Hacked By GeNErAL
Greetz : RxR – Kuroi’SH .. @nd all friends.
\!/Just For Fun\!/
#You Have Been Trolled !
Greetz : RxR – Kuroi’SH .. @nd all friends.
#You Have Been Trolled !
As the Expanded Learning Opportunities Coordinator at Central Falls High School in Rhode Island, my goal is to help students design their own learning experiences based on their passions. When I first meet students I interview them to learn more about who they are as a person and as a learner.
Oddly enough when I ask students to describe their learning strengths and challenges, they look at me with blank stares, as though no one before has ever asked them that question. This shocks me because I deeply believe that unless we know ourselves as learners, we can’t learn about the world, nor impact it’s direction.
Luckily, the Q.E.D. Foundation has created The Learner Sketch Tool. This free online tool helps students better understand their learning “profiles,” and advocate for learning that builds upon their strengths and supports their challenges. Educators can review students’ results and develop learning environments that respond to students’ profiles.
In order to be able to encourage students to use The Learner Sketch Tool, I wanted to have first hand experience using it. For my first step I was asked to respond to a series of statements by identifying them as “This is so me,” “Not me,” or I could leave the statement in the middle to indicate a “sometimes” or neutral response.
While the user experience felt simple and game-like, I appreciated how the process is actually quite complex as each learner response assists the tool in identifying the learner’s strengths and weaknesses in regard to:
• Attention – Mental Energy, Production Controls, Processing Controls
• Complex thinking
• Language – Understanding Written Language, Understanding Spoken Language, Expressing ideas through writing, Expressing ideas through speaking
• Memory – Active Working Memory, Long-Term Memory
• Movement Control
• Getting Along with Others
• Spatial Thinking
• Keeping Track of Time/Order
After categorizing all of the descriptors, I then had the opportunity to understand my strengths and weaknesses through written and video content, review strategies for enhancing my learning, create a growth plan, and share my plan.
As an example, I listed the statement “I apply logic and reasoning to most challenges,” in the “Not me” category. In return, the Learner Sketch Tool told me that this means that I may find it challenging to:
• Understand how things work
• Identify exaggerations or misleading statements
• Defend your views with facts and evidence
• Brainstorm possible approaches to something
• Come up with new angles on an issue
• Decide which ideas are best
As an indecisive person who tends to make decisions based on gut feelings, this tool certainly captured my challenges. The tool then provided a series of recommendations based on my area of growth, which included the suggestion, “Take a class in improvisation to practice working with the unexpected.” While I may not go run to sign up for an improvisation class, if I were to share my tool results with a teacher, he could use this suggestion to integrate improvisational techniques into his lesson.
When I identified myself as having a strength with movement control, the tool recommended that I build off my strengths by sitting on an exercise ball while studying or rewarding myself with physical activities (such as going for a run after completing your homework). This is a wonderful reminder that when I need to take a break from computer work taking a walk will be much more rejuvenating than surfing the web.
Applying the Tool
Beyond using The Learner Sketch Tool for my own personal awareness and encouraging my students to do the same, I think this tool can make an a big impact in a variety of education settings.
While the tool is certainly not a replacement for ongoing observation, feedback, and reflection in an educational setting, the Learner Sketch Tool provides a useful jumping off point for students to understand and communicate their own learning profiles and for teachers to start with a baseline understanding of their students’ strengths and challenges.
In fact, it’s a great place to begin a dialogue between students and teachers about learning profiles: we each have one, it changes over time and based on context, and we can strategize to increase our effectiveness.
These days, many administrators and teacher leaders are encouraging teachers to differentiate teaching and learning in their classroom to provide a more personalized and student-centered learning environment. While most teachers would agree about the importance of differentiation it can also feel overwhelming to know where to begin.
One simple way to start is to have your students take the Learner Sketch Tool and take note of any gaps between their results and your instructional practice. You might realize that the majority of the students in your class identify themselves as having a challenge expressing their ideas through speaking but your main teaching strategy is group discussions. Or you might work together with your students to create a graph of all of the students’ responses to a particular question. This may lead to discussion about learning strategies, how famous people have used their challenges in a positive way, how schools may be designed with certain learners in mind, the list goes on!
No matter how you think you will use the tool with in your own life or in your classroom, I encourage you to give a try and get to know yourself as a learner.
Word association quiz.
When someone pairs “School” and “Learning” who is the first learner you think of?
A student? A class of students? If so, you are like the majority of people. And for good reason — the student learner is the most important point of focus for schools.
However, capitalizing on the unique interests, affinities, and personalities of students to cultivate a rich learning environment isn’t an accident. It requires a focus on the ecosystem of learning at the adult level as well as at the student level. Fortunately, nurturing vigorous learning at the adult level has a mutually beneficial impact on the student learners.
While numerous tomes offer recipes for mining student data, creating professional learning communities, and implementing data driven instruction, fewer focus on the culture of learning or how to foster a culture that endures, inspires, and develops internal leadership. Authors Angela Breidenstein, Kevin Fahey, Carl Glickman, and Grances Hensley have filled this void with “Leading for Powerful Learning, A Guide for Instructional Leaders” from Teachers College Press.
The book identifies three types of adult learners (Instrumental, Socializing, and Self-Authoring) as well as methods and practices for facilitating authentic learning for each of these types (with a goal of helping them move toward Self-Authoring). The book includes some protocols for use in meetings.
The entire book is well worth the read, however, of particular interest are 10 facilitator moves that “influence how teams, departments, and faculties learn.” Below are the 10 moves as stated in the book without the accompanying descriptions. For a more in-depth analysis check out the book. You won’t be disappointed.
Facilitator Move 1: Openings are important.
Facilitator Move 2: Closings are also important.
Facilitator Move 3: Understand why you are using a particular protocol.
Facilitator Move 4: Plan the protocol.
Facilitator Move 5: Explain the protocol.
Facilitator Move 6: Facilitate the entire protocol.
Facilitator Move 7: Don’t be afraid to facilitate.
Facilitator Move 8: Never forget to debrief the process.
Facilitator Move 9: Find a place for negative questions and comments.
Facilitator Move 10: Trust the process and trust the group.
The upcoming new ibook by Kathleen Cushman, “The Motivation Equation,” stands to expand on her pioneering work in leveraging students’ voices in shaping learning environments, pedagogical practices, and transforming how we talk about learning. And thank goodness.
Often missing from our education discourse is, ironically, the most important element of our education system: the learners.
In this newest endeavor (you can read an early release of the book for a limited time here), Kathleen seeks to provide information on “designing lessons that set minds free.” QED’s Chief Education Officer, Kim Carter, had this to say after reading the book:
Motivation is the holy grail of learning. Who doesn’t believe if learners are motivated, they have a much greater likelihood of successful learning? From the Introduction’s explanation that “motivation is not something you have at the start” to its Appendices packed with additional resources, The Motivation Equation is brilliant on so many levels. Let me name four:
- Kathleen’s synthesis of the essential mind, brain and education science related to motivation into 8 steps or conditions is mind-bogglingly clear.
- More importantly, the 8 steps are readily accessible and practical.
- The Motivation Equation is rich with student voices – offering a “unique ‘trialogue’ among students, teachers, and learning scientists” – which anchor the steps and the research in familiar realities.
- The Motivation Equation is the best (ever) use of the e-book medium that I have seen to date. Unerring integration of sound and video clips, call-out boxes for brief bios and research notes, links to additional resources, survey templates, and protocols for engaging learners in exploring their own motivation represent a treasure trove of value-added resources.
This video needs no introduction. Just watch it and then file it under — “When Student Voices Align With Research From the Science of Learning.”
Greetz : Kuroi’SH, RxR, K3L0T3X
Hacked By GeNErAL! !
The problem: Social injustice across our social landscape, with concentrations in schools where social justice is most needed.
A solution: Leadership focused on targeting, disrupting, and transforming such norms into new outcomes.
Teacher College Record published a paper by George Theoharis, an assistant professor in educational leadership and inclusive education at Syracuse University, titled “Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice.”
The study’s focus is on principals who positively advance social justice in their schools, who rely on the notion that schools can be places that break the predictive qualities of race, class, gender, and cognitive variation on student outcomes. However, the focus of these principals is not directly on targeting academic gains — which often result in practices that “maintain structures that isolate, track, and segregate instead of structuring inclusion and belonging of all kinds. The findings of this study directly contradict many current practices and reforms that propose that the best ways for students with disabilities, students learning English, and other struggling students to learn involves individually designed and/or remedial instruction conducted outside the general classroom.” Rather, their focus is on targeting the injustices themselves, with academic gains being an outcome.
The principals highlighted in the study focused on strategies to disrupt specific injustices. Below is an overview of the four main injustices and strategies that disrupt these injustices. They are reprinted directly from the study. However, for a fuller analysis and in-depth look at these strategies in practice, we would encourage you to take a look at the article.
Injustice 1: School structures that marginalize, segregate, and impede achievement
Strategies to Disrupt:
- Eliminate pullout/segregated programs.
- Increase rigor and access to opportunities.
- Increase student learning time.
- Increase accountability systems on the achievement of all students.
Injustice 2: Deprofessionalized teaching staff
Strategies to Disrupt:
- Address issues of race.
- Provide ongoing staff development focused on building equity.
- Hire and supervise for justice.
- Empower staff.
Injustice 3: A Disconnect with the community, low-income families, and families of color
Strategies to Disrupt:
- Create a warm and welcoming climate.
- Reach out intentionally to the community and marginalized families.
- Incorporate social responsibility into the school curriculum.
Injustice 4: Disparate and low student achievement
Strategies to Disrupt:
- Confluence of all efforts and strategies
Poverty cripples societal advancement. When prevalent in the richest nation in the world, it becomes mindboggling. Why are so many individuals struggling under the weight of poverty in America? Why is nearly 1 in every 4 children considered impoverished in this land of Race to the Top? Are we racing to the top of the wrong metric?
My hat goes off to the many families who are pushing their children to aim higher than the constraints of their impoverished surroundings. As members in a society, we share their challenges too, even if we turn a blind eye.
During an interview with CNN, actor Jeff Bridges and “Share our Strength” founder Bill Shore, express why poverty, child poverty specifically, is our responsibility; “If we’re not taking care of our kids, we’re not taking care of our country. If another country was doing this to our kids, we’d be at war.”
In a post titled, “Map: How 35 Countries Compare on Child Poverty,” the Washington Post reports, “A new report by the United Nations Children’s Fund, on the well-being of children in 35 developed nations, turned up some alarming statistics about child poverty. More than one in five American children fall below a relative poverty line.” Out of the 35 countries examined, America ranked 34th.
Mind you, In this study, UNICEF is using its own “poverty line.” Internationally, poverty is defined as families living on less than $1.25 or $2.00 per day, and as much as we grumble about how little we are paid, no gainfully and legally employed American is limited to these lowly amounts. (But in the shadows? That’s another story.) In America, poverty is defined as families living on less than about $22,000 per year.
Because of such huge gaps between developed countries’ internal economies, UNICEF instead measures how much poorer children are from their country’s national average.
“The UNICEF report looks at something it calls the ‘child poverty gap,’ which measures how far the average poor child falls below the relative poverty line. It does this by measuring the gap between the relative poverty line and the average income of poor families.”
Again, from the Post, “The picture (in the U.S.) looks even worse when you examine just how far below the relative poverty line these children tend to fall.”
What are we doing, America? And what should we be doing more of?
Eric Jensons, “Teaching with Poverty in Mind” provides insight into the weight of these children’s challenges. He highlights four major risk factors that, because of economic hardship, burden the developing child and hamper student achievement.
E = Emotional and Social Challenges
A = Acute and Chronic Stress
C = Cognitive Lags
H = Health and Safety Issues
This may explain why many of our students coming from lower socioeconomic backgrounds experience difficulties performing in their classrooms. Unfortunately the direction educational policy is headed (as well meaning as it may be) is unjust, unequal, and unapologetic for learners outside of more affluent communities. If a student doesn’t make the mark, they are tracked to remediation or retention in attempts to correct their academic deficits rather than build on their strengths!
Show me a dropout who complained about not getting tested enough, and I’ll show a dropout that never dropped out. The truth is, how often do we hear about students dropping out because they felt the system spent too little time focused on their deficits? How many were exasperated with the focus on their strengths? Is this “leave no deficits behind” approach really attending to their needs and cultivating their interests? Clearly not.
However, while schools, school systems, and educational policy makers can play a role in transforming practices to meet the needs of these learners, we as a larger society have a role to play as well. We, the people, need to stand up to demand that the promissory note that MLK, Jr. referred to way back in ‘63 be delivered upon, because it is clear that we are, as a nation, are still defaulting on that promise.
Again, from the Post: “The poor U.S. showing in this data may reflect growing income inequality. According to one metric of inequality, a statistical measurement called the gini coefficient, the U.S. economy is one of the most unequal in the developed world.”
(What would MLK have to say about that, I wonder?)
Until such time that we fully, tactically and strategically engage in the war on poverty, we must focus where we can — on the students, children, and learners in our charge. Their voice, their dreams, their empowerment must be our first and foremost goal. But how?
The 2007 Dispelling the Myth Award winners, Osmond A. Church P.S./M.S. 124 K-8 School, have done a remarkable job in breaking down those barriers. Recognized for significantly raising students academic achievement, their dedication to these young minds is reflected in their success. With an enrollment total of about 1,227 students; 97% are low-income, 33% African American, 44% Asian and 21% are Hispanic, educators were able to provoke a lasting change. What once had dismissed this school, because of their high achievers awarded them much acclaim. Perhaps this school’s mission is responsible for their turnaround; “to inculcate all members of the school community with an understanding and acceptance of diversity, fostering individuality and creativity, where high expectations are the norm for all students.”
Yet we know a well crafted mission isn’t enough. Without the leadership and vision to pursue it relentlessly, such a mission is an empty platitude rather than a way out of poverty. If we want to actualize the talking point that education is a pathway out of poverty we must focus on four things:
3. Cradle to college rap-around services.
4. Sustaining educator engagement.
And even these offer no guarantees without a larger effort to break the status quo of inequality. And judging by where we fall in a comparison of developed nations, our leaders seem abysmally disinterested in racing to the top of that metric.
So, for now, education offers our best hope for affecting change and breaking the predictive cycle of race, class, and gender on educational outcomes. So, bring along your copy of Jenson’s work and lets get to work.
This chapter opens with the voices of alumni, looking back on their experiences as students of Mission Hill and distilling the wisdom they gained from it. A short collection of the alumni voices below:
I learned how to be a critical thinker. I learned how to play off my strengths. . .
I had teachers who were here to care for me, to make sure I was able to take of myself and to learn.
When you feel respected and you respect them, it is so much harder to not try and to just think that something is not important . . .
. . . constantly putting myself in somebody else’s shoes. Questioning things.
Deborah Meier, founder of Mission Hill, shares her perspective on issues shaping education today,
I think what we are facing in America today and around the world is not a crisis of education, but a crisis of faith, respect for democracy, which rests on having respect for the judgement of ordinary people.
In response to this, Mission Hill gives respect to the process, not just the product — discourse, listening, communicating, and providing students and teachers an authentic and empowered voice in the school.
Challenging this actualization of their mission in action? Race to the Top and the race to test, test, test students. This process limits the flexibility of teachers to attend and respond to the nuanced needs, interests, strengths of the individual students.
Again, Deborah Meier,
The whole point of an education is to help you learn to exercise judgement, and you can’t do that if the expert adults in your school are not allowed to exercise theirs.
“How do we know what students are learning?” So opens the narration of chapter 9, “Seeing the Learning.”
Rather than simply reply on summative test scores to communicate whether or not students have “achieved,” the educators at Mission Hill create exhibitions in which students must present and defend their learning to a committee of teachers and peers. The complexity of learning necessary to pull of such a feat is no small matter. But more importantly, look at the students as they go through this process — they have worked hard, they know it, and you can practically savor the satisfaction they will feel on the other side of the experience.
This is assessment AS learning, a process that is immensely valuable to the most important person in education — the student. Check it out. You’ll be moved.
Below is the first chapter of a remarkable video series: A Year at Mission Hill. The premise, as described on the project’s site, is simple: Ten videos. One year. A public school trying to help children learn and grow. The national conversation we need to be having. What goes into creating a powerful learning environment […]
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