The five key elements that Darling-Hammond presents as ways to create “well-functioning teaching and learning systems” are Meaningful learning goals, intelligent, reciprocal accountability, equitable and adequate resources, strong professional standards and support and schools organized for student and teacher learning (279-281). Meaningful goals and intelligent reciprocal accountability both relate to my profession as a college coach.
Meaningful learning goals does not mean more state testing like those that exist today or “superficial learning” (281). Instead the goal is preparing students for 21st century learning through meaningful assessments more like those found in some other countries around the world. The focus should be on less standards more in depth instead of many, that due to time constraints are looked over but never truly learned. While the intention of this system was to create a well balanced student, it is flawed and doesn’t meet the needs of many students today. This system can be compared to children's athletics and the push for success by parents and coaches to win instead of create a player that is well rounded, can works with others, has a team mentality, wants to work to improve and knows that it isn’t easy and never will be. Players need to know there is always room for improvement and while there are gifted athletes, the ones that succeed are the ones that make an effort, work hard to improve always, never give up, are team players and are driven. Coaches of younger and older players look at winning and particular students and don’t teach players essential skills for the future, as they are looking at their own success as well short term versus long term. Intelligent, reciprocal accountability in the classroom has been based on those same test scores and reprimanding schools for low scores as discussed earlier. As described by Darling-Hammond “although the child and the school are accountable to the state for test performance, the state is not accountable to the child or school for providing adequate educational resources” (301). In athletics schools also have expectations for their athletic departments and while they have requirements for the departments, they do not need to follow through with providing functioning fields, gear, or the resources, and or field support, for a successful team. They are not held accountable for offering all of those resources even though sports bring funding to their schools, students to their classes and a name to their community. Meaningful learning goals and intelligent, reciprocal accountability are important in the success of schools and the success of athletes and athletics in schools. Taking recommendations from Darling-Hammond would improve their success drastically and should be shared! lick here to edit.
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3/1/2017 1 Comment Case Studies part II
Having watched different examples of teachers demonstrating good practice, there was one video in particular that had ideas that I thought can be used in any classroom for any subject k-12 (https://www.teachingchannel.org/videos/student-participation- strategy). The video "Improving Participation With Talk Moves”, focuses on how to improve and expand classroom discussions. Often students feel uncomfortable sharing out because maybe they are shy, or don’t want to be wrong. This teacher gives strategies for creating a space where conversation and discussion is important. This practice however is not only through verbal communication as one would imagine. There are what the teacher explains as talk moves. Talk moves create that positive environment within the classroom. So, for example when a student is speaking and their peers agree, they make a hand symbol to indicate that they agree. This boosts the confidence of the speaker and engages all of the students. In this video you see the students in the classroom using the signals and interaction and participation within the children is very positive and abundant.
This learning environment is an example of what a modern day classroom can look like. One that promotes classroom relationships, a voice for each child, and the ability to think critically. This is very different from some traditional classrooms that still exist and mirror the 1900's when our educational system was first formed (62 Darling-Hammond). "In the factory conception of the school, in which practice is made routine... [and] their is little need...[to] solve problems of practice", this classroom however is about how to solve problems, not just answering the question (63 Darling-Hammond). "Students... work alone and passively, listening to lectures and memorizing facts and algorithms", is the opposite of this classroom and the goal of the teacher, as it should be in all classrooms. This video was very engaging. Some of the things I learned from it included the importance of repetition of content, encouraging the addition of two ideas already mentioned by students to create and elaborate, well explained answers, as well as encouraging students to revise their thinking. Of these concepts the one that stuck out the most was that children need to practice revising their thinking, and learning how it’s okay and in fact encouraged, for them to change their minds when better ideas are added to their idea or replace their idea. This kind of practice and support makes being wrong easier for the student as they they are used to discussing how their idea could be better, instead of just being wrong. Students will then not fixate on being right but in fact try to find the best answer, which is a great tool for life. Although the video was not useful for the level I teach at, it was still very well done and very interesting. |
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