Have corporations learned how to make social media work for them yet? Well......
Last week we noted that Jeb Bush's FEE (Foundation for Excellence in Education) and the Higher States Standards Partnership (a group funded by the US Chamber of Commerce and a few others well explained here by Erin Osborne) were launching a shiny new Common Core promotional blitz. (And by "shiny" I mean "shiny in the same way that artificial turf is shiny.")
And somebody in the launching team apparently said, "Hey, let us use some of the social media that I hear is very hip these days. The social media with the viral things-- we should use some of that, because I hear it is big with the young persons. (Also, with the rap music.)"
To anchor this blitz-ish like sort-of onslaught, the marketing team deployed four teachers as the face of "Learn More. Go Further." The four include a Florida DOE teacher ambassador (and previous virtual school instructor), two charter school teachers, and a pubic school reading specialist recently promoted to assistant principal. Beyond the obvious non-public-school slant, there's the more subtle slant involved in choosing four ladies; no secondary man teachers. The designers of the program did select one apparently-Latina lady; the other three are looking mighty white. I'm not suggesting any of these choices reveal nefarious purposes, but given that they had to be deliberate marketing choices, I find them.... interesting.
More puzzling is the fact that the four ladies resemble each other pretty closely in physical type. Some people have made observations about the type, and I want to be clear that using a woman's body type as a basis for criticizing her is just unacceptable uber-jerk behavior, and those people need to either grow up or shut up. But regardless of what configuration we're talking about, these four women look very much the same. I'm reduced to telling them apart by hair style. If four women look like each other, I don't see that as a sign of dark conspiracy-- but this is somebody's deliberate choice, and the messaging was supposed to be, "Look-- a wide variety of teachers support Common Core," then somebody failed.
At any rate. LMGF has set these four up with their own twitter accounts, because, you know, the social media. I've been following their progress. Let's see how they're doing.
@USTeacherFaye first tweeted in March 15. She has 33 tweets as I type this and each one is a promotional comment. Here's a typical tweet:
My passion for kids is what inspired me to be a teacher. My passion for their success is why I support Common Core: http://bit.ly/1fMIS5g
I can call this "typical" because she has actually tweeted it twice. Ditto for "Students face so many challenges. Academic standards shouldn't be one of them. Support Common Core." She usually tweets once or twice a day, but not on weekends. She has three re-tweets (two from LMGF and one from a Tom Greene at AEI). She has not once tweeted at anyone else, and she has not responded to any of the tweets directed at her, which seem to cover a wide range of Core-related crankiness.
@USTeacherRian lists herself as a government and economics teacher. Her first tweet is also March 15. She has 36 tweets and two retweets (one from LMGF and one from USTeacherFaye inviting people to follow the four spokesladies). She is also a one-or-two-a-weekday tweetress, but she was feeling feisty on April 2nd and responded to two critical tweets (CCSS is not a curriculum, y'all).
@USTeacherBeth is "excited to help more students go further to college and great careers." 33 tweets since March 15. I'll confess that I love Teacher Beth best of all. For one thing, she actually took a break from posting advertising copy with links to throw in an Emerson quote (“The secret of education lies in respecting the pupil.”). For another, she has a whopping five posts in reply to others, and one of them is to me. I'd tweeted a variety of more substantive challenges to the ladies and was becoming sad at the lack of response, so I tweeted to all four that I was beginning to suspect that they were bots, or paid interns. Awesomely, Teacher Beth tweeted me the following reply:
"Neither."
So now I have a huge twitcrush on her and her minimalist post-modern sniptweeting.
@USTeacherAngela is the group slacker. With a mere 20 tweets, I think we can agree she's just not trying very hard. No tweets addressed to anyone, no responses to her critics. Come on, Teacher Angela. Step up your game.
Now, I said I'd get back to the ladies' critics, because I think there's important information to be gleaned there.
See, these four accounts are being promoted, as is the initiative and the ads that go with it. If like me you visit some of these materials, you'll start seeing links for LMGF fill your browser ad spaces, and the four ladies will be appearing regularly as promoted twitter feeds. Online marketing allows very carefully directed marketing-- so can we guess at whom FEE and HSSP are aiming themselves?
There are two types of criticism aimed at the ladies. One is from teachers; in many cases, specifically BATS. I suspect that has something to do with some posting I did on the BATs facebook page. But listen to some of the other posts:
"You are communist dupes" (seriously-- I'm not making this up)
"Fell [sic] free to be interviewed by someone like @GerriWillisFBN from @FoxBusiness otherwise this is just propaganda."
"#CommonCore is more engaging & focuses on the Gov. Master. That's why progressives and unions support it."
So, boys and girls, using our context clues, which audience seems to have been the recipient of LMGF's media attention? If you're guessing "conservatives," I'm with you. The freshly scrubbed friendly (mostly) white ladies (who are US teachers!) and an American flag-quoting logo are beginning to suggest to me that Learn More. Go Further is not really concerned with selling CCSS to everybody, but is mostly about trying, again, to get conservatives on board with the Core. After a close reading of the four twitter accounts, I'm concluding two things:
1) The folks behind this think that once you set up a twitter account and pay to promote it, buzz just sport of magically appears, even if you don't really do anything with it or engage anybody.
2) Jeb Bush is really worried that hard right conservatives will kneecap his White House dreams if he doesn't somehow get them to drink the CCSS Koolaid.
Judging from much of what the conservative press are writing (like this recent Michelle Malkin piece), these four ladies and the massive well-funded media machine they are stapled to the front of-- well, they've all got their work cut out for them.
[Update: The folks at Integrity in Education directed my attention to the fact that the women have EIGHT accounts-- each has one as a USTeacher and one as FLTeacher. Not a surprise as many aspects of the initiative still have FL pieces stuck from when this Florida specific program was scaled up to national level.
The FLTeacher accounts are pretty much the same story-- same time frame, same style of tweets, though a bit more chatty tone. Oddest difference-- the FL accounts give the ladies last names.
So my apologies for missing that part of the story. I'll do better faux journalism in the future.]
Friday, April 4, 2014
Thursday, April 3, 2014
Five Ways the USDOE Is Full of Baloney
The US Dept of Education blog, Homeroom, recently published a piece by Sara Gast (Director of Strategic Communications at USDOE) entitled "Five Ways Race to the Top Supports Teachers and Students." I keep checking posts like this to see how the administration's level of connection to Planet Earth is doing these days. Let's just see.
Ms. Gast is pretty excited. In the four years since RttT launched, it has "helped spark a wave of reform across the country." Furthermore, "the innovations unleashed by Race to the Top are touching nearly half the nation’s students and 1.5 million teachers in schools across the country." Unfortunately this just reminds me that there is a distinction between good touch and bad touch.
But the intro is always puffery; that's fair. Let's see what those five benefits from RttR could be.
1. Race to the Top Has Provided More Students with Access to Challenging Classes
As an example, Gast notes that Massachusetts has added AP classes, and students have taken them. I know for a first hand, see-it-on-the-ground fact that PA is adding AP courses all over the place. I don't know about MA, but in PA we're being "encouraged" to add AP courses by the new evaluation system.
In this system, every school gets a score, and every person who works in the building gets part of their personal evaluation score from the building score. And one of the ways to raise your building score is by adding AP courses. Whether that improves education at a school or not is arguable, but it's certainly worth noting that the AP courses and tests are not provided as a public service, but are a product sold by the College Board folks. So PA's evaluation system does in fact penalize schools and employees for not buying enough of this particular service.
It's a genius deal for the College Board folks, on a par with having a state say, "This school and its employees will be scored higher if their school buses are all built by GM." The head of the now-more-profitable College Board company? That would be David Coleman, one of the architects of the Common Core Standards.
However, I cannot fault Ms. Gast's first statement. I rule this one
Firmly anchored to the ground
2. Race to the Top Has Supported Hard-working Educators in New Ways
Well, that's sufficiently vague. Ms. Gast offers elaborations here
* In Rhode Island, 440 young teachers took part in a new teacher induction program.
* In Delaware, a new program offers retention awards-- two years of performance bonuses given to highly effective (DOE-speak for high-test-score-producing) teachers who agree to stay put.
Teacher induction programs and merit pay are not new ideas
Floating above the earth, kind of like that house in Up, only there's no dog hiding under the porch because he loves you
3. Race to the Top Has Provided More STEM Opportunities to Students
Maryland and Florida used their grant money to translate STEM units into other languages and to recruit rural students for STEM programs.
I'll give it to you, because "more" is a sufficiently weaselly word
4. Race to the Top is Helping Educators Transition to New Standards
"With the help of Race to the Top, Ohio expanded alternative certification pathways for teachers and principals; developed 800 curriculum resources aligned to higher standards; and trained 24,000 teachers to use those resources. And in an ambitious and comprehensive effort, Tennessee provided 30,000 teachers with intensive summer training as part of its transition to the Common Core State Standards—more rigorous academic standards in English language arts and mathematics. "
Seriously? First, "alternative certification pathways for teachers and principals" is the opposite of support for teachers. I look forward to "supporting" the CCSS by ignoring them and using other standards entirely. Likewise, state-developed curriculum -- aren't we supposed to be pretending that RttR does NOT undercut local control. When the state is writing my curriculum materials, that is the opposite of my having control.
Tennessee has been leading in the teacher-peer training in a voluntary (aka unpaid) week of summer coreness. So that's fine, I guess, except for one thing--
This is RttT giving itself credit for helping to train some teachers a little for the new standards that it imposed in the first place! Praising RttT for this is like Belle falling in love with the Beast because he let her eat and get out of her cell! This is like the government saying, "Everybody must go to work in a building on the other side of the state, and everybody must get there on their own-- except we'll drive 5% of you over. Aren't we great guys for giving rides to the 5%??"
No, no you're not. The administration is proud of itself for replacing the unfunded mandates of NCLB with the barely-funded mandates of RttT.
Orbitting the moon
5. Race to the Top is Supporting States in Turning Around Lowest-Performing Schools
No, mostly RttT is supporting the gutting of schools and turning them over to charter operators. We used to call this approach untried and risky. Now we've been doing it long enough to call it an oft-attempted failure. New Orleans even provided the opportunity to test it on a grand scale, thanks to Katrina (aka "the best thing that happened").
From the reconstructed charter system of New Orleans to the state-commandeered schools of Philly and Newark, charter fans have yet to produce anything that looks much like success. All we know about turning around the lowest-performing schools is that the state and federal government, along with their bosom buddies in the charter business, don't have a clue about how to turn those schools around.
Somewhere out beyond Andromeda
When I read pieces like this (and it seems like I read many of them), it makes me think that it must just be exhausting to work at the DOE. Just spinning and spinning all day, like one of those clown acts with all the balancing spinning plates, only these plates are cracked and chipped and laden with baloney. Ms. Gast's photo shows her as fresh and scrubbed and like she just graduated from Strategic Communications School; I hope this job doesn't take too much out of her.
Ms. Gast is pretty excited. In the four years since RttT launched, it has "helped spark a wave of reform across the country." Furthermore, "the innovations unleashed by Race to the Top are touching nearly half the nation’s students and 1.5 million teachers in schools across the country." Unfortunately this just reminds me that there is a distinction between good touch and bad touch.
But the intro is always puffery; that's fair. Let's see what those five benefits from RttR could be.
1. Race to the Top Has Provided More Students with Access to Challenging Classes
As an example, Gast notes that Massachusetts has added AP classes, and students have taken them. I know for a first hand, see-it-on-the-ground fact that PA is adding AP courses all over the place. I don't know about MA, but in PA we're being "encouraged" to add AP courses by the new evaluation system.
In this system, every school gets a score, and every person who works in the building gets part of their personal evaluation score from the building score. And one of the ways to raise your building score is by adding AP courses. Whether that improves education at a school or not is arguable, but it's certainly worth noting that the AP courses and tests are not provided as a public service, but are a product sold by the College Board folks. So PA's evaluation system does in fact penalize schools and employees for not buying enough of this particular service.
It's a genius deal for the College Board folks, on a par with having a state say, "This school and its employees will be scored higher if their school buses are all built by GM." The head of the now-more-profitable College Board company? That would be David Coleman, one of the architects of the Common Core Standards.
However, I cannot fault Ms. Gast's first statement. I rule this one
Firmly anchored to the ground
2. Race to the Top Has Supported Hard-working Educators in New Ways
Well, that's sufficiently vague. Ms. Gast offers elaborations here
* In Rhode Island, 440 young teachers took part in a new teacher induction program.
* In Delaware, a new program offers retention awards-- two years of performance bonuses given to highly effective (DOE-speak for high-test-score-producing) teachers who agree to stay put.
Teacher induction programs and merit pay are not new ideas
Floating above the earth, kind of like that house in Up, only there's no dog hiding under the porch because he loves you
3. Race to the Top Has Provided More STEM Opportunities to Students
Maryland and Florida used their grant money to translate STEM units into other languages and to recruit rural students for STEM programs.
I'll give it to you, because "more" is a sufficiently weaselly word
4. Race to the Top is Helping Educators Transition to New Standards
"With the help of Race to the Top, Ohio expanded alternative certification pathways for teachers and principals; developed 800 curriculum resources aligned to higher standards; and trained 24,000 teachers to use those resources. And in an ambitious and comprehensive effort, Tennessee provided 30,000 teachers with intensive summer training as part of its transition to the Common Core State Standards—more rigorous academic standards in English language arts and mathematics. "
Seriously? First, "alternative certification pathways for teachers and principals" is the opposite of support for teachers. I look forward to "supporting" the CCSS by ignoring them and using other standards entirely. Likewise, state-developed curriculum -- aren't we supposed to be pretending that RttR does NOT undercut local control. When the state is writing my curriculum materials, that is the opposite of my having control.
Tennessee has been leading in the teacher-peer training in a voluntary (aka unpaid) week of summer coreness. So that's fine, I guess, except for one thing--
This is RttT giving itself credit for helping to train some teachers a little for the new standards that it imposed in the first place! Praising RttT for this is like Belle falling in love with the Beast because he let her eat and get out of her cell! This is like the government saying, "Everybody must go to work in a building on the other side of the state, and everybody must get there on their own-- except we'll drive 5% of you over. Aren't we great guys for giving rides to the 5%??"
No, no you're not. The administration is proud of itself for replacing the unfunded mandates of NCLB with the barely-funded mandates of RttT.
Orbitting the moon
5. Race to the Top is Supporting States in Turning Around Lowest-Performing Schools
No, mostly RttT is supporting the gutting of schools and turning them over to charter operators. We used to call this approach untried and risky. Now we've been doing it long enough to call it an oft-attempted failure. New Orleans even provided the opportunity to test it on a grand scale, thanks to Katrina (aka "the best thing that happened").
From the reconstructed charter system of New Orleans to the state-commandeered schools of Philly and Newark, charter fans have yet to produce anything that looks much like success. All we know about turning around the lowest-performing schools is that the state and federal government, along with their bosom buddies in the charter business, don't have a clue about how to turn those schools around.
Somewhere out beyond Andromeda
When I read pieces like this (and it seems like I read many of them), it makes me think that it must just be exhausting to work at the DOE. Just spinning and spinning all day, like one of those clown acts with all the balancing spinning plates, only these plates are cracked and chipped and laden with baloney. Ms. Gast's photo shows her as fresh and scrubbed and like she just graduated from Strategic Communications School; I hope this job doesn't take too much out of her.
Keeping up Appearances
The one thing we Americans like better than solving problems is to look like we're solving problems.
Take, for example, our desire for air traffic safety. After 9/11, we had a national rational urge to beef up security, to do something so that we would never experience such a terrible assault on our nation again. But because every national security issue is also a political issue, we had to consider options that would do something about the problem, and we had to consider options that would make it look like we were doing something about the problem.
And so, we invented TSA. Expert after expert declares that TSA is "just a show." It's kabuki theater to make the public feel that we're covered. But we passed up models like the Israeli airport security model which, not unsurprisingly, actually works (when it comes to dealing with people who want to blow you up, shoot you, and generally hurt you, the Israelis are nothing if not experienced). Instead of the most effective security in the world, we get minimum wage workers in uniform bringing us the biggest legislative placebo effect ever.
If you have a little federal-related paranoia, TSA also further acclimates us to having Big Brother watching us and guarding us and making us ask permission to walk over there, please.
We want to look like we're solving problems, whether we're doing any good or not. Balancing the budget is hard; taking symbolic actions is easier. Fixing the medical system is hard; looking like we're fixing it is easier. Losing weight is hard; taking a pill or a program that makes it look like we're trying to lose weight is easier. Just don't ask, ever, whether the "solutions" are really solving anything.
In my neck of the woods, schools and community folks still love the DARE program, despite the fact that it has been shown repeatedly to have no effect at all on student drug use (well, except for the places where there is a correlation with INCREASED drug use). It's a program that makes it look like we're doing something, so hurray!
Common Core State Standards are a very American solution, and they've been met with a very American respnse.
Because the one thing we rarely say is, "Well, that looks pretty. But does it actually do any good?" Mostly we shrug and accept that our trip to Omaha now includes an extra six hours of time spent being searched and stood in line and treated like we might have explosive bomb juice stashed in our underpants.
Here, folks-- we're going to implement these standards that, we swear, are going to make schools stronger and better. Here, Americans. Take this test.
People have been slow to look at these education "fixes" and ask, "Well, that looks pretty. But does it actually do any good?" It is one of the great frustrations of Fighters in the Education Resistance-- if people would just ask a few simple questions:
* Does it work?
* How do you know?
Those questions alone would be sufficient to sink the high stakes test-driven corporate status quo.
But people keep not asking. And in the meantime there are flurries of activities and increasing numbers of glossy ads and slick tv spots and lots of Very Important People are acting as if these things work, so it certainly looks as if Very Effective Things are being done to fix Every Education Problem Ever. From the ignoring of teachers to the launching of important sounding acronyms, the reform wave makes sense if you assume that the Masters of Reforming Our Nation's Schools were trying to come up with something that looks like it will fix education. (This appearances trick also works when you want to look like you're getting rid of CCSS.)
And if you look like you're fixing education, it helps to keep you from looking like you're up to anything else, like looting public education.
Take, for example, our desire for air traffic safety. After 9/11, we had a national rational urge to beef up security, to do something so that we would never experience such a terrible assault on our nation again. But because every national security issue is also a political issue, we had to consider options that would do something about the problem, and we had to consider options that would make it look like we were doing something about the problem.
And so, we invented TSA. Expert after expert declares that TSA is "just a show." It's kabuki theater to make the public feel that we're covered. But we passed up models like the Israeli airport security model which, not unsurprisingly, actually works (when it comes to dealing with people who want to blow you up, shoot you, and generally hurt you, the Israelis are nothing if not experienced). Instead of the most effective security in the world, we get minimum wage workers in uniform bringing us the biggest legislative placebo effect ever.
If you have a little federal-related paranoia, TSA also further acclimates us to having Big Brother watching us and guarding us and making us ask permission to walk over there, please.
We want to look like we're solving problems, whether we're doing any good or not. Balancing the budget is hard; taking symbolic actions is easier. Fixing the medical system is hard; looking like we're fixing it is easier. Losing weight is hard; taking a pill or a program that makes it look like we're trying to lose weight is easier. Just don't ask, ever, whether the "solutions" are really solving anything.
In my neck of the woods, schools and community folks still love the DARE program, despite the fact that it has been shown repeatedly to have no effect at all on student drug use (well, except for the places where there is a correlation with INCREASED drug use). It's a program that makes it look like we're doing something, so hurray!
Common Core State Standards are a very American solution, and they've been met with a very American respnse.
Because the one thing we rarely say is, "Well, that looks pretty. But does it actually do any good?" Mostly we shrug and accept that our trip to Omaha now includes an extra six hours of time spent being searched and stood in line and treated like we might have explosive bomb juice stashed in our underpants.
Here, folks-- we're going to implement these standards that, we swear, are going to make schools stronger and better. Here, Americans. Take this test.
People have been slow to look at these education "fixes" and ask, "Well, that looks pretty. But does it actually do any good?" It is one of the great frustrations of Fighters in the Education Resistance-- if people would just ask a few simple questions:
* Does it work?
* How do you know?
Those questions alone would be sufficient to sink the high stakes test-driven corporate status quo.
But people keep not asking. And in the meantime there are flurries of activities and increasing numbers of glossy ads and slick tv spots and lots of Very Important People are acting as if these things work, so it certainly looks as if Very Effective Things are being done to fix Every Education Problem Ever. From the ignoring of teachers to the launching of important sounding acronyms, the reform wave makes sense if you assume that the Masters of Reforming Our Nation's Schools were trying to come up with something that looks like it will fix education. (This appearances trick also works when you want to look like you're getting rid of CCSS.)
And if you look like you're fixing education, it helps to keep you from looking like you're up to anything else, like looting public education.
Wednesday, April 2, 2014
Mythbusting the US Chamber
The US Chamber of Commerce is all in on the push for Common Core, and they throwing money at the push for the Core with unbridled enthusiasm. They have created an entire website (well, paid somebody to create, anyway) devoted to their devotion to CCSS. It has many nifty features, including links to some fine video production, but today we're visiting the tab labeled "Myths vs. Facts" because it offers the highest concentration of baloney-per-byte of any other portion of the site.
Myths vs. Facts is set up as a fun quiz, where they present a statement and then we have to decide whether it's a myth or a fact. So we'll look at their mythbusting, and then do our own mythbusting on their mythbusting. Buckle up, because there are many myths to bust.
The Common Core State Standards are owned by private entities which cannot be influenced by the public.
Myth: "The Common Core Standards are owned by the National Governors Association and the Council of Chief State School Officers. These groups are both made up of state officials who are accountable to the public." Sort of. The NGA and CCSSO both employ staffs to do the heavy lifting. Otherwise we're talking state governors and top school officials from the states, which is a mixed bag as far as "accountable to voters" is concerned.
Plausible-ish
The federal government will take over ownership of the Common Core State Standards Initiative.
Myth: The federal government won't do that. The NGA and CCSSO are committed to developing a long-term governance structure.
Which is a pretty thought. Personally, I'm committed to developing more hair on my head. Don't know if I'll ever get around to it.
Busted
The Common Core State Standards were developed by the federal government.
Myth: "These new standards were not Washington's idea and the federal government was not involved in their development." They were totally commissioned by NGA and CCSSO.
I smell flop sweat. See, it should be enough to use the regular weasel-word talking point about the states leading through the oft-cited NGA/CCSSO. But here they had to reach for the big lie that DC had nothing to do with it.
"Look what we did," said the NGA/CCSSO, presenting the standards on stone tablets.
"Woah!" exclaimed the feds. "That is amazingly awesome. I had no idea you guys were up to any such thing. We are totes surprised!"
No, nobody anywhere believes that one.
Busted
The CCSS expose students' private data to the federal government.
Myth: "Data collection is at the state level, based on laws having nothing to do with the Common Core. Implementation of the Common Core does not change current practices."
That, my friends, is some first class baloney. Technically correct, just as it's technically correct that Stalin did not personally kill millions of Russians, this doesn't do a thing to deny the essential truth of this "myth." It just skips over "and sells that data to corporations" or "as they've wanted to do for twenty years."
Busted
The presence of CCSS will result in less innovation in state and local curricula.
Myth: "Because the standards are more focused than previous state standards, teachers and localities actually have more flexibility to be creative and responsive to community priorities and individual students."
Also a bicycle, because a vest has no sleeves. I mean, that one doesn't even make sense. By clamping the athletes' ankles together, we will allow them to run faster.
Busted
The CCSS are a national curriculum.
Myth: Oh, you can already write this one yourself. Same old baloney-- the states and local districts and teachers are free as birds in the sky.
Presuming those birds have been wrapped up in binding twine and shot out of a cannon. It makes me sad to think that, this far into implementation, there are people who believe that this is true. I wash my hands of them. I would rather do something more productive, like convince the Flat Earth Society that we live on a globe.
Busted, repeatedly.
The CCSS don't have enough emphasis on fiction/literature.
Myth: Okay, they completely fumble here. This is actually a win for CCSS fans; CCSS calls for certain percentages for fiction/informational through the whole program, not just the English class. But instead the Chamber goes with some waffly business about how they're keeping important American documents and stuff by that Shakespeare fella. Oh, and local control!
Draw
Many states only adopted Common Core Standards to qualify for new grants being offered by the federal government.
Myth:"States across the country adopted CCSS because they recognized the clear need to improve their education systems and better prepare America's students for college." Now they're just making shit up. This malarkey is followed up with the claim that CCSS only made up 8% on the RttR Final Exam anyway. And for some reason, people on both side of the issue like to gloss over the NCLB piece of this. Non-race states still needed a waiver because right now every state in the union is in violation of the No Child Left Behind laws. "Many states adopted CCSS because there was a gun to their heads" is also not a myth.
Busted, and also busted
Private schools, religious schools, and homeschooling will be required to follow Common Core Standards.
Myth: "As they have in the past, private, faith-based, and home schools will continue to have flexibility on how and what they teach, as long as it comports with state guidelines." Perhaps this is a software glitch, because this seems to be the answer to some other question.
Did not respond to prompt
There was only one math content expert involved in reviewing the Common Core Standards, and he withheld his approval for the standards.
Myth: There were eight, and six approved it. 75% is passing, right? Also, seventy experts were on the team. They missed an important lesson here; it's easier to bust myths that are made out of straw.
A Win
Common Core Standards do little more than prepare students for entry-level and low-level jobs.
Myth: "According to a 2011 ACT study, just one in four American students who graduate high school are ready for college. Only 52% of graduates were prepared for college level reading courses, 45% were ready for college level math courses. In fact, only about half of students entering college finish any degree within 6 years." Yes,the only possible explanation for any of those (suspect) statistics is high school education. Oh no, wait--Here's the link to my other explanations.
Busted
The Common Core State Standards are internationally benchmarked.
Oooh! Fact!! "International benchmarking played a significant role in both sets of standards." Specifically, the part of something that people talked about as necessary marketing. Not, unfortunately, the part of a real thing that actually happened. But hey-- have you seen that big appendix at the end of the Standards? That totally proves that benchmarking occurs, just like the works cited page in a freshman English college paper proves the student really read all those sources.
Not Actually a Fact
The Common Core State Standards are not research or evidence based.
Myth:"The standards have made careful use of a large and growing body of evidence. The evidence base includes scholarly research; surveys on what skills are required of students entering college and workforce training programs; assessment data identifying college‐ and career‐ready performance; and comparisons to standards from high‐performing states and nations." There you have it. Evidence! Surveys! Comparisons to the state standards which-- wait-- what? How did we compare them if they weren't written yet? I think somebody confused their market research with other research.
Busted
The Common Core dictates the process for evaluating teachers.
Myth: "Only states decide how to evaluate teacher, principals, and other educators." Fair enough. The Standards themselves say nothing about evaluating teachers. Those instructions came crazy-glued onto the standards when they arrived from the feds. But the states can use any method they want, as long as it's approved by the feds. And Henry Ford offered the Model T in any color, as long as it was black.
Confirmed
The Common Core State Standards tell teachers what to teach.
Myth: "The best understanding of what works in the classroom comes from the teachers who are in them." That's why the CCSS were developed in close consultation with--oh, no, wait. Never mind. Anyway, we won't tell teachers how to teach. We've hired Pearson to do that.
Busted
Teachers were involved in writing the Common Core State Standards.
Fact! Once again, the Chamber overreaches. They could have gone with the usual waffle-wording that says teachers were "involved" because many got to see and make comments on the finished product. But the Chamber goes in whole hog: " The drafting process relied on teachers from across the country." "Relied"!! But in for a penny's worth of baloney, in for a pound. Lots of experts came together "to create the most thoughtful and transparent process of standard setting." Yes, those secret meeting with non-disclosure agreements to be signed by each participant, and involving no public comment or input-- that's the model for a thoughtful and transparent process. Maybe the theory was that since the non-participation of teachers has been so thoroughly documented, they needed to go with a Big Lie here.
Busted with fire into a million pieces
I hope you appreciate this busting, because this is the closest I've ever come to doing actual work on this blog. The myths are on a random rotation (like those amazing facts on Mental Floss) and I had to look at some of these a zillion times to get to the rest. For all I know there are still some like "The CCSS were found among the bullrushes in a wicker boat" or "The CCSS will make all students tall, slender and attractive." But I couldn't go on.
The US Chamber's devotion to the core is inspirational, but it's worth paying attention to because while these are the folks who believe you can't fix education by throwing money at it, they apparently are all too willing to fix education reform by throwing money at advertising about it.
Myths vs. Facts is set up as a fun quiz, where they present a statement and then we have to decide whether it's a myth or a fact. So we'll look at their mythbusting, and then do our own mythbusting on their mythbusting. Buckle up, because there are many myths to bust.
The Common Core State Standards are owned by private entities which cannot be influenced by the public.
Myth: "The Common Core Standards are owned by the National Governors Association and the Council of Chief State School Officers. These groups are both made up of state officials who are accountable to the public." Sort of. The NGA and CCSSO both employ staffs to do the heavy lifting. Otherwise we're talking state governors and top school officials from the states, which is a mixed bag as far as "accountable to voters" is concerned.
Plausible-ish
The federal government will take over ownership of the Common Core State Standards Initiative.
Myth: The federal government won't do that. The NGA and CCSSO are committed to developing a long-term governance structure.
Which is a pretty thought. Personally, I'm committed to developing more hair on my head. Don't know if I'll ever get around to it.
Busted
The Common Core State Standards were developed by the federal government.
Myth: "These new standards were not Washington's idea and the federal government was not involved in their development." They were totally commissioned by NGA and CCSSO.
I smell flop sweat. See, it should be enough to use the regular weasel-word talking point about the states leading through the oft-cited NGA/CCSSO. But here they had to reach for the big lie that DC had nothing to do with it.
"Look what we did," said the NGA/CCSSO, presenting the standards on stone tablets.
"Woah!" exclaimed the feds. "That is amazingly awesome. I had no idea you guys were up to any such thing. We are totes surprised!"
No, nobody anywhere believes that one.
Busted
The CCSS expose students' private data to the federal government.
Myth: "Data collection is at the state level, based on laws having nothing to do with the Common Core. Implementation of the Common Core does not change current practices."
That, my friends, is some first class baloney. Technically correct, just as it's technically correct that Stalin did not personally kill millions of Russians, this doesn't do a thing to deny the essential truth of this "myth." It just skips over "and sells that data to corporations" or "as they've wanted to do for twenty years."
Busted
The presence of CCSS will result in less innovation in state and local curricula.
Myth: "Because the standards are more focused than previous state standards, teachers and localities actually have more flexibility to be creative and responsive to community priorities and individual students."
Also a bicycle, because a vest has no sleeves. I mean, that one doesn't even make sense. By clamping the athletes' ankles together, we will allow them to run faster.
Busted
The CCSS are a national curriculum.
Myth: Oh, you can already write this one yourself. Same old baloney-- the states and local districts and teachers are free as birds in the sky.
Presuming those birds have been wrapped up in binding twine and shot out of a cannon. It makes me sad to think that, this far into implementation, there are people who believe that this is true. I wash my hands of them. I would rather do something more productive, like convince the Flat Earth Society that we live on a globe.
Busted, repeatedly.
The CCSS don't have enough emphasis on fiction/literature.
Myth: Okay, they completely fumble here. This is actually a win for CCSS fans; CCSS calls for certain percentages for fiction/informational through the whole program, not just the English class. But instead the Chamber goes with some waffly business about how they're keeping important American documents and stuff by that Shakespeare fella. Oh, and local control!
Draw
Many states only adopted Common Core Standards to qualify for new grants being offered by the federal government.
Myth:"States across the country adopted CCSS because they recognized the clear need to improve their education systems and better prepare America's students for college." Now they're just making shit up. This malarkey is followed up with the claim that CCSS only made up 8% on the RttR Final Exam anyway. And for some reason, people on both side of the issue like to gloss over the NCLB piece of this. Non-race states still needed a waiver because right now every state in the union is in violation of the No Child Left Behind laws. "Many states adopted CCSS because there was a gun to their heads" is also not a myth.
Busted, and also busted
Private schools, religious schools, and homeschooling will be required to follow Common Core Standards.
Myth: "As they have in the past, private, faith-based, and home schools will continue to have flexibility on how and what they teach, as long as it comports with state guidelines." Perhaps this is a software glitch, because this seems to be the answer to some other question.
Did not respond to prompt
There was only one math content expert involved in reviewing the Common Core Standards, and he withheld his approval for the standards.
Myth: There were eight, and six approved it. 75% is passing, right? Also, seventy experts were on the team. They missed an important lesson here; it's easier to bust myths that are made out of straw.
A Win
Common Core Standards do little more than prepare students for entry-level and low-level jobs.
Myth: "According to a 2011 ACT study, just one in four American students who graduate high school are ready for college. Only 52% of graduates were prepared for college level reading courses, 45% were ready for college level math courses. In fact, only about half of students entering college finish any degree within 6 years." Yes,the only possible explanation for any of those (suspect) statistics is high school education. Oh no, wait--Here's the link to my other explanations.
Busted
The Common Core State Standards are internationally benchmarked.
Oooh! Fact!! "International benchmarking played a significant role in both sets of standards." Specifically, the part of something that people talked about as necessary marketing. Not, unfortunately, the part of a real thing that actually happened. But hey-- have you seen that big appendix at the end of the Standards? That totally proves that benchmarking occurs, just like the works cited page in a freshman English college paper proves the student really read all those sources.
Not Actually a Fact
The Common Core State Standards are not research or evidence based.
Myth:"The standards have made careful use of a large and growing body of evidence. The evidence base includes scholarly research; surveys on what skills are required of students entering college and workforce training programs; assessment data identifying college‐ and career‐ready performance; and comparisons to standards from high‐performing states and nations." There you have it. Evidence! Surveys! Comparisons to the state standards which-- wait-- what? How did we compare them if they weren't written yet? I think somebody confused their market research with other research.
Busted
The Common Core dictates the process for evaluating teachers.
Myth: "Only states decide how to evaluate teacher, principals, and other educators." Fair enough. The Standards themselves say nothing about evaluating teachers. Those instructions came crazy-glued onto the standards when they arrived from the feds. But the states can use any method they want, as long as it's approved by the feds. And Henry Ford offered the Model T in any color, as long as it was black.
Confirmed
The Common Core State Standards tell teachers what to teach.
Myth: "The best understanding of what works in the classroom comes from the teachers who are in them." That's why the CCSS were developed in close consultation with--oh, no, wait. Never mind. Anyway, we won't tell teachers how to teach. We've hired Pearson to do that.
Busted
Teachers were involved in writing the Common Core State Standards.
Fact! Once again, the Chamber overreaches. They could have gone with the usual waffle-wording that says teachers were "involved" because many got to see and make comments on the finished product. But the Chamber goes in whole hog: " The drafting process relied on teachers from across the country." "Relied"!! But in for a penny's worth of baloney, in for a pound. Lots of experts came together "to create the most thoughtful and transparent process of standard setting." Yes, those secret meeting with non-disclosure agreements to be signed by each participant, and involving no public comment or input-- that's the model for a thoughtful and transparent process. Maybe the theory was that since the non-participation of teachers has been so thoroughly documented, they needed to go with a Big Lie here.
Busted with fire into a million pieces
I hope you appreciate this busting, because this is the closest I've ever come to doing actual work on this blog. The myths are on a random rotation (like those amazing facts on Mental Floss) and I had to look at some of these a zillion times to get to the rest. For all I know there are still some like "The CCSS were found among the bullrushes in a wicker boat" or "The CCSS will make all students tall, slender and attractive." But I couldn't go on.
The US Chamber's devotion to the core is inspirational, but it's worth paying attention to because while these are the folks who believe you can't fix education by throwing money at it, they apparently are all too willing to fix education reform by throwing money at advertising about it.
Five Myths About Tenure and FILO
There's plenty of discussion and argument to be had in the debate about doing away with tenure and FILO. But here are five points that don't need to be brought up any more, ever, because they are bunk.
1. Teachers want to protect bad teachers.
The prevailing myth is that when a bad teacher hits a school, other teachers circle the wagons and do their best to protect that lousy teacher from any consequences.
But when Mr. Dimbulb McSucksalot moves into the classroom next door, you know who suffers 2nd most (right behind the students)? I do. I have to put up with his out-of-control hubub. I have to listen to "Why are you making us work today? Mr. McSucksalot gave his kids a study hall!" Next year, I'll be the one who has to teach his former students when they arrive in my classroom a full year behind. And I'm the one out in the community having my professional standing smeared because Mr.McSucksalot drags down the reputation of all teachers at my school.
You think I don't want him to shape up? Think again. I curse my administrators for hiring him, I curse them for keeping him, and I curse them for letting him do a crappy job without remediation or discipline. Fix him or fire him, help him or counsel him out-- I guarantee you that Mr. Sucksalot's colleagues would love to see somebody deal with the issue.
2. Tenure Guarantees a Job for Life
A zombie argument that won't die no matter how many times it is shot in the head. Tenure guarantees due process. Tenure guarantees that districts can only fire teachers for some good reason. That is it.
Teachers are fired for incompetence all the time. Heck, teachers still get fired for moral turpitude. Here's a coach/teacher who was fired for a photo showing her fiance touching her clothed breast. Here's a teacher who was fired for posting photos from her European vacation that show her holding alcohol. Tenure does not prevent the firing of teachers. Period.
3. Administrators Hands Are Tied
We are frequently led to believe that schools are filled with administrators who would love to get rid of Mr. McSucksalot, but gosh, union rules just keep them from doing so. Baloney.
It is true that in some huge urban districts, officials have allowed the growth of byzantine rules and regulations for firing teachers, but they still have room to move (and with public pressure on their side, they could de-byzantine themselves as well).
The vast majority of districts have no such complicated issues. In most districts, administrators like to say, "My hands are tied" because it's so much more palatable than saying, "I could, but it would be a lot like work and I don't wanna" or "I hired this guy and I'd rather not publicly admit that I blew it." Or even "Do you have any idea how much work it would be to fill that position?" And they definitely don't want to say, "Turns out some of our teachers aren't very good."
The problem with administrators' hands is not that they are tied; it's that the administrators are sitting on them. Behind every bad teacher who still has a job is an administrator who isn't doing his.
4. Young Teachers Are Being Shut Out of the Profession
Current numbers are hard to find for this issue, but here's what we know.
Something like 50% of all new teachers leave the profession within five years (and only a few leave to become investment bankers of education thought leaders). And between 1988 and 2008 the mode of teacher years of experience shifted from 14 to 1. In other words (if you don't speak statistics), in 1988, it was most likely a child would have a teacher with fourteen years of experience; in 2008, it was most likely a child's teacher would have one year of experience.
It is true that in recent years states have been shedding jobs like my dog sheds hair (that's "a lot," for those of you who don't know my dog). But it is also true that enrollment in college education programs has been dropping; my local sampling finds a decline of around 50% over those years. Young people aren't just leaving the profession; they're avoiding it in the first place.
The anti-tenure, anti-FILO narrative is that our schools are glutted with old, worn-out teachers who need to step aside for young, quality teachers. But in fact we don't have a glut of crusty old teachers; we have a glut of shiny new ones.
5. Teachers Don't Want To Be Evaluated
This part of the narrative says, "Teachers resist all forms of evaluation because they don't want to be held accountable." Baloney.
I don't know a single teacher, locally or across the country, who does not expect to be held accountable for his job performance. But here are the minimum two factors that any accountability measure should include.
First, it should actually measure how well I do my job. If we polled the taxpayers of my district, how many do you think would say, "We hire teachers to have our kids get good scores on standardized tests. That's it. That's all we hire them to do. Nothing else." No, the taxpayers of my district pay me good money to do a large and complex job, and they deserve to know how well I'm doing that job. ALL of that job. Evaluating teacher entirely or in part by student standardized test scores is like evaluating physicians on their prescription handwriting.
Second, it should not be alterable by the whims of my boss. My evaluation should not reflect how well he likes me, how many times I've pissed him off, how often I've flunked a star football player, how regularly I attend church, or how well he approves of my choice in spousal units.
Teachers absolutely recognize the right of taxpayers to know what kind of work they're getting in return for their tax dollars. That's why we think an evaluation system should be used that actually reflects our actual job performance, not one that is about as reliable as a blind man flinging darts over his shoulder at a dart board.
1. Teachers want to protect bad teachers.
The prevailing myth is that when a bad teacher hits a school, other teachers circle the wagons and do their best to protect that lousy teacher from any consequences.
But when Mr. Dimbulb McSucksalot moves into the classroom next door, you know who suffers 2nd most (right behind the students)? I do. I have to put up with his out-of-control hubub. I have to listen to "Why are you making us work today? Mr. McSucksalot gave his kids a study hall!" Next year, I'll be the one who has to teach his former students when they arrive in my classroom a full year behind. And I'm the one out in the community having my professional standing smeared because Mr.McSucksalot drags down the reputation of all teachers at my school.
You think I don't want him to shape up? Think again. I curse my administrators for hiring him, I curse them for keeping him, and I curse them for letting him do a crappy job without remediation or discipline. Fix him or fire him, help him or counsel him out-- I guarantee you that Mr. Sucksalot's colleagues would love to see somebody deal with the issue.
2. Tenure Guarantees a Job for Life
A zombie argument that won't die no matter how many times it is shot in the head. Tenure guarantees due process. Tenure guarantees that districts can only fire teachers for some good reason. That is it.
Teachers are fired for incompetence all the time. Heck, teachers still get fired for moral turpitude. Here's a coach/teacher who was fired for a photo showing her fiance touching her clothed breast. Here's a teacher who was fired for posting photos from her European vacation that show her holding alcohol. Tenure does not prevent the firing of teachers. Period.
3. Administrators Hands Are Tied
We are frequently led to believe that schools are filled with administrators who would love to get rid of Mr. McSucksalot, but gosh, union rules just keep them from doing so. Baloney.
It is true that in some huge urban districts, officials have allowed the growth of byzantine rules and regulations for firing teachers, but they still have room to move (and with public pressure on their side, they could de-byzantine themselves as well).
The vast majority of districts have no such complicated issues. In most districts, administrators like to say, "My hands are tied" because it's so much more palatable than saying, "I could, but it would be a lot like work and I don't wanna" or "I hired this guy and I'd rather not publicly admit that I blew it." Or even "Do you have any idea how much work it would be to fill that position?" And they definitely don't want to say, "Turns out some of our teachers aren't very good."
The problem with administrators' hands is not that they are tied; it's that the administrators are sitting on them. Behind every bad teacher who still has a job is an administrator who isn't doing his.
4. Young Teachers Are Being Shut Out of the Profession
Current numbers are hard to find for this issue, but here's what we know.
Something like 50% of all new teachers leave the profession within five years (and only a few leave to become investment bankers of education thought leaders). And between 1988 and 2008 the mode of teacher years of experience shifted from 14 to 1. In other words (if you don't speak statistics), in 1988, it was most likely a child would have a teacher with fourteen years of experience; in 2008, it was most likely a child's teacher would have one year of experience.
It is true that in recent years states have been shedding jobs like my dog sheds hair (that's "a lot," for those of you who don't know my dog). But it is also true that enrollment in college education programs has been dropping; my local sampling finds a decline of around 50% over those years. Young people aren't just leaving the profession; they're avoiding it in the first place.
The anti-tenure, anti-FILO narrative is that our schools are glutted with old, worn-out teachers who need to step aside for young, quality teachers. But in fact we don't have a glut of crusty old teachers; we have a glut of shiny new ones.
5. Teachers Don't Want To Be Evaluated
This part of the narrative says, "Teachers resist all forms of evaluation because they don't want to be held accountable." Baloney.
I don't know a single teacher, locally or across the country, who does not expect to be held accountable for his job performance. But here are the minimum two factors that any accountability measure should include.
First, it should actually measure how well I do my job. If we polled the taxpayers of my district, how many do you think would say, "We hire teachers to have our kids get good scores on standardized tests. That's it. That's all we hire them to do. Nothing else." No, the taxpayers of my district pay me good money to do a large and complex job, and they deserve to know how well I'm doing that job. ALL of that job. Evaluating teacher entirely or in part by student standardized test scores is like evaluating physicians on their prescription handwriting.
Second, it should not be alterable by the whims of my boss. My evaluation should not reflect how well he likes me, how many times I've pissed him off, how often I've flunked a star football player, how regularly I attend church, or how well he approves of my choice in spousal units.
Teachers absolutely recognize the right of taxpayers to know what kind of work they're getting in return for their tax dollars. That's why we think an evaluation system should be used that actually reflects our actual job performance, not one that is about as reliable as a blind man flinging darts over his shoulder at a dart board.
Bubble Answers for an Essay World
I have had the same conversation multiple times in the last week. I have had it with elementary teachers, secondary teachers, someone who works with young teachers, someone who works with college students. The crux of the conversation is something like this:
I do not know what to do with these [persons]. They do not want to understand. They do not want to discuss or explore. They just want to know what they're supposed to say or do so they can give the right answer and be rewarded.
We talk a great deal, especially during Testing Season, about the short-term damage done by the Cult of Standardized Testing. The tears, the fears, the frustration, the damaged psyches, the wasted time, the sheer stupid uselessness of the test results.
But we also need to pay attention to the more insidious, more far-reaching long-term damage being done by the Cult of Testing. It is changing a generation's very concept of what education is, of what it means to be an intelligent person, of how a learned person engages the world.
Standardized testing creates its own model of the world. In Testing Land, all answers to all questions already exist, and a Learned Person is proficient at hunting them down and bringing them back. In Testing Land, everything is already known. In Testing Land, a good student is one who can say what the Testmakers want her to say.
In elementary school, students learn How To Take Tests, which includes learning How To Do What The Testmakers Want. Children have to be taught to stop exploring, stop following their curiosity, stop running off whatever direction their lively minds take them. Stop chasing butterflies; sit down at your desk and do this practice sheet. Stop telling stories in that rambling circuitous narrative manner of a child, and start making your paragraphs exactly-four-sentence-long paragraph.
By high school, students have learned the purpose of education-- to teach you how to pass The Test. And you do that by looking at the choices you're given and picking the Right One. You look at the constructed response question and you follow the Right Formula for turning it into the response that you are supposed to write. Cheating becomes more prevalent because it's not cheating-- the task is to Get The Right Answer and turn it in, not to understand or comprehend or grapple with your brain-muscles. Just turn in the right answers.
Do not think. Do not engage. Your own thoughts and opinions will only slow you down. Go find the right answer.
When these students arrive at college, they meet a new expectation. Do some research. Write a paper. And in the process, construct a new piece of information. Create and present some knowledge that has never been presented before. The college student gapes. The professor might as well say, "Glorp a fleegle in blurgdorple." The college student asks a thousand variations on the same basic question-- "What am I supposed to do? What am I supposed to say?"
Some college programs are happy to provide that kind of lockstep guidance, and education programs, because they are preparing teachers for this Brave New Bubble World, are among the worst.
Folks, there are teachers out there in classrooms who have never created a single original teaching unit in their careers. They have taught from the book. They have used the packet of materials. When they need a worksheet or study guide, they go get one from the internet (students appreciate this a great deal because it makes it so easy to Get The Right Answer).
We are producing a generation of Bubblers, people whose understanding of understanding is bizarrely stunted. Yes, I know these sorts of students have always been with us, and I know old farts like me have always complained [insert Socratic quote about Kid These Days here]. But this is different.
We deliver nods to synthesis, curiosity, inquiry, exploration, the full range of Bloom-- but not really. We talk about higher order critical thinking skills-- but as only as techniques for divining what One Answer must be Bubbled. By presenting higher order thinking as just a way to solve the bubbling problem, we are systematically shutting down curiosity, inquiry, exploration, synthesis, construction, intellectual independence-- and it is working! At every level, we are seeing more and more people who are falling into lockstep, and not because they have been beaten into it, but because they think that's how it's supposed to be.
Life is not a bubble test. It's rich and complex and only reveals its full intricacy when observed from a million different vantage points. We are losing that, and as a culture we are poorer for it. I know that the education debates are often given to hyperbole, but I truly believe that when we fight the Cult of Testing, we aren't just fighting for quality of education, but for the very spirit and soul of what it means to be human, to understand and be in the world.
I do not know what to do with these [persons]. They do not want to understand. They do not want to discuss or explore. They just want to know what they're supposed to say or do so they can give the right answer and be rewarded.
We talk a great deal, especially during Testing Season, about the short-term damage done by the Cult of Standardized Testing. The tears, the fears, the frustration, the damaged psyches, the wasted time, the sheer stupid uselessness of the test results.
But we also need to pay attention to the more insidious, more far-reaching long-term damage being done by the Cult of Testing. It is changing a generation's very concept of what education is, of what it means to be an intelligent person, of how a learned person engages the world.
Standardized testing creates its own model of the world. In Testing Land, all answers to all questions already exist, and a Learned Person is proficient at hunting them down and bringing them back. In Testing Land, everything is already known. In Testing Land, a good student is one who can say what the Testmakers want her to say.
In elementary school, students learn How To Take Tests, which includes learning How To Do What The Testmakers Want. Children have to be taught to stop exploring, stop following their curiosity, stop running off whatever direction their lively minds take them. Stop chasing butterflies; sit down at your desk and do this practice sheet. Stop telling stories in that rambling circuitous narrative manner of a child, and start making your paragraphs exactly-four-sentence-long paragraph.
By high school, students have learned the purpose of education-- to teach you how to pass The Test. And you do that by looking at the choices you're given and picking the Right One. You look at the constructed response question and you follow the Right Formula for turning it into the response that you are supposed to write. Cheating becomes more prevalent because it's not cheating-- the task is to Get The Right Answer and turn it in, not to understand or comprehend or grapple with your brain-muscles. Just turn in the right answers.
Do not think. Do not engage. Your own thoughts and opinions will only slow you down. Go find the right answer.
When these students arrive at college, they meet a new expectation. Do some research. Write a paper. And in the process, construct a new piece of information. Create and present some knowledge that has never been presented before. The college student gapes. The professor might as well say, "Glorp a fleegle in blurgdorple." The college student asks a thousand variations on the same basic question-- "What am I supposed to do? What am I supposed to say?"
Some college programs are happy to provide that kind of lockstep guidance, and education programs, because they are preparing teachers for this Brave New Bubble World, are among the worst.
Folks, there are teachers out there in classrooms who have never created a single original teaching unit in their careers. They have taught from the book. They have used the packet of materials. When they need a worksheet or study guide, they go get one from the internet (students appreciate this a great deal because it makes it so easy to Get The Right Answer).
We are producing a generation of Bubblers, people whose understanding of understanding is bizarrely stunted. Yes, I know these sorts of students have always been with us, and I know old farts like me have always complained [insert Socratic quote about Kid These Days here]. But this is different.
We deliver nods to synthesis, curiosity, inquiry, exploration, the full range of Bloom-- but not really. We talk about higher order critical thinking skills-- but as only as techniques for divining what One Answer must be Bubbled. By presenting higher order thinking as just a way to solve the bubbling problem, we are systematically shutting down curiosity, inquiry, exploration, synthesis, construction, intellectual independence-- and it is working! At every level, we are seeing more and more people who are falling into lockstep, and not because they have been beaten into it, but because they think that's how it's supposed to be.
Life is not a bubble test. It's rich and complex and only reveals its full intricacy when observed from a million different vantage points. We are losing that, and as a culture we are poorer for it. I know that the education debates are often given to hyperbole, but I truly believe that when we fight the Cult of Testing, we aren't just fighting for quality of education, but for the very spirit and soul of what it means to be human, to understand and be in the world.
Tuesday, April 1, 2014
Open Ended and Close Minded
We cage students to protect ourselves.
Too many teachers (and others) are way too afraid of open-ended exploration for any number of reasons. Perhaps most commonly, the problem is not knowing the territory.
If I want to allow my students true open-ended exploration of a novel, then I have to know the territory. It's a big sprawling place, like a great forest, and if I'm going to let my students wander around in it, I need to know each stream, each hollow, each hidden pit, all the flora and fauna. I can only be effective as "the guide on the side" if I'm familiar with all the places we might go. I have to know the material far better than my students do. What if they ask questions I can't answer? What if they come up with ideas I'm not prepared to discuss?
There are other potential problems with open-ended instruction. Some are practical; if our discussion of symbolic threads in Song of Solomon is open-ended, we might run out of steam in twenty minutes, or the discussion might run for a week. How do I cover that in my lesson plans? How do I keep my class on a particular schedule and still allow the students to roam about the grounds till they're truly finished?
There's also the problem of letting go of The Answer. If your belief is that there's really only one way to see "Stopping by Woods on a Snowy Evening," you're going to stink at open-ended exploration. I know people who think they do this, who really believe that their students are free to explore any ideas about literature "as long as the students can rationally support them." But their measure of rational support is whether or not it leads to the conclusion they've already settled on.
Biggest problem? Standardization. If we are going to be able to measure and tag and compare across the country the responses and reactions to the literature, we can't have 143,257 responses scattered across the landscape. True open-ended answers are too diffuse to quantify.
So to make our lives easier, we leash the students. We build a trail and command them to stay on it. We drive them through the forest on a tour bus we won't let them leave. We build a big pavillion and tell them that's the only destination they are allowed to reach. We eliminate options, reduce their choices, reign in their ability to explore and discover.
For standardized testing, we do even worse. We lie. We say, "You can open-endedly explore this forest (well, on most tests, a small garden)." And then we judge their constructed response on whether they arrived at the one "correct" destination; a multiple choice question for which they have to write their own answers. Or we ignore the destination they reached and judge them on something simple that we can quantify. We don't care if they land on gold or in a pile of poop, as long as their boots are properly laced. On a "Give three reasons for..." question, we don't care if the reasons are brilliant or stupid; we just want them to have three of them. What pretends to be a reading question is really only testing compliance and counting.
The continued push to create teacher-proof programs, programs that can be taught by any content delivery specialist, ignores a crucial facet of this approach-- it lives or dies, rests completely upon the degree to which we limit the intellectual freedom of students. The best teachers are wiser and more knowledgeable than their students. The only system in which that is not true is a system in which students are not allowed to be smart, curious or knowledgeable.
Drones can only teach other drones. Intelligent human beings can only be taught by other intelligent human beings. When you create a system that tries to turn intelligent human beings into drones, everybody suffers.
Too many teachers (and others) are way too afraid of open-ended exploration for any number of reasons. Perhaps most commonly, the problem is not knowing the territory.
If I want to allow my students true open-ended exploration of a novel, then I have to know the territory. It's a big sprawling place, like a great forest, and if I'm going to let my students wander around in it, I need to know each stream, each hollow, each hidden pit, all the flora and fauna. I can only be effective as "the guide on the side" if I'm familiar with all the places we might go. I have to know the material far better than my students do. What if they ask questions I can't answer? What if they come up with ideas I'm not prepared to discuss?
There are other potential problems with open-ended instruction. Some are practical; if our discussion of symbolic threads in Song of Solomon is open-ended, we might run out of steam in twenty minutes, or the discussion might run for a week. How do I cover that in my lesson plans? How do I keep my class on a particular schedule and still allow the students to roam about the grounds till they're truly finished?
There's also the problem of letting go of The Answer. If your belief is that there's really only one way to see "Stopping by Woods on a Snowy Evening," you're going to stink at open-ended exploration. I know people who think they do this, who really believe that their students are free to explore any ideas about literature "as long as the students can rationally support them." But their measure of rational support is whether or not it leads to the conclusion they've already settled on.
Biggest problem? Standardization. If we are going to be able to measure and tag and compare across the country the responses and reactions to the literature, we can't have 143,257 responses scattered across the landscape. True open-ended answers are too diffuse to quantify.
So to make our lives easier, we leash the students. We build a trail and command them to stay on it. We drive them through the forest on a tour bus we won't let them leave. We build a big pavillion and tell them that's the only destination they are allowed to reach. We eliminate options, reduce their choices, reign in their ability to explore and discover.
For standardized testing, we do even worse. We lie. We say, "You can open-endedly explore this forest (well, on most tests, a small garden)." And then we judge their constructed response on whether they arrived at the one "correct" destination; a multiple choice question for which they have to write their own answers. Or we ignore the destination they reached and judge them on something simple that we can quantify. We don't care if they land on gold or in a pile of poop, as long as their boots are properly laced. On a "Give three reasons for..." question, we don't care if the reasons are brilliant or stupid; we just want them to have three of them. What pretends to be a reading question is really only testing compliance and counting.
The continued push to create teacher-proof programs, programs that can be taught by any content delivery specialist, ignores a crucial facet of this approach-- it lives or dies, rests completely upon the degree to which we limit the intellectual freedom of students. The best teachers are wiser and more knowledgeable than their students. The only system in which that is not true is a system in which students are not allowed to be smart, curious or knowledgeable.
Drones can only teach other drones. Intelligent human beings can only be taught by other intelligent human beings. When you create a system that tries to turn intelligent human beings into drones, everybody suffers.
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