Friday, March 19, 2010

Homework shouldn't be assigned, it should be inspired!

flickr CC image via ultrakickgirl

My good buddy and colleague, Joe Bower, is a passionate and intelligent person. I just finished reading his last post at his education blog, 'For the Love of Learning'. In The Destructive Forces of Homework, Joe states that,
If we are to walk the talk of life-long learning, we must care how kids feel about their learning. If ever there was a consensus among people, it could be found among kids and their hatred for homework. So if we truly care about students' attitudes towards learning, and we are doing something that is sabotaging that attitude to go on learning, then we have a professional obligation to stop.
OK Joe, I'm going to challenge you on this statement... I totally agree with your first point, "if we are to walk the talk of life-long learning, we must care how kids feel about their learning." This point is inarguable. Perspective is the key to motivation. I would also agree that there is a wide-spread (almost cliche) negative perspective toward homework among the student set, but I ask myself why this is. Do students hate homework, or do they hate what we call homework? I submit the latter is more true.

We need to contextualize homework. If students love what they do in school so much that they want to continue to do it at home, can we not call that homework? The logic you suppose is based on your position that homework is inherently bad, and therefore "sabotaging" student's attitudes to go on learning. I can't necessarily agree. If teachers are engaging students in meaningful and authentic ways at school, and that learning continues at home, (a good thing in my opinion,) I don't think my definition of homework sabotages anything; I actually believe it would enhance learning.

After reading some of the comments on your post, and considering the litany of comments in various teacher circles related to the homework debate, I must say that teachers have done an incredible disservice to the topic of homework in general. True life-long learning as an attitude is something that we should embrace to be sure, but I can't see how that can perpetuate if we are saying learning is defined in such narrow parameters as whether homework is either good, or bad. I cringe when I consider that homework as most people define it, (unfinished work, worksheets for drill or memorization of facts,) is really just more of what already happened in school on any given day, and if we're saying homework is inherently bad, what are we saying about school?

I would like to pose the challenge that homework doesn't have to be absolutely bad. It doesn't even necessarily have to be done as an "assignment" that everyone is expected to do, and that those who don't are somehow punished for as a result. For example, if I asked my class to go home with some basic instructions on how to build a cell battery out of some paper towels, pennies, copper wire, tape and salt water, and the majority of them actually do it, (not because it was for marks, or because I said they had to,) and then brought their excitement and batteries back to class the next day wanting to show the kids who didn't build one, for whatever reason, how they worked, I'm going to say this is a good learning situation, (a true story from my class this past week.) This is also a process I would call homework that certainly doesn't damage attitudes toward learning, but rather improves them.

We don't have a professional obligation to stop sending homework; we have a professional obligation to start sending homework that is meaningful to students, applied to the exciting teaching and learning going on in our schools and that students will do because they want to, not because they have to.

Monday, March 15, 2010

Occam's Razor- The Simplest Path to Education Reform

flickr CC image via Andesine

Occam's Razor, otherwise known as 'lex parsimoniae' (the Law of Succinctness) is one of my favorite guiding principles. There is a great deal to be learned from applying Occam's Razor, and I think the process of education reform could use a healthy dose of this principle.

According to Wikipedia, the principle of Occam's Razor is attributed to 14th-century English logician, theologian and Franciscan friar, William of Ockham. It is the meta-theoretical principle that "entities must not be multiplied beyond necessity" and the conclusion thereof, that the simplest solution is usually the correct one. We don't tend to lean toward principles like Occam's Razor in education, especially under Third Way structures that have dominated the teaching profession for the last number of years. As a result of the seemingly perpetual top-down quest for higher student achievement, teachers have been spooked, and for good reason. This past February, the entire school staff at Central Falls High School in Rhode Island, USA was fired as a result of low student achievement. We have become so engrossed as an institution with externally-applied standards of education, that any regard for decentralized autonomy and customization of teaching and learning to suit local needs has simply disappeared. Government education departments have become so intently focused on standardizing the education system using high-stakes testing processes and statistical analysis that they don't even seem to be aware of the infinite alternatives to the game of natural selection they think they're playing.

This post is about getting back to a routine in education that observes a localized need for learning; one that makes adjustments in real-time according to that need, and that understands there is more than one way to climb a mountain. Every school is different. Even schools from within the same school district have identifiable characteristics that set them apart from all the others. If you don't believe me, ask a substitute teacher who regularly works in different schools within the same district how they feel about their time in the different schools they teach within. It's remarkable how varied their descriptions will be, even between schools that are mere blocks away from each other in the same neighborhood. Every school has its own culture; it's own identity as defined by the unique individual teachers and students that spend their time there. This reality does not appear to favor a unilateral approach to the management of learning that is so prevalent in contemporary education.

So what is the alternative? I would argue there is more than one alternative; in fact there is no end to the alternatives. Do we need standards in education? Yes. One would be ignorant to assert otherwise. Here's where Occam's Razor comes in. Our tendency to multiply entities beyond necessity has been drummed into us in our never-ending quest to find the latest and greatest strategy that will raise those all-important test scores. We have completely forgotten that the simplest solution is usually the correct one. "Less is more, less is more"... we need to drum this into our heads until it resonates louder than the current more is more perspective that so many teachers subscribe to.

I envision a curriculum that removes all overflow and gets down to the critical, timeless and core elements of knowledge within each subject area. Once grounded in this core pedagogy, let's let the teachers adjust and customize their instruction to fit the group they're teaching at any given time... that's what they are trained to do, and I would argue strongly that it's also what puts the passion back into their purpose.

Let's remove subjects like music, art, health (and any other that is currently set aside as a supplemental class) and immerse these fine art elements into everything kids do in school. Why can't a music specialist teach alongside the classroom teacher providing musical expertise during math (can you think of a more natural way to add interest and fun to math class?) or social studies or language class? I have never understood why these subject areas are taught in isolation- it's an unnatural multiplication of entity beyond necessity.

Let's understand that to kids, life is simple. Kids just are. They experience everything in such visceral ways, and we take that away from them in school. So many teachers (perhaps adults in general) have become so wound up in the official world that we've lost our ability to see the real world through child's eyes... the world that should be amplified in schools through any means possible, and there are so many possibilities. Let's stop paying lip service to "meeting kids where they're at" and actually meet them where they're at; this wonderful place where everything is new and spectacular and worth looking at for hours as long as no adult comes by to hurry them along. Let's try to remember that, in the immortal words of Henry David Thoreau, "all change is a miracle to contemplate; but it is a miracle which is taking place every second." These words encapsulate perfectly the perspective of a child... the one that believes a miracle takes place every second, and I think, learning in general as perpetual inquiry and discovery.

Let's use technology as a value-added element of education, and not just for the sake of learning how to use technology. I'm of the opinion that technology should be omnipresent in our schools, not as an alternative to more traditional learning tools, but as a supplement to them. There will always be a mystique attached to reading a good old-fashioned book, and there will always be excitement created when kids build stuff in three dimensions using their hands and whatever can be found... but if we can show kids that e-readers and 3D digital representations are cool too, all the better.

Let's understand that teachers know best regarding where their students academic abilities and challenges lie. Given this understanding, it makes sense that assessment should be based on this insight. Teachers would appreciate more latitude to exercise the creative ways they know how to use formative assessment practices designed to develop understanding of those core curriculum principles I was referring to earlier. If we want our students to display an inquisitive and creative perspective, then we critically need opportunities to model that for them. We need to practice what we preach regarding our style of instruction and assessment to reflect a culture of inquiry and discovery for both teachers and students in our schools.

There are so many ways we can change to make education better; these suggestions are but a few. I've got ears for anyone, anytime who wants to add to this list. The only rule is that whatever the idea, it has to be seeded in the philosophy that less is more, and that the simplest and quickest path to wonderment in education is always the best. Once you set off on this path, the kids will take it from there.
Shelfari: Book reviews on your book blog

Labels

learning (49) teaching (45) education reform (29) authentic learning (24) students (23) effective teaching (18) school (18) EduKare (15) educational leadership (13) resiliency (13) creative teaching (11) education (11) educational change (11) perspective (11) 21st Century Learning (10) Glendale School (10) change (10) collaboration (10) school climate (10) school culture (10) support (10) creativity (9) assessment (8) caring (8) culture (8) leadership (8) teachers (8) hope (7) inquiry-based learning (7) learning circles (7) learning stories (7) professional development (7) student success (7) technology (7) technology integration (7) #edchat (6) at-risk kids (6) collaborative teaching (6) empathy (6) pre-service teachers (6) purpose (6) responsive teaching (6) #EduKare (5) Alberta Education (5) Sean Grainger (5) Twitter (5) at-risk (5) engaging (5) integrative thinking (5) mentor teachers (5) public schools (5) teach (5) teacher training (5) Bell Curve (4) beliefs (4) belonging (4) bullying (4) children (4) diversity (4) empathy reboot (4) high-stakes testing (4) learn (4) possibility (4) relationships (4) resilience (4) school leadership (4) student (4) LCU (3) action research (3) child development (3) choice (3) classroom (3) communication (3) community (3) counseling (3) debate (3) dreams (3) duty to care (3) ed reform (3) educators (3) failure (3) fun (3) growboys (3) inclusion (3) inquiry (3) interculturalism (3) kids (3) life-long learning (3) mindfulness (3) nemetics (3) pedagogy (3) professionalism (3) reflection (3) thinking differently (3) transformational leadership (3) understanding (3) #cpchat (2) #ecosys (2) #redcamp13 (2) Bloom's Taxonomy (2) Control (2) Google (2) Innovative Voices in Education- Engaging Diverse Communities (2) Moore's Law (2) PD (2) alternative teaching (2) audience (2) balance (2) behavior (2) behaviorism (2) best educational practice (2) blogging (2) boys (2) bully (2) bully prevention (2) challenge (2) change agent (2) character (2) circles (2) classroom management (2) commitment (2) competition (2) connecting with kids (2) creative (2) development (2) dialog (2) digital technology (2) disagreement (2) edcamp (2) edkare (2) education change (2) effective classrooms (2) etmooc (2) facts (2) feelings (2) formative assessment (2) future (2) goals (2) groupthink (2) growth (2) hope wheel (2) ideas (2) independent thinking (2) interdependence (2) journey (2) listening (2) mastery (2) mindful (2) morphic resonance (2) multiculturalism (2) new teachers (2) opinions (2) opportunity (2) passion (2) personal learning network (2) phenomenological (2) philosophy (2) project-based learning (2) question (2) resilient (2) resolution (2) responsibility (2) self-esteem (2) self-organized learning environments (2) servant leadership (2) share (2) social-media (2) special education (2) standardized tests (2) struggling schools (2) success (2) sympathy (2) teacher (2) teacher welfare (2) trust (2) unconditional love (2) unconference (2) university (2) values (2) vision (2) voice (2) words (2) #LCU (1) #ccunesco2014 (1) #nemetics (1) #speakchat (1) 40 Developmental Assets (1) ATLE 2010 (1) Africa (1) Black Swan (1) Brokenleg (1) Calgary Science School (1) Circle of Courage (1) ConnectED (1) Curate (1) Daniel Durant (1) Dry Island Buffalo Jump (1) FBA (1) Fouth Way (1) Geoffrey Canada (1) Grow Boys (1) Howard Gardner (1) Impact (1) Instructional leadership (1) John Dewey (1) Kathryn Schultz (1) Lao Tzu (1) MIT (1) Michael Josefowicz (1) Nunavut (1) Occam;s |Razor (1) PBL (1) PLN (1) Phoebe Prince (1) Piaget (1) Red Deer (1) SBL (1) SOLE (1) Search Institute (1) Second Way (1) Shankardass (1) TED (1) Tao Teh Ching (1) Vygotsky (1) Wangler (1) aboriginal (1) accountability (1) achievement (1) action (1) actions (1) adversity (1) anger (1) answer (1) applied behavior (1) applied research (1) apprenticeship (1) aptitude (1) aquaintances (1) at risk (1) athletics (1) authentic (1) autonomy (1) badges (1) being wrong (1) believing (1) benchmark (1) blended learning (1) blog (1) borders (1) brain research (1) budget (1) business (1) cdnedchat (1) chaos (1) character education (1) charity (1) child-development (1) clarity (1) collaborate (1) communciation (1) communicate (1) conference (1) confidence (1) conflict (1) connect (1) consciousness (1) conversation (1) cooperation (1) coordinated children's services (1) critical thinking (1) curiosity (1) curriculum (1) democracy (1) destiny (1) developmental (1) differentiated learning (1) differentiation (1) digital citizen (1) digital immigrant (1) diigo (1) dissonance (1) dyslexia (1) education innovation (1) effort (1) emotions (1) enabling (1) endogenous (1) engaged (1) engagement (1) equity (1) ethics (1) evaluation (1) excellence (1) fail (1) faith (1) fate (1) fear (1) feedback (1) feminine (1) finding voice (1) focus (1) friends (1) gender differences (1) gender identity (1) global education (1) goal setting (1) governing body (1) happy (1) hardware (1) healthy (1) heuristic (1) high school (1) higher education (1) homework (1) honesty (1) hop (1) humility (1) iconoclastic (1) imagery (1) imagination (1) improbable (1) inclusive (1) inclusive education (1) indigenous knowledge (1) innovation (1) inspiration (1) instinctual (1) interdependent (1) internalize (1) internship (1) interpersonal (1) intuitive (1) knowledge (1) lacrosse (1) leading (1) leaps of faith (1) learning circle (1) learning disabilities (1) learning disorders (1) learning from place (1) learning goals (1) learning spaces (1) learning story (1) learning styles (1) learning tools (1) lecture (1) library (1) lifelong-learning (1) limits (1) literacy (1) lobby (1) management (1) masculine (1) math (1) medicine wheel (1) men (1) mentorship (1) micro-blogging (1) mindfullness (1) mission (1) mistakes (1) morals (1) motivation (1) navigate (1) negative reinforcement (1) network (1) networking (1) new year resolution (1) objective (1) open education (1) open-source (1) operant conditioning (1) outcomes (1) overcome (1) pass (1) patience (1) polarity (1) positive (1) positive reinforcement (1) positivity (1) positve dissonance (1) postmodern (1) poverty (1) power point (1) practice (1) pride (1) private logic (1) productivity (1) professional organization (1) progression (1) questioning. Socrates (1) rally (1) rationalization (1) rdcrd (1) rdpsd (1) re-frame (1) re-tool (1) reality (1) receive (1) reclaim (1) redcamp15 (1) relative (1) relevance (1) research (1) rest (1) revolution (1) ritual (1) routine (1) scholar (1) scholarship (1) sciences (1) scrutiny (1) self-determination (1) self-help (1) significance (1) silence (1) simple (1) sincerity (1) skate park (1) skateboard (1) smile (1) socialize (1) society (1) software (1) solution-focused (1) speaking (1) sport (1) standards-based learning (1) stories (1) strangers (1) strengths (1) stress (1) student engagement (1) sustainability (1) synergy (1) taking risk (1) talking (1) tangibility (1) targets (1) teaching. learning (1) textbooks (1) thinking skills (1) thought (1) thoughts (1) trans-species (1) transference (1) tribes (1) unconditioned response (1) unconditioned stimulus (1) universal (1) urban gardening (1) urban schools (1) victim (1) visceral (1) wellness (1) wisdom (1) work (1) work week (1) worksheets (1) writing (1)