The world we are preparing our students for...

Even more reasons to teach our students to think, not just learn formulas and facts, because they may be outdated by the time they want to use them in their careers!

Propaganda or Education?

I received the following message on Facebook from Friends of the Mountains, which I support for their work against Mountaintop Removal (see my blog Sustainable Rays, for more on this.) But the message here was about a company sponsored field trip and "educational" materials, which are basically propaganda, purporting to demonstrate local history. Now if the Friends of the Mountains come back with educational materials, will Big Coal call that propaganda?  
[Added Nov 1: Here are a lot of teacher resources that tell the other side of the story, from I Love Mountains.]

BECKLEY, W.Va. -- The Friends of Coal Ladies Auxiliary wrapped up its first Coal in the Classroom program in the Raleigh County public schools with a field trip this week.

Its pro-coal curriculum was piloted at a private elementary school last year.

On Tuesday, Stratton Elementary School's fourth-grade class traveled to the Beckley Exhibition Coal Mine for a firsthand look at an underground mine.

It's the first class in the West Virginia public school system to host the program. With the help of local retired teachers, the curriculum was developed by the Friends of Coal Ladies Auxiliary. Regina Fairchild is the chairwoman.

"We just make it as lighthearted as possible but informative,'' she said. "We just want to educate them about our vital resource in our area and in the United States.''

The program consists of a coloring book that illustrates how coal is mined underground and at surface mines. It also shows how coal is burned for energy we use in electricity. And you can find phrases like "The advantages of coal'' and "Why coal is important,'' as well.

Some environmental groups say the Friends of Coal program doesn't belong in public schools.

Assistant Superintendent of Raleigh County Schools Janet Lilly says they are willing to look at any curriculum from the environmental community.

"We really looked at the curriculum and what they planned to do,'' she said. "We're open to any group that's willing to do the match and present the curriculum, and if there's someone that objects to the curriculum that's out there with the auxiliary, we'd be glad to look at their curriculum, too.''

Raleigh County School Board member Larry Ford says the board also evaluated the fairness of the material.

"We didn't want it to be lopsided,'' he said. "We wanted it to be a generic form of presentations to the kids showing them the history of coal.

"We're not trying to tell them one thing is better than the other. The content standards had to be met as far as their learning is concerned. We're not picking sides, we are here for the education of the students, period.''

Lorelei Scarbro with Coal River Mountain Watch says her organization is working on an elementary school curriculum about alternative energy. She's not sure when it will be finished.

Meanwhile, Coal River Mountain Watch is working with another environmental group called Aurora Lights to produce curriculum for high school and college students across West Virginia, with financial assistance from the West Virginia Humanities Council.

"Journey up Coal River'' includes lesson plans such as "What is mountaintop removal?'' and "Public health impacts of coal mining,'' and includes links to pro-environmental Web sites such as ilovemountains.org, according to Jennifer Osha, founder and president of Aurora Lights.

"What I really wanted to do is for college students to engage in the complexity of this issue and really use their own ideas and what they're interested in to feel to what parts they most want to engage in,'' Osha said. "We also provide them with resources both academic and activist that they can come and learn about what's happening.''

Osha also questioned the fairness of the Friends of Coal curriculum, but Fairchild says it's appropriate for elementary school students.

"Our curriculum is balanced. For heaven sake we're talking to third- and fourth-graders,'' she said. "You're not going to get technical and you're not going to talk numbers.''

(I added the links to the text.)

Value-added evaluations

I've been following along on the discussions of how to evaluate teachers, and how using kids test scores doesn't show appropriately how well a teacher teaches. After all, disadvantaged students just have so much against them to be able to get good grades, goes the argument, so teachers can't be held responsible for students not doing the work.

But an article in yesterday's LA Times Superintendent spreads the gospel of 'value-added' teacher evaluations proves to me that standardized test scores can be a legitimate way to evaluate teachers. In this case, it isn't the actual scores that are used, but a ratio of individual student's scores over time, which will show students' progress in relationship to themselves. Studies have shown that teachers really do affect students' progress, and that their effect can be measured. If a whole class gets much better Value-added ratios, then the teacher must have had something to do with it. If some improve and some don't, it is probably the students' own effort and not the teacher that makes the difference.

Maybe not surprisingly, the students from underachieving school actually show the most progress (since a tiny improvement is huge related to very little) while good students from privileged schools have a hard time showing much improvement at all, since it is related to a much larger base number.

Personally, I would like to be able to see how my teaching affects my students' improvement. I could use it as a formative assessment that tells me to try harder.

I could see how various students perform to understand in which ways I am successful, and where I need to try different methods.

The concept is vaguely like a grading system I developed years ago for a class in Denmark which could vaguely be compared to a continuation high school here. They only received final test scores for their record, so I was free to give them formative assessments any way I wanted. I invented a system with arrows: up if students did better than usual, down if they had slacked off. Initially, of course, the better students didn't like getting a down arrow while someone who did far less got an up. But gradually they figured it out, and used it to motivate themselves to do even better. At the same time the students at the lower end were not getting F's, but were getting encouraging up arrows. The dyslexic student I started the system for had been given up by previous teachers. But she went from what would have been F's to a final test grade of about C!

Knowing where I'm doing well and where I need improvement would be great. And if it turns out I'm not a good teacher anyway, I don't want to inflict poor teaching on students who deserve better.

However, another article on the same page Judging teachers: Much of what you thought you knew is wrong reviews a few misconceptions about teachers' effectiveness, for example:

Teacher experience matters. Although teachers are generally paid more for years of experience, research suggests that instructors show dramatic improvement in their first few years and then level off. Teachers with 20 years of experience are often no more effective than peers with five years.

Teacher education matters. Schools routinely pay teachers higher salaries for obtaining master's degrees. But several studies have found that educators with advanced degrees do no better than those without (with the possible exception of high school math teachers) - my emphasis.

So maybe if I teach 5-10 years I will be able to encourage, motivate and stimulate my students, and then leave before I get too set in my ways and lose my enthusiasm! Another misconception from the list needs to be taken with a grain of salt - and good sense:

Class size is key. Research suggests that modest changes in class size, such as decreasing it by four or five students, has been shown to have little to no effect on student learning.

Adding a single student or two to 25 might not make a difference, but adding gradually until you get 35 or 40 students will most likely show a great difference over time (which would also be reflected in Value-added scores.) Don't use that as an excuse to push more students into classrooms designed for far fewer students. Teachers need to be able to move about the room, get close to students (proximity is a major element in classroom management!) and there has to be room to move desks into different configurations, for collaborative learning groups, areas for special purposes, etc. A classroom is not a lecture hall!

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Observing special ed classes

As part of my training to become a secondary math teacher, I have a requirement to visit many different kinds of classes, including special education. Yesterday, I visited a middle school in a neighboring town that had a program with several "self-contained" classes that are attempting to teach the 10 students "functional skills" in reading, writing and math.

The two classes I observed each had 2 very severely handicapped students, 3 of whom could walk, but none could speak or even control looking at us very well. The teachers said that the one who could not walk was actually quite intelligent, so he was outfitted with "yes" and "no" buttons that he could operate my moving his head to the left or right. He did appear to enjoy being part of the class, however. In his class there was some effort to have these students participate in class, including holding their hand to trace letters. But this seemed quite hopeless to me, because they were looking away. One student was mostly confined to a sort of playpen in the classroom, because he was too disruptive in the classroom. Unfortunately his little pen took away valuable space that might have been used as a cozy reading corner like the other class enjoyed. The teacher was frustrated that the time she had to spend with this student, i.e. feeding him, could have been used to work with the more functioning students. I was surprised that he did not have a one-on-one aide, as did several students in the other class.

Otherwise the children were learning to read or at least recognize important signs (like Exit, Men and Women - for restrooms, etc.) They practiced the months and days of the week again and again, and learned to tell time and count. The practiced copying letters and some even got to write cursive.

We participated in a special PE class for them, where they could run, kick, throw and catch a ball and even try to hit with a bat. The students were also expected to do some chores, like wiping off tables and collecting toys and trash at the end of the day, all part of their functional learning.

The one class displayed clearly the daily schedule as well as the state requirements for these children's education.

One student was advanced enough that he started school chorus yesterday, and will be able to go to cooking later on. I understand that when they reach high school age, they will also have special classes, but move from one subject to another, just like their peers. I hope to visit such a class as well.

A couple of these students were autistic, and at least one has considerable intelligence, but barely talks. I expect that I will be seeing some students like him in my high school classroom, which is why we are expected to observe these classrooms.

I asked about how these students are assessed. For one thing, the each have an Independent Educational Plan, which requires annual reevaluation. Otherwise there are standardized tests, the CAPA and the Brigance screens, where the teacher observes and interviews the students to determine their level (not a grade!)

I admire these teachers for their dedication and hard work helping these children become functional adults. One teacher told me how delighted she was with one student who had learned to read during the past year, and the heartbreak with another, who had been kept at home until this year, missing some of the training that might have been able to move him further than he is now.

The Possible's slow fuse is lit by the Imagination.

The title of this post is a quote I just read in my Daily Ray of Hope email from the Sierra Club.

The gleam of an heroic Act
Such strange illumination
The Possible's slow fuse is lit
By the Imagination.
Emily Dickenson

When I Googled to find the original poem, one of the sources included this rather depressing quote:

But so few have imagination that there are ten thousand fiddlers to one composer.
Charles F. Kettering

But of course imagination is only the light that illuminates all the hard work we have to do to get the impossible to become a reality.

Genius is one percent inspiration and 99 percent perspiration.
I never did anything worth doing by accident, nor did any of my inventions come by accident. They came by work.
Thomas Alva Edison

So, what does this mean for me in my search for this "impossible" job teaching high school mathematics? I must admit that I haven't been using my imagination (or producing perspiration) enough. I've been applying for jobs through EdJoin, which supposedly lists all the school jobs in California. But most of the jobs apparently "disappear" (to someone the principal already knew) before the District gets to my application.

In between I admit that I've been moping - as well as reading about the pedagogy I hope to use in my very own classroom, and even writing about my readings and reflections here and in Negotiated Identity. But that doesn't seem to be getting me anywhere.

People were telling me that doing Secondary Math would have principals begging me to teach at their schools! Now that's imagination! So I have to use my imagination to light the work needed to be known in the schools.

At least I have finally pulled myself together to find school contacts for the required minimum 25 hours of observation in a variety of different schools and class types, from kindergarten through high school, including classes for English Language Learners and various special ed students. I guess that is the difficult "perspiration" part of doing the impossible.

Tomorrow will be my first observations - in a middle school special ed class. I plan to report on my experiences here. Years ago, soon after moving to Denmark, I tried to work as a substitute teacher. One of the jobs was in a special ed class, which was devastating (and probably the reason I decided to get a Danish university degree that would qualify me for teaching in high school!) I had absolutely no pedagogical training at the time, and certainly not in special ed! I really admire teachers who can work so well with these kids!

I am also lining up observations at an elementary school that does "Dual Immersion" in Spanish and English with the goal to make the students academically fluent in both languages. This will be a challenge to my Spanish. I'm considering offering to volunteer in math classes there once I've completed the rest of the 25 hours!

How to Remake Education

The New York Times Magazine today is devoted to education. I have already written about one article on my other active blog: Inner City Boarding School. A short collection of entries called How to Remake Education caught my eye as well, but only one entry really made immediate sense to me. Since it is so short, I quote it in full:

Beyond Testing
The single biggest problem in American education is that no one agrees on why we educate. Faced with this lack of consensus, policy makers define good education as higher test scores. But higher test scores are not a definition of good education. Students can get higher scores in reading and mathematics yet remain completely ignorant of science, the arts, civics, history, literature and foreign languages.

Why do we educate? We educate because we want citizens who are capable of taking responsibility for their lives and for our democracy. We want citizens who understand how their government works, who are knowledgeable about the history of their nation and other nations. We need citizens who are thoroughly educated in science. We need people who can communicate in other languages. We must ensure that every young person has the chance to engage in the arts. [My italics]

But because of our narrow-minded utilitarianism, we have forgotten what good education is.

DIANE RAVITCH
Ravitch is a historian. Her book ‘‘The Death and Life of the Great American School System’’ will be published in February.

Ms Ravitch is participating in an alternating blog with Deborah Meier called Bridging Differences on the Education Week Website, where they are trying to find what they have in common in their otherwise divergent messages about what matters most in education.

One of the other commentators goes on against BA degrees, ranting that they are not worth the paper they are printed on. I think he should read Ms Ravitch little piece - and her coming book - because I don't think he really understands why we educate our children. We are not educating them for that first job they get out of college, but to make them participating citizens in this country and the world.

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Another touching story in the magazine is The Lost Student by Michelle Kuo, a Teach for America teacher in the Mississippi Delta for a year.