The Arts bring so much more to the learning environment than an enhanced skill or ability but a sense of “connoisseurship” (Elliot Eisner) as well as the work ethic of a “discipline”. These are valuable commodities in today’s innovation-driven business climate. Artists also work collaboratively in the production/presentation of their work: orchestras, dancers, actors, set designers, costumers, writers, composers, choreographers – a musical.
Vijay Govindarajon from the Tuck Business Schools stated that “innovation is a collaborative function, creativity is individual.” So now, more than ever we need creative students emerging from our schools but Sir Ken Robinson tells us that today’s schooling environments are “uneducating” the curious nature in children by focusing on national policy of standards-based core curriculum where student compliance is more valued than creativity. Both Govindarajon and Robinson agree that for a learning environment to effectively nurture innovation and creativity a tolerance for error must be allowed. Again, developing this type of learning environment seems impossible as long as education policy dictates compliance. A new schooling model is needed, now!
Tuesday, April 27, 2010
Tuesday, April 6, 2010
The never ending "Race to the Top" not WV's solution to education reform.
“On your mark, get set….STOP.” Oops, let’s start again. And so it goes with the new education initiative from the “Ed.Gov.”, Race “To The Top”. Forty states apply and only two are awarded bucks? This is some kind of new race. (?) The reality is that it’s not just a race; it is an effort to improve our country’s educational systems with our tax money as the prize. Let’s review: American tax payers send the”Feds” their bucks to do good stuff for the country; the “Feds” use our money as a reward for doing what they say needs done to improve education in our state; if states do not comply…no “mega bucks”. I’m receiving a bad vibe on this one, Arne. (Duncan, Secretary of Education.)
As an educator with 34 years in the public schools, now in the private sector, I always believed that local folks knew best how to address the needs of their children. The teachers and principals with support from the parents, local businesses and legislators work very hard in West Virginia to provide the very best education possible for our children. Yes, education needs reform, but forcing state/local policies and laws to be crafted to support an educational vision based on “Federal” perspectives deludes the significant connections and ownership with stakeholders necessary to ensure effective and sustained reform.
West Virginia educators have been re-tooling the learning models and processes since the advent of No Child Left Behind. (2001) We have 21st Century Learning CSO’s and best practices as well as a new policy on the leadership characteristics needed to guide our state’s educational system in the global economy. A sense of urgency is now created by new financial enticements to meet expectations for education excellence from the “Feds”. The West Virginia Department of Education has already invested much time and valuable human resources developing their “RTTT” application and in my opinion did a fine job doing so. The document itself stands as a testimony of initiatives developed over the past years and a vision for continued reform. I believe our West Virginia educators know better how to educate our children than bureaucrats from Washington. (I’ve read the reader notes from our application…no big “aha’s” here.) Do we need “bold moves”? Yes! But, we need to do so using the insight of West Virginians in a manner that we can embrace, not as a “knee-jerk” reaction to the possible acquisition of “mega bucks” from the Feds.
Are all our students’ learning achievements and outcomes where we want them to be? Far from it! Is there concern from our citizenry about this situation? You bet there is! Should we work together to craft and implement the process to achieve excellence in education in West Virginia? Absolutely! It’s what West Virginians have always done. So, why do we need the “Feds”? Oh…I remember, they have the “mega bucks”. My opinion: Think well about what West Virginians will give up chasing the “dollars of change”. Money doesn’t make change in education, people do. Changing West Virginia education laws and policies based on a federal schooling model may not serve the needs of our state. With the current learning environment changing at exponential rates, local flexibility and dynamic response are valued commodities that could be dealt away in a never-ending “Race To The Top”.
As an educator with 34 years in the public schools, now in the private sector, I always believed that local folks knew best how to address the needs of their children. The teachers and principals with support from the parents, local businesses and legislators work very hard in West Virginia to provide the very best education possible for our children. Yes, education needs reform, but forcing state/local policies and laws to be crafted to support an educational vision based on “Federal” perspectives deludes the significant connections and ownership with stakeholders necessary to ensure effective and sustained reform.
West Virginia educators have been re-tooling the learning models and processes since the advent of No Child Left Behind. (2001) We have 21st Century Learning CSO’s and best practices as well as a new policy on the leadership characteristics needed to guide our state’s educational system in the global economy. A sense of urgency is now created by new financial enticements to meet expectations for education excellence from the “Feds”. The West Virginia Department of Education has already invested much time and valuable human resources developing their “RTTT” application and in my opinion did a fine job doing so. The document itself stands as a testimony of initiatives developed over the past years and a vision for continued reform. I believe our West Virginia educators know better how to educate our children than bureaucrats from Washington. (I’ve read the reader notes from our application…no big “aha’s” here.) Do we need “bold moves”? Yes! But, we need to do so using the insight of West Virginians in a manner that we can embrace, not as a “knee-jerk” reaction to the possible acquisition of “mega bucks” from the Feds.
Are all our students’ learning achievements and outcomes where we want them to be? Far from it! Is there concern from our citizenry about this situation? You bet there is! Should we work together to craft and implement the process to achieve excellence in education in West Virginia? Absolutely! It’s what West Virginians have always done. So, why do we need the “Feds”? Oh…I remember, they have the “mega bucks”. My opinion: Think well about what West Virginians will give up chasing the “dollars of change”. Money doesn’t make change in education, people do. Changing West Virginia education laws and policies based on a federal schooling model may not serve the needs of our state. With the current learning environment changing at exponential rates, local flexibility and dynamic response are valued commodities that could be dealt away in a never-ending “Race To The Top”.
Saturday, February 20, 2010
Arts-Based Assessment:The Total Picture
Arts-Based Assessment: The Total Picture
There is a huge assumption and major disconnect in the active engagement of student centered formative assessment and how students show they are smart.
Schools need to engage in qualitative assessments to truly “know their students”. Electronic and web-based assessments only quantifies student achievement as (at best) – a portion of the “student picture”. Formative assessment should not only inform instruction but also allow students to show how they are smart as well as how smart they are. Failing to engage in arts-based assessment as a component of a “balanced” assessment process is a major error in the form of a missed opportunity.
By using the Arts to reflect on the “emotional level of learning” (according to Piaget: “Where learning is forever.”) teachers can gain an insight into the true level of understanding reached by their students. Write a poem, draw a picture, stage an acting scene, design a costume, write a song, create a sound collage, visual collage, video collage, oral history, sculpting, installation art, photography, pod cast, PowerPoint, web site, etc., etc., etc!
There is a huge assumption and major disconnect in the active engagement of student centered formative assessment and how students show they are smart.
Schools need to engage in qualitative assessments to truly “know their students”. Electronic and web-based assessments only quantifies student achievement as (at best) – a portion of the “student picture”. Formative assessment should not only inform instruction but also allow students to show how they are smart as well as how smart they are. Failing to engage in arts-based assessment as a component of a “balanced” assessment process is a major error in the form of a missed opportunity.
By using the Arts to reflect on the “emotional level of learning” (according to Piaget: “Where learning is forever.”) teachers can gain an insight into the true level of understanding reached by their students. Write a poem, draw a picture, stage an acting scene, design a costume, write a song, create a sound collage, visual collage, video collage, oral history, sculpting, installation art, photography, pod cast, PowerPoint, web site, etc., etc., etc!
Bob's thoughts on Education
Excellence
Excellence in schools can not be attained through the implementation of mandated policies. Policy only defines minimum expectations in a rush toward mediocrity. Excellence is an outcome driven by an individual’s ethics: an ethos of achievement. No amount of worldly accouterments can provide the impetus for an individual to strive for excellence in any endeavor. That “fire” must be lit from within.
Learning
Becoming an educated person should be the outcome of learning. Too many times learning is more about being compliant than truly elevating ones cognitive skills to a level of an educated individual. The more a person learns about something, the more they find out how much they do not know: the life-long-learner emerges. With achievement on high stakes testing as the only goal, the process often removes the opportunities to embrace the richer learning elements of education.
Public Education
The charge we have been given in West Virginia and America is to educate all to a level of mastery in the core subjects: NCLB. Teachers and administrators can not achieve this goal by themselves in isolation. We need to empower all the stakeholders: teachers, students, parents, and community members as active partners, creating a framework of support and shared vision to sustain the efforts to fulfill our charge.
Bias to Action
From August to November for the past 15 years I have spent nearly every Saturday observing high school marching bands as a professional adjudicator. After the show I talk to their instructors about the achievement and level of excellence their students demonstrated that day and discuss strategies for improving their performance effectiveness.
Bob Dunkerley
Excellence in schools can not be attained through the implementation of mandated policies. Policy only defines minimum expectations in a rush toward mediocrity. Excellence is an outcome driven by an individual’s ethics: an ethos of achievement. No amount of worldly accouterments can provide the impetus for an individual to strive for excellence in any endeavor. That “fire” must be lit from within.
Learning
Becoming an educated person should be the outcome of learning. Too many times learning is more about being compliant than truly elevating ones cognitive skills to a level of an educated individual. The more a person learns about something, the more they find out how much they do not know: the life-long-learner emerges. With achievement on high stakes testing as the only goal, the process often removes the opportunities to embrace the richer learning elements of education.
Public Education
The charge we have been given in West Virginia and America is to educate all to a level of mastery in the core subjects: NCLB. Teachers and administrators can not achieve this goal by themselves in isolation. We need to empower all the stakeholders: teachers, students, parents, and community members as active partners, creating a framework of support and shared vision to sustain the efforts to fulfill our charge.
Bias to Action
From August to November for the past 15 years I have spent nearly every Saturday observing high school marching bands as a professional adjudicator. After the show I talk to their instructors about the achievement and level of excellence their students demonstrated that day and discuss strategies for improving their performance effectiveness.
Bob Dunkerley
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