt to “comprehend” his ideas, “get” his “point,” and “grasp his implications,” I have chosen to draft a letter to Mr. Hirsch.
Dear Mr. Hirsch,
I have most recently become familiar with your work, Cultural Literacy: What Every American Needs to Know. There are many points that you express that I have difficulty digesting, including your list of terms and ideas that you deem important for Americans to know in order to be active, productive members of society. So, I have taken responsibility for my cultural literacy (or lack thereof) and seek out some more “background” information.. In my stab at becoming comfortably literate with your theories, I please invite you to answer a few questions.
First and foremost, after reading your opening sentence in Chapter One, “This book explains why we need to make some very specific educational changes in order to achieve a higher level of national literacy (p. 1),” I immediately checked the date of publication of this work. For me, this was crucial “background” information in understanding your frame of reference. It is important to know and have a clear understanding of what society looked like when you wrote these words.
Upon seeing that your claims and theories were published in 1988, twenty-three years ago, I, without delay, thought about the significant and insignificant changes that have occurred in the past quarter century. And, what impact these changes may have on your theory. I ask you first, Mr. Hirsch, has the passing of twenty-three years, and all that our society has faced over these years, changed any of your assertions? And, if any, in what way? What I am asking you, Mr. Hirsch, is, in today’s society, 2011, is there still validity in what you proposed twenty-three years ago? To further my point, I ask, in another twenty-three years, almost sixty years from your original publication date of 1988, what legitimacy will remain?
I specifically question your list in regards to changing times. Would the list that you proposed in 1988 be the same today? Would a list in 2025 contain these terms and ideas? Or, do you believe that it is possible to have a standard, concrete list of specific ideas that must, even with societal changes and technological advances, be known in order to successfully participate?
I am asking you to consider, Mr. Hirsch, that there are many reasons why your proposed list is not a “constant,” and will always be forever-changing. There is continual advancement and changes in society that also filter-down to our daily routines. While it was previously deemed important to know how to tell the time by the Sun’s location, I simply can look at my watch, my clock, my cable box, or my cell phone to obtain this information.
The fact that technological advancements allow most people not only accessibility and immediacy to much of what your list contains, should also alter the contents of a revised list.. Within in seconds, by using the Internet, I can become familiar with any term or phrase. Yes, not all information is always accurate, but the availability of the thousands of resources that may be “just a click away” cannot be refuted. Mr. Hirsch, I am not asserting that we, as an educated society, should rely solely on technology and the Internet. I am, however, asking you to perhaps reconsider what it is that you deem worthy considering society is constantly changing.
Piggy-backing on the notion that humanity/society is not a stagnant realm, I do inquire why it is that you place such heavy importance on just specific, concrete terms. For me, how we interact with other beings and our knowledge and understandings of human emotions such as compassion, empathy, and selflessness, are what determine how successful we are in our participation in society. These life lessons, are not found on the Internet, and therefore, Mr. Hirsch, should be a focus educational systems. Because so many of us in today’s world hide behind our computer, cell phone, text messages, emails, etc., many have forgotten how to effectively interact face-to-face with another human. These successful interactions are not learned over night either; they are lifelong lessons that all should be allowed the opportunity to explore in educational settings.
I will use my fifth grade classroom experience as an example, Mr. Hirsch. As students, we were required to memorize and recite the Preamble to the Constitution. Guess what, Mr. Hirsch, twenty years later, I could not recite it for you, nor could I probably have recited it for you one year after the class. However, this same year, I was afforded the experience to work with my peers who needed a little extra assistance through a peer tutoring program. It was through this involvement that I took away lessons far more important than that of the memorization you encourage in your writings(p. 30). These were lessons of human contact, human interaction, and human differences. That Mr. Hirsch, cannot be drilled into one’s mind and quizzed on the next day, nor can it be “looked-up” on the Internet.
Ultimately, I ask that you please, twenty-three years later, reexamine your work, and consider that with the progression of the past quarter century, your ideas, may in fact be outdated and unfounded. Yes, we do need to scrutinize our educational system. But, we must recognize society as evolutionary and always developing. Although I see the immediate purpose in creating a “go-to” list of “what every American should know,” we must look beyond that and realize the flaws in this method. It is unfathomably and naïve to create a steadfast list and believe that higher levels of national literacy will be achieved.
Sincerely,
Suzanna Paserba
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