12 Matching Annotations
  1. Apr 2016
    1. Many teachers agree that student-directed learning makes sense when it comes to their own learning but this rarely translates to their approach to teaching.

      This is an interesting irony. Ask teachers if they'd rather learn on their own or be taught.

    1. Because all progress depends on doubt.

      This is true for education as well. If you really want to evolve and progress, you need to doubt that what you are doing is working...or is the right thing. Ultimately, the question is are we doubting our systems enough to move forward, or are we just continuing to try to do the wrong thing right?

  2. Mar 2016
    1. While he despised what he termed ‘testology’ – ‘which is nothing but a ridiculous simplification of knowledge and a robbing of meaning from individual histories’ – and its partner ‘prophetic pedagogy’, which knows everything [that will happen], does not have one uncertainty, is absolutely imperturbable… [It] prophesies everything, to the point that it is capable of giving you recipes for little bits of actions, minute by minute, hour by hour, objective by objective, five minutes by five minutes.

      This is good stuff: "testology and "prophetic pedagogy". That's what teaching is.

    2. under what conditions can innovation work

      Key question.

    1. We need to stop measuring product and instead engage with process, and we do this by listening to and valuing students as human beings who deserve the chance to practice agency.

      Amen

    1. This, I fear, is where we are heading in public education with personalized education. It is all the rage in education today, the idea that kids sitting at computers doing “personalized” work on computer programs is the way of the future. I would not be surprised if, 10 years from now, well over 50 percent of classroom personnel will be part time workers supervising students sitting on computers working on “individualized” programs — because policymakers have taken a very narrow view of personalized learning. Too often in the past education policy-makers have taken narrow views of reform — all to the detriment of generations of young people — and there is no reason to think this would change now.

      Personalized learning...ugh.

    2. After the 2007-2008 financial crisis in the United States, a growing number of those with investment capital seeking profitable outlets are seeing education — and educational technology – as growth areas. Resistance by students, parents and educators to high-stakes standardized testing and the Common Core State Standards confronted them with a temporary setback, but now they are poised to make an end run around the Opt Out movement by concentrating on “personalized learning” which requires a huge investment in computerization of classrooms as well as software. Along with this remaking of schooling, the powers that be plan a data-based reinvention of teacher education that will require the closing, or reinvention of colleges of teacher education. If these plans go through, a majority of the nation’s teachers and teacher educators could lose their jobs in the next 10 years, replaced by people who will largely be temp workers making little more than minimum wage. This isn’t just pie-in-the-sky thinking. It is happening in higher education with the switch to adjunct labor. I fear it is about to sweep through our public schools with the force of a juggernaut.

      A dystopian future for educators.

    1. but they don't offer a diversity of approaches for how a student experiences a topic, such as by engaging with it visually versus reading about it.

      Again, our curriculum, right?

    2. Yet, unlike many districts that have put personalized learning programs in place, Kettle Moraine decided not to invest heavily in digital devices to build a 1-to-1 computing environment. Instead, it relies on a bring-your-own-device program, and it has used Google systems for distributing assignments, scheduling, and communication between staff and students. In most cases, technology is used to support personalized learning, though it is not always the essential piece, district officials emphasized.

      Again, the words are incongruous. "distributing assignments" suggest our stuff, not theirs. Frustrating.

    3. True personalized learning calls for a "rethinking and redesign" of schools, which could require them to overhaul classroom structures and schedules, curricula, and the instructional approaches of teachers, Mr. Calkins of EDUCAUSE argued. For instance, in an effective personalized learning model, teachers' roles are more like those of coaches or facilitators than "content providers," he said.

      Of course, no mention of curriculum

    4. "Technology can help provide students with more choices on how they're going to learn a lesson," Ms. Patrick said. "[It] empowers teachers in personalizing learning" and "empowers students through their own exercise of choice."

      And that is the problem, right...the "how they're going to learn a lesson" part. It's still "our" lesson being personalized for them. The agency piece is choosing how they get to "our" lesson. That misses the point.