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Inside the Black Box
Article posted August 26, 2010 at 07:45 PM GMT0 •
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Paul Black and Dylan William argue the importance of classroom assessment in their erudite article, Inside the Black Box: Raising Standards Through Classroom Assessment. The authors observe that raising achievement standards is of vital importance to educators at the district, state, national, and even international level. However, the authors wonder if the many reforms currently underway are truly analyzing and improving the issues concerning standards. In other words, are the many resources (inputs) found in classrooms, or as the authors say, the “black box”, being critiqued to determine if they are effective or suitable?
The authors argue that learning is motivated by the interaction between teachers and students. The profession of teaching is laden with complexities: parent issues, disciplinary problems, students with emotional issues, etc. Therefore, if the desired outcome is for standards to improve, then a conscious effort needs to be made for teachers to be equipped with the necessary tools and strategies for proper instruction. Furthermore, citing research data and their own gathered information, William and Black argue that “formative assessment” can assist in the raising of achievement standards. Yet, formative assessment is not a “magic bullet” that will relieve all the problems associated with low performing students. Moreover, integrating appropriate formative assessments in the classroom must been done incrementally, since positive school change occurs slowly.
Students also need to feel that they are a part of the assessment. They need to perform self-assessments on their academic performance and be conscious of their own learning. The authors offer three insightful suggestions for student self-assessment: 1) recognition of the desired goal; 2) evidence about present position; and 3) and some understanding of a way to close the gap between the two.
The authors then analyze the specific teaching strategy of dialogue in the classroom. This can be an effective formative assessment if implemented appropriately.
The authors correctly point out that the teacher needs to promote the free exchange of ideas during discussion and not inhibit the student from articulating his/her own ideas.
Implementing change in the schools is important to the authors. The last section of the article is entitled Policy and Practice. They include the importance of teacher development, along with the daunting tasks of reducing obstacles in the education world. Lastly, researching the teaching practices of teachers can also be a worthy undertaking.
In conclusion, the paper expresses a strong, clear position that achievement standards are crucial and that effective formative assessments can help educators and students reach that important goal.
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Article posted August 26, 2010 at 07:45 PM GMT0 •
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Book Review on DRIVE by Daniel Pink
Article posted August 2, 2010 at 02:18 PM GMT0 •
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Frank Giuseffi
Lindenwood University
USA
July 22, 2010
Drive: The Surprising Truth about What Motivates Us
Daniel H. Pink, New York: Riverhead Books, 2009; 1 + 242 pages. $26.95. ISBN: 978-1-59448-884-9
Daniel Pink, author of the noted A Whole New Mind, concentrates his efforts on motivation in his new book Drive: The Surprising Truth about What Motivates Us. Pink takes issue with the traditional idea of what actually motivates individuals. The expected rewards system for motivation does not work. Throughout the book, Pink offers a series of scientific studies arguing the point. He analyzes motivation in basically two spheres: business and science. Indeed, he makes the point that “ For too long, there’s been a mismatch between what science knows and what business does. The goal of this book is to repair that breach.” (pgs. 9-10)
Pink studies the differences between extrinsic and intrinsic motivation. He begins by going thousands of years back to the days of early humans where survival was the motivating factor in behaviour. However, Pink argues that we are more “than the sum of our biological urges.” (p. 18) Indeed, Pink claims that we had a “second drive”. (p. 18) This drive, Pink calls it Motivation 2.0, sought out reward and avoided punishment. However, in the final analysis, Motivation 2.0 was not a hopeful or noble view of looking at human behaviour; it basically saw humans as horses who would act based on a carrot held out in front of them.
Pink takes on Motivation 2.0 by analyzing the relationship between behaviour and economics. Citing various economists, one he actually studied under while in college, Pink explains that economics is based on human behaviour, and that behaviour can at times be irrational. Most economists now believe that Motivation 2.0 does not fully explain the complexities of human action.
A thought-provoking aspect of the book is Pink’s analysis of algorithmic and heuristic work. Algorithmic work is where one follows a set of specific tasks that leads to a specific objective. Heuristic work does not have a set of rules or guidelines to follow. The individual must find creative ways in discovering a solution. The rewards system based on the carrot and stick method applies well to algorithmic work, but has negative consequences for heuristic work.
Pink writes that developing new and creative ways of solving problems involves a “third drive.” (p. 30) Teresa Amabile, a researcher at Harvard Business School, claims that the third drive concerns the belief that intrinsic motivation allows for creativity and extrinsic motivation is damaging to creativity. Once again, these ideas shake the foundations of what Motivation 2.0 claims.
Pink elucidates his ideas further by looking to literature. He writes about Chapter II of The Adventures of Tom Sawyer, where Tom is whitewashing his Aunt’s fence. He is not exactly happy with the task. However, when Tom’s friend Ben stops by, Tom exhibits fascination and enjoyment at his job. Ben is now intrigued and offers Tom his apple for a chance to slap whitewash on the fence. Several other boys stop by and find themselves whitewashing the fence also. This description in the novel speaks to the idea that work is what people are required to perform and play or leisure is what people are not required to perform. Pink cites Twain as writing in the novel that British gentlemen drive passenger coaches for the privilege, but they would resign from the activity if they were offered wages to do it, since then it would turn into work. Through this piece of literature, Pink argues that a rewards-system of motivation can actually turn play into work. He calls this the “Sawyer Effect”. This effect can also turn work into play.
Pink also delves into the subject of autonomy. He references Pablo Picasso, Georgia O’Keefe and Jackson Pollock as people who never followed the rules of Motivation 2.0. They did not abide by a fixed set of rules that dictated to them when, where and how to paint. Pink claims that we need to be as free and autonomous in our lives as these great painters were. Motivation 2.0 assumed that autonomous people would veer away from responsibility and work. Motivation 3.0 assumes something different. It argues that people want to be answerable and responsible. If individuals are given the freedom to be creative in their work, they will rise to the occasion. Pink is willing to concede that people become comfortable with following systems that give clear guidelines and operating procedures. People would have a difficult time at work if employers adopted Motivation 3.
As in his last book, Pink presents ways in which the reader can put his ideas into action. It includes tips on developing one’s motivation; ways to improve one’s company or business; helping youth; information from business leaders and a helpful reading list. Books that Pink recommends include Mihaly Csikszentmihalyi’s Flow: The Psychology of Optimal Experience, Carol Dweck’s Mindset: The New Psychology of Success; and Doris Kearns Goodwin’s, Team of Rivals: The Political Genius of Abraham Lincoln.
Pink justifies his ideas by citing scientific studies and major thinkers in science, economics and business. However, it is possible to make the case that human behavior is too complicated and dynamic to reduce it to scientific studies. Is not Pink attempting to explain behaviour just as much as the proponents of Motivation 2.0? Is it actually that easy to analyze motivation through tags such as Motivation 2.0 and Motivation 3.0? Pink is on strong ground when he discusses the realities of algorithmic work versus heuristic work. Indeed, it is an excellent way to analyze the nature and functions of work. He also offers an interesting idea when he claims that there is a third drive to humans. However, one can certainly question whether Motivation 3.0, with its positive view toward human nature, is the proper paradigm shift to make. Overall, Drive: The Surprising Truth About What Motivates Us is an insightful, well-informed book. Educators and business leaders would do well to verse themselves on the ideas contained in this book.
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Article posted August 2, 2010 at 02:18 PM GMT0 •
comment • Reads 289
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Liberal Arts and the Student
Article posted July 5, 2010 at 03:59 PM GMT0 •
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Maybe more often thought than mentioned, education is ultimately concerned with the liberation of the mind. The mind becomes free when the intellect is engaged in abstract thinking, creativity, synthesizing information and exchanging ideas through debate or discussion.
As educators looking to the challenges of the 21st century, we concentrate our efforts on researching the latest technological advances, implementing the most effective pedagogy, and integrating the necessary skills in a curriculum. School leaders who succeed in these worthwhile goals should be commended.
While all of this is being done in public, private, parochial, and independent schools, there should always be room for a classical education. This kind of education has molded and challenged the human mind throughout the centuries. Who would deny that Plato's REPUBLIC has not engendered wonder about important philosophical concepts? Can we not learn or even relate to the intellectual and spiritual struggles that Augustine detailed in his CONFESSIONS? And do we not still marvel and admire the noble words found in Lincoln's GETTYSBURG ADDRESS?
Although admittedly a great challenge to school leaders, we should never lose sight of presenting these and other great works to students.
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Article posted July 5, 2010 at 03:59 PM GMT0 •
comment (1) • Reads 379
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Socrates, Pedagogy and the Importance of Character
Article posted March 3, 2010 at 04:52 PM GMT0 •
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In the Socratic dialogue The Meno, Socrates (469-399 BC), engages in conversation with a Greek slave named Meno. The question that guides the duscussion is: “Can virtue be taught”? In usual Socratic fashion, Socrates addresses the main question by leading his “pupil” in other areas of knowledge only to arrive at the original point. During this particular conversation Socrates includes concepts in geometry. As he begins to draw geometric figures in the sand while asking insightful questions, Socrates leads Meno to “recollect” the knowledge he always had concerning geometry. Meno is quite impressed with how Socrates led him to this knowledge, and refers to him as an “electric ray” who stuns him with perplexing questions, ultimately leading him to the correct answers. In other words, the pedagogy Socrates uses, i.e., a conversation led by a facilitator where questions are asked and answered, numbs the student in order for him or her to truly begin the learning process. The word “numbness” should be defined liberally. I view the feeling of numbness in the intellect as the experience of being challenged, perplexed, or jarred by a question or answer one was not expecting.
Educators need to possess the ability to intellectually challenge (numb) their students. They should also possess the necessary tools for this endeavor. Indeed, instructional technology, inquiry-based teaching, group work, class seminars--often referred to as Socratic seminars, class debates, independent work, etc., are vital programs our teachers must be knowledgeable about. They must always see that the acquisition of knowledge is a lifelong process, and that their students are on an intellectual and ethical journey.
Along with the noble goal of challenging students academically, comes the realization that the educator must allow the student to learn. Looking once again at Martin Heidegger (1889-1976), the noted German philosopher whose philosophical quest was to uncover the truth about ‘Being’, once remarked that “Teaching is more difficult than learning because what teaching calls for is this: to let learn.” Through a course of study students must “submit themselves to the demands and rigor of thinking” and the teacher must allow the student to become an independent thinker. This “independent thinking” can be looked at as the student delving into unknown territory. Meno once thought that he knew what ‘virtue’ was, but after listening to Socrates, he realized that he was unaware of the true definition. For me, this is an important start to the student’s educational experience.
Lastly, and most importantly, I consider the ethical journey of the student to be a vital part of his education. Indeed, I have said to faculty members countless times that we, as educators, need to promote character and academic achievement in a structured and nurturing environment. Furthermore, I support Thomas Lickona’s admonition that we need to “Teach as if Justice Matters”. In his important book CHARACTER MATTERS, Lickona argues that teachers must inform students about the problems facing the world, and even though they cannot solve these problems, they can inspire students to incrementally work for justice. School leaders should always strive to create schools where the teaching of character is at the forefront of the school’s mission.
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Article posted March 3, 2010 at 04:52 PM GMT0 •
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President's Day and the Teaching of Virtues
Article posted February 17, 2010 at 09:01 PM GMT0 •
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We were able to make President's Day a time for reflection about virtuous living. I had a cadet briefly talk about the lives of George Washington and Abraham Lincoln. While neither were flawless individuals, Americans have viewed many of their ideals and actions as noble and important to the philosophy behind the American Founding.
Teachers should regularly use great people of American and World History to emphasize a virtue or a noble idea. Who among us educators would not call forth the names of Martin Luther King Jr., Winston Churchill, Teddy Roosevelt, or Mother Teresa as people who can be wonderful role models for our nation's youth? We need to always remind ourselves that those who lived in the past play a vital role for those living in the present.
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Article posted February 17, 2010 at 09:01 PM GMT0 •
comment • Reads 362
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The Importance of an Advisor-Advisee Program
Article posted February 10, 2010 at 03:14 PM GMT0 •
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Many Independent Schools offer an Advisor-Advisee program. For clarity, we can define the "Advisor" as that teacher, residential advisor, coach, or administrator who regularly offers guidance and support to their "Advisee", or student.
Of course, attempting to implement an effective Advisor-Advisee program takes work. Educators know that the daily issues that constantly arise at a school can prevent well-meaning programs to flourish. An advisor needs to have the time and training to truly help his/her advisees.
Advisors at MMA meet with their advisees every Wednesday morning for thirty minutes. Normally, we send via email a "lesson" that the advisor "teaches" to his/her advisees. Since we are a military school we have our cadets learn about seven values the U.S. Army deems as important: Loyalty, Selfless-Service, Duty, Personal Courage, Honor, Respect, and Integrity. Advisors write monthly letters to their advisees' parents and end up developing strong relationships with them. This, of course, adds to the communication and emotional support students need.
Obviously these values can apply not just to soldiers, but to anyone who wishes to live a rich and fulfilled life. It is important for those involved in Independent, Parochial, and Public schools to develop a curriculum that focuses on the life skills needed for students to be duty-bound, altruistic members of society.
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Article posted February 10, 2010 at 03:14 PM GMT0 •
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Heidegger's Philosophy and Education
Article posted December 15, 2009 at 04:33 PM GMT0 •
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This essay was written in conjunction with a cohort I was in as I was earning my Master's in Education. The other contributors were: Amy Bartlett, Sarah Hays, Kelly Pulliam, and Kay Strodtman.
One would not consider Martin Heidegger an educational theorist. However, Michael Bonnett, author of an article on Heidegger in FIFTY MODERN THINKERS ON EDUCATION, correctly sees the practical application of Heidegger's philosophy to teaching and learning.
For instance, learning for Heidegger is a "participatory affair" where the learner is actively engaged in the subject matter. The didactic form of teaching, or an objective set curriculum does not address the basic educational issues for students. The teacher, according to Heidegger, has to "let pupils learn". Through a mutual relationship between teacher and student, where the integrity of both parties remains intact, students "submit themselves to the demands and rigor of thinking." Heidegger was opposed to a form of education that solely required fixed standards that students must attain in their subjects, or classrooms that emphasized a mechanical approach to learning. Instead, Heidegger viewed learning as an adventurous journey into paths that were not yet discovered. The attraction of learning came from the pupil recognizing the stirrings of a new discovery that had not yet become fully known to him or her.
A fundamental notion in Heidegger's philosophy is "Being". The human person can make his/her being a central component in their lives if they abandon "idle talk" that surrounds them. In other words, life can be authentic if the person is not subsumed by the urgency of practical matters in life.
If the goal in life is to attain authenticity, then the goal of education is to provide a teaching methodology that assists students in coming to the knowledge of their authenticity, or existence. In other words, how can the teacher make his/her lesson plans meaningful to the lives of his/her students?
Heidegger places an important burden on the teacher. Not only is the teacher to challenge and engage the student, but he/she must also listen for a "call" that can be meaningful to the student. This goal is not taken lightly. It is probably for this reason that Heidegger sees the teacher's position as "exalted".
Lastly, Heidegger had definite opinions on the role of technology in the modern world. He understood that it was a way of "revealing Being", but it creates a "calculative" method of thinking where information is classified and analyzed for practical purposes. Heidegger's fear was that this kind of thinking would find its way into the arts and humanities. In other words, literature and philosophy would be analyzed in a more mathematical, objective way, as opposed to a more personal or poetic experience.
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Article posted December 15, 2009 at 04:33 PM GMT0 •
comment • Reads 710
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What About the Education of Boys?
Article posted November 23, 2009 at 07:44 PM GMT0 •
comment • Reads 366
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I attended a recent conference sponsored by the Independent Schools Association of Central States (ISACS). One of the topics dealt with the education of boys. The presenter, an investigative journalist, argued that we, as a society, have ignored the plight of boys in our schools. She cited some staggering statistics: 2.5 million more females than males attend college, boys take fewer college-prep courses, join less clubs and organizations, and are five times more likely to be expelled from Pre School. She continued by saying that boys are poorer readers and writers. Boys also learn organizational skills much later than girls. As I was listening to this information, it struck me that although we are an all-boys school, the MMA teaching staff needs to pay attention to this and help enable our cadets to excel in all they do, especially in academics. Moreover, schools across the nation need to be as focused on the educational experience of boys as well as girls.
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Article posted November 23, 2009 at 07:44 PM GMT0 •
comment • Reads 366
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SAT/ACT Preparation
Article posted October 29, 2009 at 05:04 PM GMT0 •
comment • Reads 245
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We have concentrated our efforts on improving our SAT/ACT scores for this academic year. We are outsourcing a company, including standardized test questions in specific classes, and now covering SAT/ACT preparation after school. We are requiring any cadet who is going to take a standardized test to attend these classes. All of our math teachers are involved. At first, some of our cadets resisted. They were not happy with the fact that they had to attend another class right after school. But after the initial complaining, they settled down and began paying attention. We will continue to implement this practice. I think it's great for students and teachers!
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Article posted October 29, 2009 at 05:04 PM GMT0 •
comment • Reads 245
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High Performing School
Article posted August 14, 2009 at 02:44 PM GMT0 •
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One important way in creating a high-performing school is the collection and analysis of data. School leaders need to assess the programs that can benefit from data. In his book, The Results Fieldbook, Mike Schmoker cites the experience of Rick DuFour, former principal of Adlai Stevenson High School, as someone who used data to improve his school. DuFour looked at three catagories that needed to improve: percentage of students earning A's and B's, ACT composite score, and Advanced Placement Participation/Achievement. By focusing on these important programs through teacher collaboration and regular data analysis, Adlai Stevenson High School was able to go from a little known public school to the top high school in the Midwest by College Board.
This year we are going to track the same categories. We re-instituted our Advanced Placement program four years ago and are seeing moderate progress. ACT scores have always been important to us, but this year the English and Math departments will incorporate standardized test preparation in their classes. Lastly, we will track the percenatge of cadets earning a monthly gpa of 3.5 and above. I believe MMA and other schools can greatly improve by looking at these three categories.
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Article posted August 14, 2009 at 02:44 PM GMT0 •
comment • Reads 698
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My Classes & Students
About the Blogger
I am the Dean of Academics at a private school in central Missouri.
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