I really like this book for it's direct nature and simplicity. The first three chapters are there to set the tone, get you thinking and open up to other ways of thinking and seeing things, almost through a different lens or another set of eyes.
You asked us the questions: 1. How can we think outside the box we live in? 2. What assumptions are we making that we're not aware of? 3. What might we invent that would give us other choices? 4. How are our thoughts and actions a reflection of the measurement world?
by asking "How can" instead of "Why do" already helps us to come outside our box mentally so that we can examine what defines the boxes in our lives. Relating to school, I have experienced boxing in the business of education instead of the art of teaching. I have experienced having to teach par down my teaching and discovery (the essence of science) to relaying the basic components of standardized testing for the sake of testing. Being a former scientist, this pains me as I understand that true learning comes with experimentation and exploration, not learning basics for a test that is not testing ability to think or apply logic. In spite of that, I realized that after getting the hang of what is required for the test, and being willing to put in the extra time and effort to create or revise lessons to teach the standards while doing experiments, I can live outside the box of organized education. The assumptions made is that the administration does not know what they are doing nor do they care about true learning for our students. I think to make other opportunities possible, we can come up with schedule variations to allow more experimental time in each subject area to make it more meaningful and connected to the world. We could devise or adopt other methods or parts of schools that work to incorporate additional exploratory skills, or affective education. What is think IS the world as we know it, therefore our thoughts direct our actions which are an outward expression of the world from our vantage point.
Giving an A was interesting to hear again as I read this before in my teacher training program. I agree that grades are a measurement in how well you compare to your peers not always a measurement of how much you've learned or embodied. I do not believe that is the case all the time however. In cases where there is a specific idea that is not only measurable by specifics but by growth, then grades are a true reflection of one's learning. I aim to do this with my students and explain to them that is the purpose of repeats or revisions. It is to allow students to learn, attempt, get feedback, ponder, experience then demonstrate growth in their next attempt. Just like revisions of a paper, they should be graded according to the improvements not in comparison to someone else's.
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Dedra,
ReplyDeleteI agree with you about teaching down and boxing ourselves to teaching to the test. We are not giving our everything because we are subjected to the standards and sometimes that becomes a problem.
I love what you said, that true learning comes from exploration and experimentation, and this in the context of your role as a scientist. Wow, that really reaches home. I remember watching a documentary on brain development and it showed how much "experimentation" was a part of infants' discovery and mental mapping of their world. And like a good video game, success can be measured in much more obvious and meaningful terms than with a damn test.
ReplyDelete@ CNavarrrete- The boxing becomes a problem most of the time, that is until each teacher and team discovers how to give the powers that be what they want and still service their children with what they need content and experience wise. It does require extra time and a solid commitment, but isn't that why we chose teaching and not for the summers off and 7-3:30 schedule?
ReplyDelete@ jbb- Thanks for the comments and recognizing the importance of 'play' in development and learning. I do believe there is a need for a standard method of checking in, and that some of the powers that be really do think that they are doing the masses a service. However, it will take parents, and administrators something drastic, like volunteering in the classroom at least two days so that they can see what is and is not effective in the classroom. Then , maybe things will change.