I was asked a very important question today and I'm going to partially answer it here. A colleague, a business partner and I had lunch today. During lunch, the conversation turned to education and ways to correct the current system. I remarked that correcting the system would involve a complete curriculum overhaul. Obviously, I had to clarify my position.
Often, when asked a complicated question, I use an analogy to paint a clear picture. At that time I used the 1 to 100 example that is contained in a past blog entry. After further thought, I refined my message and will use the new example, "The longest mile."
The longest mile I will refer to for the remainder of this entry is a marathon. If we think about education as a marathon, there are several directions one can take. Let's first look at the American marathon runner or the race I will call education. In this country, we expect everyone to run the 26 mile race and finish, whether we have the proper training or not. We must run the race, whether we are good runners or not. We must run the race and finish like all the others.
Everyone will be judged by the same measuring stick. In reality, some will never finish the race and others will take hours, if not days. Some will finish in average time and a few will complete the race in record time. Naturally, the runners who trained for the race with a competent coach have a great advantage. Also, those with the natural gift of running the race may perform just fine.
If we create an education system which prides itself on bringing everyone through the finish line, or focus will be distance and not the race. Ask yourself some questions. Is it better to finish first or finish the race? Are you less capable for finishing 10th rather than 4th?
Competition, capitalism and survival of the fittest all subscribe to the same philosophical core. Someone has to been second or last. Someone will be left behind. Everybody cannot achieve or compete at the same level. The American system does its best to "weed-out" the weak and bring the "cream to the top."
I hope that all makes some sense. I don't plan on proofreading or editing. I'm done. Maybe one day I'll revisit and clarify my points.
Tuesday, December 16, 2008
Sunday, November 30, 2008
From left field
Why from left field? Well that's how it feels when someone gives you a compliment that you neither solicited or expected.
While walking through the hallway, "the scholar" asked; "are you ever going to become a principal?" Such a question from your parents or best friend isn't out of the ordinary. From a colleague whom you speak to on a passing basis, now that's from left field.
I am still touched that someone sees something in me that I may not see in myself. What interactions shaped "the scholars" perception? Was is something I did or didn't do? Or, are things so bad that my relative effectiveness makes me the cream that rises?
"The scholar" is too smart and intuitive for such simple analysis. I really value that opinion and place it in my emotional and professional bank account for later withdrawal. Should I ever need to pick myself up or reassure myself, I can reflect on that very moment. In our internet laden and social networking society, where few people have time for face-to-face conversations, it's a blessing to hear such kind and perceptive words. My Thanksgiving came early.
"Scholar", you'll never truly know how those few but power words lifted me and inspired me. My father was the assistant chief of education in Jamaica and it seems no matter how I try to deny my destiny, fate and God's will, will never allow me to settle. Powerful are the words that are sincere and hold no motives.
Thank you.
While walking through the hallway, "the scholar" asked; "are you ever going to become a principal?" Such a question from your parents or best friend isn't out of the ordinary. From a colleague whom you speak to on a passing basis, now that's from left field.
I am still touched that someone sees something in me that I may not see in myself. What interactions shaped "the scholars" perception? Was is something I did or didn't do? Or, are things so bad that my relative effectiveness makes me the cream that rises?
"The scholar" is too smart and intuitive for such simple analysis. I really value that opinion and place it in my emotional and professional bank account for later withdrawal. Should I ever need to pick myself up or reassure myself, I can reflect on that very moment. In our internet laden and social networking society, where few people have time for face-to-face conversations, it's a blessing to hear such kind and perceptive words. My Thanksgiving came early.
"Scholar", you'll never truly know how those few but power words lifted me and inspired me. My father was the assistant chief of education in Jamaica and it seems no matter how I try to deny my destiny, fate and God's will, will never allow me to settle. Powerful are the words that are sincere and hold no motives.
Thank you.
Friday, August 29, 2008
Significant Digits
A new breed and generation of statisticians has been born. They have degrees in English, Social Studies, Science, Math, Physical Education, and Art; to mention a few. Who are these people and how did they gain such a wealth of knowledge for statistics, with little of no formal training in statistics?
The quest to crack the code of standardized testing has lead so many to puntificate and create their own brand of statistics. Data, Data, Data...everyone's talking about data, but few people have a clue what they are talking about or how to apply the numbers. 2%, 5% or 10%...are these significant digits? Some people neither know how to derive a percentage nor are they able to "tell the story" that the numbers present.
Recently, I read read data that displayed the growth and loss of a particular class. 3% of the class regressed by showing negatives academic gains. Has anyone every tried to calculate the exact number of students that really is? Let's see what I do to clarify this for you...the average class has 25 to 30 students. To calculate the total number that 2% represents, multiply 25 by 0.2. You have to use the decimal value when multiplying a percentage.
The answer is = .5 Oh yeah...half of a student showed a negative gain. Is that a significant digit? Certainly not when you are talking about a single class.
Data serves the same purpose as a clue in a scavenger hunt. It points you to the next step. Far too often, leadership uses data as a gotcha and whipping stick instead of is true purpose. Teachers shudder at the mention of data, as they await the negative.
Maybe we should note that a class with 3% regression rate, means 97% showed progress. One day we will celebrate the positive rather than hammering home the negative.
The quest to crack the code of standardized testing has lead so many to puntificate and create their own brand of statistics. Data, Data, Data...everyone's talking about data, but few people have a clue what they are talking about or how to apply the numbers. 2%, 5% or 10%...are these significant digits? Some people neither know how to derive a percentage nor are they able to "tell the story" that the numbers present.
Recently, I read read data that displayed the growth and loss of a particular class. 3% of the class regressed by showing negatives academic gains. Has anyone every tried to calculate the exact number of students that really is? Let's see what I do to clarify this for you...the average class has 25 to 30 students. To calculate the total number that 2% represents, multiply 25 by 0.2. You have to use the decimal value when multiplying a percentage.
The answer is = .5 Oh yeah...half of a student showed a negative gain. Is that a significant digit? Certainly not when you are talking about a single class.
Data serves the same purpose as a clue in a scavenger hunt. It points you to the next step. Far too often, leadership uses data as a gotcha and whipping stick instead of is true purpose. Teachers shudder at the mention of data, as they await the negative.
Maybe we should note that a class with 3% regression rate, means 97% showed progress. One day we will celebrate the positive rather than hammering home the negative.
Wednesday, July 23, 2008
1 to 100
I was raised in the British education system and I compare the American and British system with the analogy 1 to 100.
The American system is flawed; atleast in my humble view. Why in the world do American students score better than other nations in the early grades then fall well behind as years pass. In America, we rush to get so much information into the young minds that little is absorbed or retained. Here's the goal...I want to teach my students to count from 1 to 100 by the time they reach 10th grade. Obviously this is merely a fictitious scenario that is only used to prove a point. I will present two separate and vastly different systems below. One will seek to be wide and shallow and the other narrow and deep.
The American system that is wide and shallow will accomplish the goal in the following manner. As 1st graders, the students will have a huge text book that has the numbers 1 to 100. The teacher will teach the students to count from 1 to 100. 10% of the students will complete the entire lesson and count from 1 to 100. Of the remaining 90%, 60% may reach 20 and the others will struggle to count to 10. In the second grade, the students will again be taught the same lesson. Let's count from 1 to 100. Because the thought is, if we repeat the same lesson enough times, surely they will get it. The same process is followed until the students have reached their 10th grade year. At that point, 30% may have achieved and mastered the skill of counting from 1 to 100. Of the remaining 70%, 60% can count to 75 and 10% are truly struggling with counting from 1 to 100.
The British system that is narrow and deep will accomplish the goal in the following manner. As 1st graders, the students will have a thin textbook that only has the numbers 1 to 10. Chances are, more than 90% of the students in this 1st grade class will successfully attain mastery at a staggering level. However, if we had testing at this level, the American students would certainly test better than the British and be able to count to numbers that the other students have never seen. The same education process would continue yearly and add 10 more numbers each year, until the 10th grade. Having only counted by ten each year, I would suggest that these students would have an understanding and grasp of the process of counting from 1 to 100 that the rushed system couldn't accomplish.
It is at this point where the gap begins to appear and the American students steadily decline. Let's face it, capitalism is all about survival of the fittest. So our mission is not to educate everyone and bring them along with the rest of the group. Someone must fall behind. The world needs garbage men and grocery baggers, right. So when the system leaves millions of students behind every year, we should not lament; the system is working.
Obviously I don't support leaving children behind. That's why I hope, someday, we slow down and sift through our curriculum and deliver information in a manner that promotes depth and mastery.
The American system is flawed; atleast in my humble view. Why in the world do American students score better than other nations in the early grades then fall well behind as years pass. In America, we rush to get so much information into the young minds that little is absorbed or retained. Here's the goal...I want to teach my students to count from 1 to 100 by the time they reach 10th grade. Obviously this is merely a fictitious scenario that is only used to prove a point. I will present two separate and vastly different systems below. One will seek to be wide and shallow and the other narrow and deep.
The American system that is wide and shallow will accomplish the goal in the following manner. As 1st graders, the students will have a huge text book that has the numbers 1 to 100. The teacher will teach the students to count from 1 to 100. 10% of the students will complete the entire lesson and count from 1 to 100. Of the remaining 90%, 60% may reach 20 and the others will struggle to count to 10. In the second grade, the students will again be taught the same lesson. Let's count from 1 to 100. Because the thought is, if we repeat the same lesson enough times, surely they will get it. The same process is followed until the students have reached their 10th grade year. At that point, 30% may have achieved and mastered the skill of counting from 1 to 100. Of the remaining 70%, 60% can count to 75 and 10% are truly struggling with counting from 1 to 100.
The British system that is narrow and deep will accomplish the goal in the following manner. As 1st graders, the students will have a thin textbook that only has the numbers 1 to 10. Chances are, more than 90% of the students in this 1st grade class will successfully attain mastery at a staggering level. However, if we had testing at this level, the American students would certainly test better than the British and be able to count to numbers that the other students have never seen. The same education process would continue yearly and add 10 more numbers each year, until the 10th grade. Having only counted by ten each year, I would suggest that these students would have an understanding and grasp of the process of counting from 1 to 100 that the rushed system couldn't accomplish.
It is at this point where the gap begins to appear and the American students steadily decline. Let's face it, capitalism is all about survival of the fittest. So our mission is not to educate everyone and bring them along with the rest of the group. Someone must fall behind. The world needs garbage men and grocery baggers, right. So when the system leaves millions of students behind every year, we should not lament; the system is working.
Obviously I don't support leaving children behind. That's why I hope, someday, we slow down and sift through our curriculum and deliver information in a manner that promotes depth and mastery.
Introduction
Well, I have entered the blogosphere with so much to say and finally a canvas. Some are certainly asking the question, why seven bosses? I have always looked at students as having seven bosses. In a school where students have seven teacher, they must realize that each class and teacher have distinct differences that one must adjust to. I have one boss, and though her mood may change from time to time, her demeanor is relatively constant. On the other hand, our students have 6 minutes during passing time to decompress from the previous class and prepare themselves for the challenges ahead. Having left a room with innovative techniques, 21st century ideals and relaxed atmosphere, the student will soon enter a room with a teacher who is rigid, cold and following antiquated techniques. How many of us would be able to juggle and balance all the personalities a student must face during the course of a day?
Understand one thing, it is essential that students are exposed to the many personalities and flavors present during a day of school. Socialization is the one factor that many ignore when measuring the education a school system provides. A student's success is often measured by their ability to recognize what a teacher expects and wants, and preparing themselves mentally for the changing faces and bosses they meet in 100 minute intervals with 6 minute wardrobe changes.
Understand one thing, it is essential that students are exposed to the many personalities and flavors present during a day of school. Socialization is the one factor that many ignore when measuring the education a school system provides. A student's success is often measured by their ability to recognize what a teacher expects and wants, and preparing themselves mentally for the changing faces and bosses they meet in 100 minute intervals with 6 minute wardrobe changes.
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