In Why School?, by Will Richardson, two types of school reform are presented: One that is like what we have now, only better, and one that is far different than what we have now. Richardson argues that the first type of school reform was proposed by businessmen and politicians who see school as a competitive arena where tests scores act as a accurate and necessary measurement of success. This reform focuses on the quantifiable and the fact that the U.S. has relatively low scores on international tests. Richardson points out, however, that our low test scores are reflection of our abhorrent poverty rates. If you were to take the test scores of only students from high-income homes we would lead the world in almost every academic category (Richardson, 35). Richardson also points out that this method fails to keep pace with the changing dynamic of information acquisition. With the abundance of digital resources, much of the knowledge we would gain in the classroom can be found elsewhere and taught in a way better tailored to each individual student.
This brings us to the second type of reform would change the curriculum and the way we teach. In this second theory, as Richardson writes, “The emphasis shifts from content mastery to learning mastery” (Richardson, 43). The idea is that we should be teaching students how to navigate the Internet, how to decipher between reliable and unreliable digital content, how to connect and collaborate with others on the web, how to think critically, and how to take the information we have and use it to create something useful and original. Richardson points out that there are several roadblocks on the way to implementing this type of reform. One issue is that it emphasizes the use of digital technology which is currently not available to all schools and students. As a society, we first would have to ensure that students have equal access and thus equal opportunity to succeed. Secondly, we would have to rethink the way we do assessments. For example, Richardson suggests that test questions focus on critical thinking and what students can extrapolate from easily accessible knowledge. While these hurdles are significant and need to be addressed, I think this type of reform is the direction education should and must take. Information and the way we consume information will continue to change. Because of this, it's important that students have the tools necessary to acquire information effectively and efficiently, no matter the method of acquisition. To make this school reform a reality, Mr. Richardson presents six "unlearning/relearning ideas for educators" that will help along the way (Richardson, 61). The first idea is that teachers should share their ideas. In our globally connected world, educators now have the opportunity to not only share their ideas with their students but with students all over the Earth. I completely agree with this idea and I plan to share my ideas with those in my Personal Learning Network and I will definitely be seeking out the best practices of other more experienced educators. The second idea is titled, "Discover, don't deliver, the curriculum," and is about letting the students choose how they will explore a certain content area. This method fosters student involvement, engagement, and creativity but it seems like it would make lesson planning quite arduous. I would be willing to try this idea if it was encouraged by my district or school but I think it would be difficult to adjust to. The third concept emphasizes the importance of tapping into the vast number of knowledgeable and qualified individuals on the internet. As long as students recognize what steps they should take to maintain their safety, I think the internet community is a terrific asset to student learning and exploration. The fourth idea is about being a master learner. As Richardson writes, “The world doesn’t care what you know. What the world cares about is what you can do with what you know” (Richardson, 74). Access to information may change and the importance of what we learn may change. What will always have value is the ability to learn new information and the application of what we know. I will encourage my students to be life-long learners and I will do the same in order to retain mastery in my subject matter. The fifth topic involves creating assignments and projects that have relevance to the lives of others. In other words, students should be creating something of value that will be seen by more than just their teacher. I love this idea because it will perhaps make students more invested in their school work and it will help them connect with others either digitally or within their community. This idea is connected with the sixth and final idea proposed which is about transferring power to the students. Children should have the opportunity and freedom to explore projects on their own without the interference or guidance of teachers. By handing the reigns over to students, they will learn how to think for themselves, work independently, and be accountable for their work. Richardson uses the example of students collaborating with their teacher to build a biodiesel generator. I see this as something students should already be doing. In my subject area of social science, I plan on presenting real-world problems to my students and allowing them to explore possible solutions and actions they can take to either spread awareness or help solve the issues. Why School? was a fantastic read and I would recommend it to current and/or aspiring educators, parents, business leaders, and friends. Richardson, W. (n.d). Why school?: How education must change when learning and information are everywhere. Available from http://www.amazon.com/Why-School-Education-Information-Everywhere-ebook/dp/B00998J5YQ.
2 Comments
|
AuthorGeorge Porter, English Teacher at Sage Creek Archives
May 2016
Categories |