The Linda Darling-Hammond reading has been inspirational and insightful throughout this course. While reading I was looking forward to hearing the next step suggestions from D-H, how will innovative teaching and learning transform the current challenging state of education?
In the final chapter of The Flat World and Education, D-H brings up the five areas of transformation that are necessary to make education work for all. These suggestions will have a huge impact of the direction of education. Meaningful learning goals: Education must be relevant, and prepare students for the 21st century. This will bring about greater student engagement and the tangible skills to succeed in this world where most jobs a decade from now, haven't been created yet. In order to prepare for an innovative workplace, innovations in education are essential. There is also a need for informed assessment, that is relevant to these 21st century skill set, and shoots for higher levels of Blooms Taxonomy. PBL is one model that addresses these needs of engagement and creative assessment of learning outcomes that matters. Intelligent, reciprocal accountability systems: D-H shares the need to, "diagnose the sources of failure, applying resources and expertise to enable improvement". This commitment to addressing what actually IS going on in education, instead of what education SHOULD be, helps maintain the evolution of education. The mere fact that direct instruction is the pedagogy that is least effective, and most extensively used, shows we have a long way to evolve as educators. As we move towards a more intelligent way of teaching, where creative ideas are tested by teachers, we will see the same intelligent risk-taking by students. This is the environment for innovation that we must reinforce. Equitable and adequate resources: This domain is one that was extensively addressed in the prior chapters. The inequality is palpable, driven by the funding gap between affluent schools and impoverished; this different has been up to 300% more funding for affluent schools. How this isn't seem as a clear violation of equal access to education is perplexing to me. Leveling the playing field with resources and funding, would allow for better technology in all schools, and funding to retain highly qualified teachers in low income schools. Strong professional standards and supports: The disparities that arise from under-prepared teachers is huge! This all too often affects low income schools, who have a hard time retaining experienced teachers, leading to a dependence of teachers without credentials, long-term subs and other remedies that negatively affect student learning. If all teachers were brought to the professional level of our greatest teachers, it would have a profound effect. Seasoned teachers have more capacity to inspire students; a first year teacher will typically struggle to even keep up with content, more experience means more capacity to inspire and motivate students. Schools organized for student and teacher learning: This really speaks to the purpose and culture of the school, does everyone have a right to fail? to improve without shame, and keep the goal of creating a better society in mind. Teachers and student benefit from this interaction. The result, increase agency for everyone in the school, leading to innovation and improvement. Collaboration is the greatest tool for deep learning, an environment set up this way, establishes a system that reflects the 21st century world. Where synthesis and creativity are key objectives to drive life-long learning. “What the best and wisest parent wants for his own child, that must we want for all children in the community. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy” John Dewey’s quote made one hundred years ago, is still relevant today. It is the spine behind the teachers' creed, En Loco Parentis, in place of the parent. This commitment connects our diverse cultures, norms and traditions. The teacher is the facilitator of the exchange, and one with promise to create more inclusion in our society. There are plenty of non-examples of this in our society. Racism, sexism, or any other ism has no place in the classroom. For teachers to mix the responsibility of En Loco Parentis with their own unloving bias, brings less voice and agency to students. As a democracy we need to protect the prime value of choice, that each person regardless of SES has an equal voice, this is an idea that is not fully experience, but we as educators need to strive to promote this world where our students thrive, and do not repeat generational errors from bias and pooled ignorance. My classroom focuses on content equally with Social Emotional Learning and civic responsibility. I enjoy the role of being the gatekeeper of these ideals. When microaggressions and bias emerge in the classroom, it becomes a chance to teach a different way of accepting ourselves and others. As a math and science teacher, I like to relate this to logic and statistics. If you actually think that your perspective and truth (subjective), IS Truth, you are statistically incorrect. The chance that your unique upbringing, race/ethnicity, spirituality, social and epistemological understanding, capacity, etc are all Truth (objective), is incredibly improbably. However, most people have a bias towards their own life and understanding, it must be correct because it is what I understand. The essential qualities of compassion and empathy are in stark contrast to this mindset. To become truly engages with the 21st century world, bias and discrimination must be overcome in it's gross and subtle manifestations.
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AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
July 2017
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