April 16th, 2012
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By Stuart Singer, author of The Algebra Miracle
In a recent post, Mel Riddile wrote that research has shown that more testing can result in improved learning. Such an assertion would appear to be misguided in an educational world where the phrases “teaching to the test”, “barrier exams” and “value-added evaluations” have taken on extremely negative connotations. But the discussion here is not about NCLB or AYP issues. This study is advocating the benefits of frequent and systematic testing throughout a course.
Dr. Riddile begins by posing these questions:
“Recent research may help school leaders with two important challenges that they face on a daily basis. First, in these tight budget times with fewer teachers, larger classes, and fewer resources, how do we improve student performance? How do we do more with less? What are some no-cost ways that we can improve our schools?
“Second, given the complexity of course content, particularly in high schools, how do we enhance our skills as instructional leaders? How do we give meaningful feedback to teachers that will enhance their instruction even though we may have little or no background knowledge regarding the content of the course? For example, how do we give feedback to a world language teacher when we have never studied the language and cannot understand a single word they said in the lesson?”
A surprising answer
The study that was summarized in Science magazine and reported in a New York Times
April 16th, 2012
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April 14th, 2012
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By Stuart Singer, author of The Algebra Miracle
A recent post discussed the controversial firing of a highly praised second year teacher in Washington DC who was the victim of that system’s value-added evaluation process. Sarah Wysocki, the teacher featured in the story, was terminated after her second year because her students did not reach the levels prescribed by a complicated mathematical formula devised to measure the expected improvement on standardized tests. Her classes scored a 54.2 on reading which fell short of the value-added prediction of 59. Likewise their math scores were similarly lacking according to the school district’s calculations. Her 3.2 average on the 4.0 scale used for classroom observations notwithstanding, Ms. Wysocki was fired.
Hall of Fame or unemployment line
This story prompted a former math colleague Bill Horkan to offer his perspective on such a process. His focus was on former National Football League (NFL) head coach Joe Gibbs. During a twelve-year stint with the Washington Redskins Gibbs, who is a member of the NFL Hall of Fame, guided his team to three Super Bowl victories in four appearances. In addition he was the only coach to win three
April 14th, 2012
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“In this school the teachers won’t let you fail. They never give up on you.” – Anonymous Student
There has been a lot of chatter lately about how we should embrace failure. I have previously talked about Why Do Some People Learn Faster? Wired Magazine writer, Jonah Lehrer explained “people learn how to get it right by getting it wrong again and again.” He’s right. People who learn from mistakes learn faster and the research supports that.
However, this does not in any way mean that we should encourage and embrace failure. Why? In education, there is no failure. There is only feedback.
As Ken Blanchard once wrote, “Feedback is the breakfast of champions.” If we have employed a standards-based instructional approach founded, not upon sorting students for success, but on helping each student achieve mastery, the only way for a student to fail is to quit or give up. It is not a question of will they learn, but a question of when will they learn. That’s my friends
March 20th, 2012
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by Stuart Singer, author of The Algebra Miracle
If there is wisdom in the belief that important lessons can be learned from the mistakes of others, then for education the evaluation process of the Washington D.C. school system is a potential treasure trove from which to gain valuable insights. A recent Washington Post article relating the career odyssey of elementary teacher Sarah Wysocki could fill a book of “What not to do in teacher assessment”.
A quick overview
The details of Wysocki’s truncated career at a D.C. elementary school presents a road map of the missteps possible when districts incorporate student standardized test scores in teacher evaluations. As reported in the Post:
“By the end of her second year at MacFarland Middle School, fifth-grade teacher Sarah Wysocki was coming into her own. ‘It is a pleasure to visit a classroom in which the elements of sound teaching, motivated students and a positive learning environment are so effectively combined,’ Assistant Principal Kennard Branch wrote in her May 2011 evaluation.”
The article also stated that Mr. Branch was so impressed with the work of Ms. Wysocki he told her that she should be sharing her teaching strategies with other staff members at the school. These positive remarks were not unique for the second-year teacher. Several other classroom observations resulted in equally favorable comments and the president of the school’s PTSA described her as “One of the best teachers I’ve ever come in contact with.” And yet despite these glowing reviews, at the end of her second year at the school
March 17th, 2012
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by Stuart Singer, author of The Algebra Miracle
There are some interesting parallels between movie making and education. The actors interpret the lines provided by a screenwriter in much the same manner as teachers present a curriculum. Success in both is measured by the response of the audience. The people in charge have significant auxiliary staffs—writers, editors, designers and technicians for one; counselors, cafeteria workers, IT specialists and bus drivers for the other. Time constraints are a critical consideration in making a film and running a school. Working within a prescribed budget looms over the two endeavors. And perhaps most importantly, the overall vision of a movie’s director or a school’s educational leader will be a critical component in determining eventual success or failure.
Studying the work of the best
Prior to the recent Academy Awards an article in the Washington Post presented insights into the directing styles of three of Hollywood’s most successful filmmakers—Woody Allen, Martin Scorsese and Stephen Spielberg. After examining the methods of the three, it is apparent that many of their basic philosophies could assist school leaders in achieving academic success.
The most appropriate approach may be found in studying the work of Woody Allen. According to documentary maker Robert Weide
March 4th, 2012
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Math teachers will have to modify many of their academic strategies as a result of the higher and broader expectations of the Common Core State Standards (CCSS) in mathematics. In order to accomplish the new emphasis on demonstrating the curriculum’s real-world math relevance, teachers will not only be required to be extremely well-versed in the topics specific to their classes, they will also have to possess a far ranging background in the overall discipline. These new expectations will have a particularly heavy impact on two groups who have struggled in math—elementary and special education. For those responsible for bringing math into grades K-5 the task will be challenging—stimulating young minds in a highly structured course. The mission of those in special education will be even more daunting—preparing special needs students to meet these more rigorous standards.
Not an easy fit
During my career as a high school department chair, the most problematic hiring involved special education teachers who taught math. While there were many talented educators who were fluent in addressing the special learning needs of their students, there was an extremely limited supply of special education teachers who also had a sufficient background in math. Over the course of more than twenty years, dozens of individuals worked with the math staff in both team-taught and self-contained situations. Sadly, during that period of time only two of those educators had enough math knowledge to effectively teach the subject. One had a degree in math and did excellent work until she left the profession to raise her children. The other was so well-versed in the subject matter that when she was in a teamed situation she and her cooperating teacher would share the instruction. Her math skills were so strong that after she retired she tutored in the subject. Fortunately several others worked diligently to learn the material so they could be of assistance, but in the vast majority of cases the results were not positive.
A checkered past
The stories ranged from barely adequate to terrifying. In too many cases there were teachers standing in front of math classes
February 26th, 2012
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by Stuart Singer, The Teacher Leader
Granted it was not typical kitchen table conversation. Jacob, now one day past his eleventh birthday party, was sitting with his grandmother and grandfather, retired high school biology and math teachers, and his father a research and development engineer. One of his gifts the previous day had been a book on Fibonacci and the conversation evolved into the relationship between the Fibonacci Sequence and nature and then to Pascal’s Triangle. Jacob, who devours math and science concepts and has been described by family members as a “hypothesis machine”, was instantly engaged.
As he looked at the paper containing four rows of the numerical scheme he exclaimed, “I need to write a report about this for my math teacher.” Though this decision was not in response to any actual school assignment, within minutes he had expanded the pattern to a dozen lines. His father found a website about Blaise Pascal and a truncated version of the mathematician’s life was written on the back of the sheet. Two days later his fifth-grade math teacher was presented with a paper involving concepts studied in Pre-calculus. This episode was reassuring because of Jacob’s unbridled enthusiasm and his obvious confidence that his elementary school math teacher would appreciate his work on this topic. The overriding question, however, was how many educators in that same position would be equally responsive or prepared.
A major concern
In recent posts Mel Riddile and I have discussed the need for math teachers to possess a strong background in the subject in order to meet the needs of their students. This requirement has been intensified as the implementation of the Common Core State Standards (CCSS) begins. The CCSS places a heavy emphasis on making the math curriculum more real-world based and demands that actual applications of the mathematics be studied. In order to give students this perspective, a strong knowledge of mathematics
February 20th, 2012
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Recent research may help school leaders with two important challenges that they face on a daily basis. First, in these tight budget times with fewer teachers, larger classes, and fewer resources, how do we improve student performance? How do we do more with less? What are some no-cost ways that we can improve our schools?
Second, given the complexity of course content, particularly in high schools, how do we enhance our skills as instructional leaders? How do we give meaningful feedback to teachers that will enhance their instruction even though we may have little or no background knowledge regarding the content of the course? For example, how do we give feedback to a world language teacher when we have never studied the language and cannot understand a single word they said in the lesson?
A recent study summarized in Science magazine and reported in a New York Times article titled To Really Learn, Quit Studying and Take a Test may be a key to unlocking some keys to the teaching and learning process. However, to find those gems, school leaders need to read between the lines.
Practicing Retrieval
When I read the abstract, my first thought was that this study would serve to support and defend
February 19th, 2012
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Essential Question: Will the Common Core State Standards improve student achievement?
Not according to a recent study.
As reported by Catherine Gewertz in Education Week, a Brookings Institution report points out “there is not much of a connection between standards—even rigorous ones—and student achievement.”
“If there was a connection, we would have seen signs of improvement from states’ own individual standards—all states have had standards since 2003—but NAEP scores don’t bear that out, author Tom Loveless argues.”
- We didn’t need a study to tell us what we already know.
- Standards alone will not improve student achievement. Teaching improves student achievement. Teacher knowledge of the subject matter improves achievement. Good teacher-student relationships improve student achievement. Increased instructional time improves student achievement.
- The key is the implementation of the standards and we know that implementation is the major weakness of school improvement.
- We know how students learn and we know what works in the classroom.
- The problem is we are not doing what we need to do on a consistent basis in every classroom every day, with every student. We are doing very well with some students, which proves that we just need to do for the rest of the students what we already know how to do for some students.
- With the exception of Massachusetts and a few others, state standards are not aligned to NAEP. So, it makes sense that proficiency rates in those states would not relate at all to NAEP. There is no connection between the two.
- Current state standards were never meant to indicate college or career-readiness.
