March 12, 2012

Twilight of the Lecture: The Trend toward “Active Learning” May Overthrow the Style of Teaching that has Ruled Universities for 600 Years. 

There is interesting conversation happening at the college level about instructional design as illustrated in this Harvard Magazine article about the ineffectiveness of the lecture and how we truly learn something.

“When Mazur (former Harvard professor) speaks to audiences on pedagogy, he asks his listeners to think about something they are really good at—perhaps some skill they are proud of, especially one that advanced their career. ‘Now, think of how you became good at it,’ he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make ‘two things stand out,’ Mazur says. ‘The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’ The other thing is that for many audiences, which often number in the hundreds, ‘there is absolutely zero percent for lectures. Nobody cites lectures.’”

The argument in this article – namely that active learning should overthrow the “transfer of information” model – aligns nicely with our work around the seven characteristics of highly effective instruction.  Students need time for meaningful collaboration, project-based engagement, variety in instructional strategies, and peer-to-peer feedback – all important components of active learning.

Twilight of the Lecture: The Trend toward "Active Learning" May Overthrow the Style of Teaching that has Ruled Universities for 600 Years

Stop Stealing Dreams (What is school for?)

Recently, business consultant and author Seth Godin posted a manifesto (Stop Stealing Dreams) on the need for change in our current educational system.  The manifesto is written as a series of blog posts (132 to be exact) that highlight the need for fostering creativity and personalization, while challenging the current traditional model.  As I’ve read through his manifesto, I can not help but think about our goal to create a meaningful experience for our students.  

I’ve included one of my favorites pieces from the manifesto: 

5. Column A and Column B

Aware

Caring

Committed

Creative

Goal-setting

Honest

Improvising

Incisive

Independent

Informed

Initiating

Innovating

Insightful

Leading

Strategic

Supportive ——————————————- >

or

Obedient

Which column do you pick? Whom do you want to work for or work next to? Whom do you want to hire? Which doctor do you want to treat you? Whom do you want to live with?...

The link below provides you with a variety of versions, allowing you to print or save on your computer/iPad.  Enjoy!!!

Stop Stealing Dreams

Study: Good Principals Make a Difference in High-Poverty Schools

A recent study from the University of Texas attempts to estimate the effect of school leaders and determine what they do to produce success in their schools. 

“The researchers found that high-quality principals- as determined by a value-added model that includes student achievement and school characteristics- had a large positive impact on their students’ achievement.”  In addition, there was teacher turnover in the lowest performing grades in the schools of most effective principals.  The implication is that an effective principal monitors the quality of the teaching staff and takes steps to improve positive teacher impact on student learning.     

When I read about studies that prove a good leader makes a difference, I am encouraged that the work of “ The 7s”- Characteristics of Highly Effective Leaders, Teachers, and Students- is the right work.  We are on the right track in Hilliard Schools!  

Good Principals Make a Difference in High-Poverty Schools

Teacher Quality Widely Diffused, Ratings Indicate

School and teacher effectiveness are in the spotlight both locally and nationally.  Just last month, the controversial ratings of about 18,000 New York City teachers were released.  The results "showed that most and least successful teachers in improving their students' test scores could be found all around- in the poorest corners of the Bronx and in middle class neighbors like Queens".  The teachers' ratings were calculated by measuring how much their test scores reached, fell short, or exceeded expectations.  Demographics and prior performance contributed to the calculation.  

As we know, research reveals that there is more variation within a school building than among schools when examining teacher effectiveness.  The media tends to focus on a school's rating, while, in actuality, the range within a school among the teachers can run from the 12th to 99th percentile in teacher effectiveness.  Hundreds of the highest rated teachers were working with students in classes that were deemed the most difficult.  Again, the data reinforces the power that an individual teacher has to make a difference with students. 

We are warned that to make a decision on value added scores alone is inadequate since this score is just one test at one point in time.  A school's/teacher's entire educational program must be considered in obtaining a holistic picture of teacher effectiveness.

Teacher Quality Widely Diffused, Ratings Indicate

Webinar: Connecting the Work

Webinar #8: Connecting the Work

It's that time of year -- the time that we need to step back for a moment, look at all the work we've been doing, and make sure it all makes sense. The purpose of this webinar is to show how all of the initiatives and focus areas of our work connect to improve instruction in the classroom.

Built around five thoughtful questions from John Hattie, this webinar should offer good food for thought as you plan for the final stretch of the school year!


Connecting the Work (2011-2012) from Hilliard City Schools on Vimeo.

February 27, 2012

Education Equality and Choice: Creating A Positive Future

Keeping up with best practice and the latest intervention techniques is enough of a challenge, but we can’t lose sight of the conversations and campaigns taking place outside the walls of our buildings. The push for school choice continues to pick up steam and is a topic we need to keep on our radar.

The Bernard Center for Women, Politics & Public Policy has created a campaign connected to Black History Month, calling school choice “the most important civil rights issue of our time.”

Here are a few lines from a recent op-ed released by the Bernard group:

“Perhaps most important, we must emphasize accountability, choice and competition in education. There is no bureaucratic one-size-fits-all technique to teach kids. We must offer parents more options, and then hold institutions accountable for their performance.

We know what works. Choice in all its forms — vouchers, tax credits, scholarships, charter schools and public school choice — improves educational performance. We must create new and better private alternatives. We also must force public schools to do better.”

To read the entire piece, click on the link below.

This group also produced an interesting video/PSA about the topic. The video can be found in the upper right side of the page

The message for us is clear. We must continue our efforts to create meaningful, authentic experiences for all students. We must create choice for our students within our buildings and district. We can’t risk losing sight of the importance of innovation and creativity in our structures, courses, and educational programs.

Education Equality and Choice: Creating a Positive Future

Steve Jobs and the Seven Rules of Success

Much has been written about the late Steve Jobs since his passing…some good…some bad. As I came across this article, I couldn’t help but see the connections to our world as educators. Specifically, in our mission to not only provide our students with a great education, but also a great “experience.”

Passion, vision, making connections, creativity, messaging, and dreaming are the foundations to Jobs’ success. Likewise, these are the very same words we deliver to our students in preparing them for their futures.

Steve Jobs and the Seven Rules of Success

Rethinking Testing in the Age of the iPad

The article title “Rethinking Testing in the Age of the iPad” caught my eye for a few reasons: Hilliard administrators are beginning to use an electronic Instructional Round/Walkthrough template to record classroom observations and Ohio’s new state assessments will be administered with a mobile device in a few quick years (2014-2015). Educators need to incorporate technology tools into our daily practice to consolidate and expedite our workload.

This week’s article gives examples of how educators embrace the use of the iPad for assessment and data purposes. Teachers use the technology tool to record assessment observations of students which are quickly uploaded to a centralized database. Traditional methods consume great amounts of precious teacher time: hand-jotting notes about the students on paper then recording the scores electronically at a later time. Another innovative use of the iPad is, “screencasting, which records what students are doing on the display screens of their devices, which allows teachers to see students work through problems without having to stand over their shoulders the whole time.” The use of the iPad allows for quicker feedback about students for teachers.

Rethinking Testing in the Age of the iPad

What Makes a Great Teacher?

The teacher is the most powerful influence on how much a student learns. More than schools, curriculum, or any other variable, teachers count the most. Many parents worry about where to send their children to school, but ironically, the school matters much less than the teacher who works with their child each day. Teacher effectiveness has been at the core of reform efforts associated with Race to the Top grant funding. The "charge" has been to identify great teachers, find out how they got that way, and then develop more teachers into great ones.

This article discusses what high performing teachers do differently. Using data from Teach for America, the non-profit that recruits college graduates to teach in low-income schools, factors that separate the good from the great were identified. It is no surprise that among the patterns are: Great teachers set big goals for their students. A focus is always maintained, ensuring that everything contributes to student learning. They plan exhaustively and purosefully. They frequently check for understanding. Sound familiar? Just to reinforce that the strategies that these teachers employ are research based, they also use the "gradual release model" when introducing new content. "I do, you do, we do" will ensure success for students of all ability levels. Among other factors are a commitment to reflect on practice and participate in life-long learning.

What Makes a Great Teacher?

February 13, 2012

We Are Natural Born Multi-Taskers

The debate continues about today's students. Are they "multi-taskers" or just great "task switchers"? Most researchers say the brain isn't capable of multi-tasking, but new research is making a different claim.

". . . . These are the questions Julio Martinez-Trujillo, a cognitive neurophysiology specialist from McGill University, and his team set out to answer in a new study on multifocal attention. They found that, for the first time, there's evidence that we can pay attention to more than one thing at a time."

This is interesting research, and we can be sure the debate will continue . . . .

We Are Natural Born Multi-Taskers

Writing to Learn

As you know, we are in the midst of transitioning our Language Arts and Mathematics curriculum’s to align with the Common Core State Standards (CCSS). Although the CCSS Initiative does not establish new standards for Science and Social Studies (ODE’s Model Curriculum does), it does not mean those areas were left untouched by the CCSS Initiative. In fact, the CCSS Initiative establishes both Reading and Writing Standards for Science and Social Studies.

My selection this week provides a clear and concise 5-step method for students to follow during the writing process.

Writing to Learn

Preparing Students to Learn Without Us

As you will remember from the ILE 2011 Conference, many educators were challenged by the message of keynote speaker Will Richardson. He caused the listeners to think deeply about how the traditional schooling model needs to evolve. He showed us student work samples in which social media was the platform for personal and unique demonstration of learning.

I love this week's article from Richardson because it brings multiple 'hot topics of the day' together for me: the expanding competition being offered to Ohio public schools by charter /community schools, the need to develop college and career readiness in all students, and the importance of creating an environment in which technology is used by students and teachers as a tool for personalized learning.

He asks, "How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into subjects about which they have a passion to learn?"

Preparing Students to Learn Without Us

How Education Fails Technology (And What to Do About It)

Dr. Mark Weston, national education strategist for Dell, Inc., will be the keynote speaker at the Innovative Learning Environments Conference on July 31, 2012. Dr. Weston wrote this article to show how education has not used technology effectively to “get all children learning at levels beyond their respective aptitudes” and what can be done to make progress with our current circumstances. He begins the article with a reference to Benjamin Bloom’s research 30 years ago which identified certain classroom practices such as feedback, cues, explanations, and classroom participation that each have a positive effect on student achievement. He also cites the research of Marzano and Hattie, which reinforce Bloom’s studies. Despite the work in this field, we have not been able to impact all students. Weston blames “teacher work-load conundrum” for this failure and believes that the only way to maximize results is through the effective use of technology. Unfortunately, the “technology has exerted little overall effect in educational settings and the teaching and learning in them,” he feels. The author continues by suggesting what we as educators can do to impact the way that technologies are used.

How Education Fails Technology (And What to Do About It)

February 6, 2012

YOUNG AMERICANS RECOGNIZE THE IMPACT OF INNOVATION ON U.S. ECONOMY AND PERSONAL LIVES ACCORDING TO NEW SURVEY

Project-based learning, inquiry, and educational “experiences” have all been at the forefront of our discussions around intentional instructional design.  The results of the 2012 Lemelson-MIT Invention Index survey are interesting and reinforce the importance of staying the course and continuing to push the expectation for what classroom instruction and experiences need to look like. Students want and need opportunities to invent, innovate, think, and create.

“Hands-on invention activities are critical, but few too many students have opportunities to learn and develop their inventive skills,” said Leigh Estabrooks, the Lemelson-MIT Program’s invention education officer. “This year’s survey revealed that less than half of respondents have done things like used a drill or hand-held power tool, or made something out of raw materials in the past year. We must engage students in these types of invention experiences as well as provide a strong STEM education to drive future innovators.”

YOUNG AMERICANS RECOGNIZE THE IMPACT OF INNOVATION ON U.S. ECONOMY AND PERSONAL LIVES ACCORDING TO NEW SURVEY

8 Things Your Students Are Afraid to Tell You

As you can see from the title, my selection this week centers around eight topics/themes that our students may not feel comfortable in talking openly about in terms of their education with their teachers.  As I read these statements, I couldn’t help but relate them to the work we’ve done around the 7 Characteristics of Highly Effective Teachers.  

Many of these statements, I’m sure, will provide some fodder for great conversations in your buildings.

8 Things Your Students Are Afraid to Tell You

Clusters for Success

As you know from the recent Curriculum Connection, Hilliard Schools has assembled a Gifted Task Force to study different service delivery options.  One of the options is to cluster into one classroom four to nine students that are identified to be gifted.  The article sheds light on the benefits of this model and explains the process for clustering an entire cohort of students.  The clustering model lends itself to RTI as it diminishes wide learning ranges for the classroom teacher.  It allows the educator to intervene and enrich more easily.    

The article could be fodder for thinking about different yet more effective ways to group students.  

Clusters for Success

Group Think...The Brainstorming Myth

What conditions produce the greatest chance of achieving true collaboration?  Since the late 1940s when the idea of "brainstorming" emerged, many leaders believed that this strategy could generate the best ideas and solve the most pressing problems.  In brainstorming, all ideas are equally important, and criticism, as well as negative feedback are supposed to be absent.

This article takes the opposite view by devaluing the effects of brainstorming.  "Debate and criticism do not inhibit ideas, but rather stimulate them", author Jonah Lehrer writes.  "Physical proximity is the key variable to productivity."  Steve Jobs had that in mind when he designed the office space for Pixar .  He felt that great ideas emerge when people run into each other.

Group Think...The Brainstorming Myth

January 30, 2012

The Global Search for Education: What Did You Learn Today?

"Children do not always learn what we teach. That is why the most important assessment does not happen at the end of the learning, it happens during the learning." 

-- Dylan Wiliam

This piece has some pretty interesting comments from Dylan Wiliam -- comments that serve as important reminders of what feedback and assessment need to look like in the classroom.  As we have been talking about for months, feedback always includes a recipe for future action; assessment is ongoing and informs instruction to ensure learning and prevent failure.  Is this what feedback and assessment look like in the classrooms you're visiting?

The Global Search for Education: What Did You Learn Today?

QR What?

Back in August at our initial Pre K - 12 Administrative meeting, we introduced The Connected Leader blog with the following picture:

As you may know, this is an example of a QR (Quick Response) code, and they seem to be popping up everywhere.  My selection this week provides Administrators, Teachers, and Students with a variety of ways in which QR codes can be utilized in the classroom and throughout the school.  Of particular note interest, check out the link titled 43 Interesting Ways to Use QR Codes in the Classroom.

QR What?

Redefining Instruction With Technology: Five Essential Steps

As we move forward to developing 21st Century skills in our students at Hilliard, we know it involves more than simply bringing a new technology tool into the classroom.   In the following article, one teacher shares her thinking about the need to change her instructional design and practice when using technology devices.  This article might be useful to share with your teachers.  

Redefining Instruction With Technology: Five Essential Steps

What You (Really) Need to Know

Colleges and universities define what secondary schools teach and establish a framework for what it means to be an educated citizen.  We have been particularly conscious of this with the adoption of the Common Core State Standards and the emphasis placed on our graduates being "college and career ready".  While public schooling has been focused on preparing students for future demands, undergraduate education at the college level has changed remarkably little over time.  The lecture is "alive and well" with the professor standing in front of the class, and blue books still being used to assess student understanding.

Lawrence H. Summers, former President of Harvard University, wrote this interesting essay about how our colleges/universities will have to reform so that they can reflect the needs of 21st century learners.  The Hilliard City School District is well on the way toward making the shift.  Of particular significance is #6 which says that "courses of study will place much more emphasis on the analysis of data."  Imagine adding probability, statistics, and data analysis to every course that we offer!

What You (Really) Need to Know

January 23, 2012

The Long-Term Impacts of Teachers: 

Teacher Value-Added and Student Outcomes in Adulthood

A recent New York Times article reports on a study from the National Bureau of Economic Research in which the data of one million students were analyzed to determine the impact that teachers have on students’ futures.  Specifically, the study looked at value added data and how effective this data was at evaluating teacher effectiveness and predicting the impact on student success.

The major findings of the study were: (1) some teachers consistently got value-added gains in their students’ test scores; (2) effective teachers had a lasting impact on their students’ futures, including achievement in school, a reduced chance of teen pregnancy, higher college matriculation, living in better neighborhoods, saving more for retirement, and higher lifetime income.

It’s a pretty interesting study – and provides another important insight on just how impactful effective teaching practices are on the lives of students.  Click the link below to get to the study; be sure to read the “executive summary” once you get to the study by clicking the link on the left side of the main page.

The Long-Term Impacts of Teachers 

Tame the Beast: Tips for Designing and Using Rubrics

“Gives and Receives Feedback” has been an extremely popular focus area for a number of our buildings throughout this school year.  In looking at the four look-for’s of this  Highly Effective Teaching Strategy, one that has sparked numerous conversations is the third look for centered around the use of targeted “look fors” and rubrics.   As you know, rubrics are proven to be an extremely useful tool in providing feedback to our students.  In my selection this week, I have chosen an article that provides teachers with six tips for designing and using effective rubrics.

Tame the Beast: Tips for Designing and Using Rubrics

Rethinking Teacher Evaluation in Chicago

As you know, the state of Ohio and Hilliard Schools is embarking on a new and controversial endeavor: development of a new teacher evaluation system in which at least 50% of the rating is based on student growth.  All of us want a highly effective teacher for every student because we recognize the long-term impact.  However, there are many questions that need to be answered as the new system is created.  

This research report captured my interest as it allows the reader to learn lessons from others that have successfully implemented a similar system.  You might be interested in the brief executive summary and chapter two in which the link is made between classroom observations and teacher value-added effect.  

Rethinking Teacher Evaluation in Chicago

Five Key Skills for Effective School Principals

In one of our Administrative Book Talks a few years ago, we read Jim Collins' book Good to Great.  Collins wrote about leaders building capacity by creating leaders from within the organization.  The profile of effective school leaders in an age of standards and accountability closely resembles the Level 5 Leadership model from the business world described by Collins.  The 21st century principal has to be a leader of learning, one who develops effective teacher leaders and creates teams who deliver high quality instruction.

My article this week identifies and elaborates on five "key functions" that effective principals must have.  There is a link in the article to the Wallace Foundation Report entitled "The School Principal as Leader: Guiding Schools to Better Teaching and Learning".  These five key skills identified by the Wallace research are: Shaping a vision of academic success for all students, Creating a climate hospitable to education, Cultivating leadership in others, Improving instruction, and Managing people, data, and processes to foster school improvement.  

Five Key Skills for Effective School Principals