@joe_edtech
Usually in April, as we get close to state testing time, I find myself a little disgruntled with the standardized testing model we've adopted for all of K-12 education in the United States. Whenever I need a "pick me up" I turn to Sir Ken Robinson's TED talks, which focus on the kinds of educational reforms that I am still hoping to see in my lifetime.
Last summer as I contemplated the coming Common Core Testing regime and I decided to delve a little deeper (plus I was a little jealous that 2014 was the year I decided NOT to go to the NSBA Conference, and Sir Ken Robinson gave the day 2 keynote). This year I read his book, The Element: How Finding Your Passion Changes Everything. In it he tells stories - he is like most teachers, a very good story teller - about people who overcame incredible odds to be successful in "Their Element," the place where their talents and passions converge, and usually in conjunction with a the support of a community of like minded people.
The Element also comments on the current state of educational reform, and although he wrote it in 2009, his conclusions are nonetheless valid today, because even though the administration in Washington has changed, the direction of educational reform has not (see Diane Ravitch's book Reign of Error). The focus is still on having students pass a very narrow set of multiple choice tests at various times in their educational careers in an effort to make sure that schools and teachers are teaching them a narrow set of skills so that they can be accepted into a competitive college.
There is so much that is good in his book (focusing on teaching, identifying and following your passions, overcoming obstacles) that it is almost impossible to find just one thing to highlight. However, I'd like to focus on a theme that he develops both at the beginning and at the end of his book, and illuminates throughout. From the Afterword, Dr. Robinson writes, "Education is being strangled persistently by the culture of standardized testing. The irony is that these tests are not raising standards except in some very particular areas, and at the expense of most of what really matters" (p. 248).
The "what really matters" is that which ignites our passions and gives meaning and purpose to not just educational pursuits but also our lives. In the 21st Century, we are going to need students who are creative, who can think, who can problem solve, and who can innovate. This book offers a long and passionate answer to that problem, but this paragraph is particularly important, and should be the basis of a national discussion:
The curriculum of educations for the twenty-first century must be transformed radically. I have described intelligence as being diverse, dynamic, and distinct. Here is what it means for education. First, we need to eliminate the existing hierarchy of subjects. Elevating some disciplines over others only reinforces outmoded assumptions of industrialism and offends the principle of diversity. Too many students pass through education and have their natural talents marginalized or ignored. The arts, sciences, humanities, physical education, languages, and math all have equal and central contributions to make to a student's education (p. 246).
And if you don't think this is true, I want you to think back on your high school years (nearly everyone who reads this is involved in education in some way). What sparked your interest in high school? Did you study music? Art? Computers (that was kind of out there when I was in high school)? Do you think studying what you loved made you a better overall student? Or took away from learning "the essentials?"
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As a new administration begins in Springfield, a new Congress sits in Washington, and local communities begin the process of electing new school boards, how do we begin to have serious conversations about education in this political climate? Does it have to be Us v Them? Right v Left? Can we come to a national consensus on the purpose of education?
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