Prairie South School Division Conversations

Scott Mcleod of Minnesota asks this question:

Read the comments left on his blog.
Now, what do you think?

Recently, 23 high school teachers each asked 10 students what was the one thing they would like to change at school.  Here are their answers:

• Authentic Learning- connect learning to life, more hands on programs, more out of school classes, more project based work, learning at kids levels
• Instruction - stop homework, relevant technology used routinely, better standards, slow down to make sure kids get the learning, work on one thing at a time then move on, more creativity, better quality & variety, offer post high school opportunities, more like elementary school with the same teacher or two all day 
• Food - better food choices & bring back the junk food
• Improve facilities - schools need improvements, cleaner, paint, ventilate
• Culture - better behavior for students including drugs, not putting up with bad behavior in class, inspect more for drugs as too many students have drug problems, hold parents accountable for attendance, enforce school dress codes more
• Scheduling - change the school day hours

Increasingly, my work involves talking to teachers about change.  I share reasons and offer ideas to open thinking and dialogue about the tsunami of change in which we find ourselves in education.  The research and experience is compelling, relevant and timely about schools who are trying thoughtful change.

I recently had the pleasure of hearing Douglas Reeves speak about how monumental and systemic the changes need to be now in our schools.  Like Doug, I too have had the opportunity to teach in India and Africa.....both were lifechanging and helped me adjust my view to realize how blessed and rich we are in education and life.  I hope you'll read Doug's perspective on change in Educational Leadership the flagship journal from ASCD.  Doug states, "But if I am to learn the lessons of Shamombo, then I must do more than be angry when confronted with challenges in Africa—or in the schools that I work in today. The obstacles that teachers and education leaders confront are immense, but we can choose our refrain. Will it be one of anger, complaint, cynicism, and despair? The lessons of Shamombo suggest that we can choose instead to learn from African students, teachers, and leaders who face hardship every day, and let our refrain be, “We are so grateful.” What refrain will we choose?

There are two variables that more than any other can profoundly affect student learning.  They are more time & practice. 

More time however, does not guarantee more learning for students......so what does? 

• More time where students do meaningful work & they know it
• More time where students show they mastered learning--they could teach it to someone else
• More time on authentic work that relates to the real world
• More time has little to do with keeping students busy with worksheets, lectures, textwork etc.  It has to do with designing learning activities that get at the essential learning outcomes for students in an engaging and active way.

Neither does more practice guarantee more learning for students.....so what does?

• Learning activities that are hands on -- more practice does not mean more drill & practice.  In fact, if foundational understanding is not developed, drill & practice (rote work) will do little to improve learning.
• Learning activities that include student choice in design, assessment and learning
• The kind of practice/learning are key -- aim for higher level thinking (Bloom's, inquiry & project based learning assignments).

There are two variables that more than any other can profoundly affect student learning.  They are more time & practice. 

More time however, does not guarantee more learning for students......so what does? 

• More time where students do meaningful work & they know it
• More time where students show they mastered learning--they could teach it to someone else
• More time on authentic work that relates to the real world
• More time has little to do with keeping students busy with worksheets, lectures, textwork etc.  It has to do with designing learning activities that get at the essential learning outcomes for students in an engaging and active way.

Neither does more practice guarantee more learning for students.....so what does?

• Learning activities that are hands on -- more practice does not mean more drill & practice.  In fact, if foundational understanding is not developed, drill & practice (rote work) will do little to improve learning.
• Learning activities that include student choice in design, assessment and learning
• The kind of practice/learning are key -- aim for higher level thinking (Bloom's, inquiry & project based learning assignments).