A recent New York Times article reported on a report from a college admissions panel charged with studying the reliance and impact of tests like the SAT and ACT on the college admissions process. The panel, chaired by Harvard's dean of admissions, William Fitzsimmons, recommended that colleges "move away from their reliance on SAT and ACT scores and shift toward admissions exams more closely tied to the high school curriculum and achievement."
The article noted that over the last few years many colleges have moved towards a "SAT/ACT optional" stance in their admissions process and pointed out many of the inherent flaws in the current SAT and ACT exams and their precursors, the PSAT and PLAN.
To me, the biggest flaw in these exams is that they are better predictors of a family's social economic status than they are of whether a student will be successful in college -- which is what they were originally designed to do.
A few days later the Times reported that Fitzsimmon's presentation regarding SATs and ACTs at this year's National Association for College Admissions Counseling conference (NACAC) was a huge draw for admissions officers and high school counselers alike. The article implied that the panel's recommendation were lauded by the group and reflected the reality of the admissions process, at least for those in attendance.
Yet, sadly, at the end of the presentation admissions officers in the room were asked whether their school's would follow these recommendations and become SAT/ACT optional or do away with exams altogether. Most responded that they would not.
Regardless of the future of these exams, schools like Park are afflicted with the same type of schizophrenia as we get caught between the "college preparatory" and "progressive" aspects of our mission. As a college preparatory school, we have an obligation to make sure that students are fairly represented in the process as compared to other students who attend college preparatory school, which includes having them do well on standardized exams. As a progressive school, we believe that standardized tests are dubious measures of student learning and achievement.
A few years ago Harvard changed the college admissions process by deciding to phase out early admissions, which caused other colleges to rexamine their early decision/early action policies. If they should decide to do the same with SAT and ACTs, they might once again shift the playing field for admissions.
Tuesday, September 30, 2008
Thursday, September 25, 2008
A Fantastic Day at Griffis Sculpture Park
The 5th Grade visited Griffis Sculpture Park today and I got to tag along. Our guide, "Mr. Jamie" is both an artist and a naturalist, and was one of the most gifted docents I have ever encountered.
We packed a lot into the day: here we learned about found-object sculpture (this "egg" was created from shipping pallets)...
...and about Staghorn Sumac, which contains three times more Vitamin C than an orange, but tastes kind of bitter (yes, we tried it!)...
...and about "Gunface" a sculptor's visual protest of inner-city violence...
...and a more whimsical steel tower set out in the middle of a pasture, "just because"...
...and about negative space. This piece is made from sheets of metal left over from stamping auto parts (you can see the outline of brake pads in one of the sides)...
... finally, we learned how to be living pieces of art. A great day in the field!
Tuesday, September 23, 2008
Alfie Kohn on Progressive Education and Teaching and Learning
In a recent Education Week commentary, It's Not What We Teach, It's What They Learn, author Alfie Kohn writes:
"The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with 'data' turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world, so we can meet them where they are. 'Teaching,' as Deborah Meier has reminded us, 'is mostly listening.' (It’s the learners, she adds, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action."
To my mind, this is a fine way of thinking about our role as educators. We are not so much teachers as we are designers of educational experiences and assessors of student understanding. As Kohn argues in his commentary, "to capture how each student makes sense of the world" and "meet them where they are" requires deep pedagogical knowledge and the autonomy to apply this knowledge in slightly different ways to each student with whom we work.
"The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with 'data' turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world, so we can meet them where they are. 'Teaching,' as Deborah Meier has reminded us, 'is mostly listening.' (It’s the learners, she adds, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action."
To my mind, this is a fine way of thinking about our role as educators. We are not so much teachers as we are designers of educational experiences and assessors of student understanding. As Kohn argues in his commentary, "to capture how each student makes sense of the world" and "meet them where they are" requires deep pedagogical knowledge and the autonomy to apply this knowledge in slightly different ways to each student with whom we work.
Cultivating a Sense of the Natural World
"A turkey vulture, snapping turtles in the pond, squirrels, and rabbits," were among the critters that 1st graders observed during a recent outing with Mr. Scott of Earth Spirit.Mr. Scott spent a few hours walking around campus with students and explaining the seasonal shifts that were taking place and looking for evidence of the coming winter.
After perfecting their best bunny hops to figure out how rabbits move, students learned about the various types of food around campus including nuts, fruits, and berries, and examined various hollows and dens that had evidence of animals preparing for winter. The campus hike culminated with a trip to the pond, where Mr. Scott asked students to identify the creatures that could be found in an aquatic habitat.
I have been on lots of field trips as a teacher, but I have never been in a place where I could walk out of my classroom and be "in the field."
Tuesday, September 16, 2008
Making Math Make Sense
"Well, it can be an angle or a vector" declared one of the students I came upon working outside in Mrs. Giancola's math class. She held up a branch and pointed out how it fit the definition of both of these mathematical terms.
"What's the point of this lesson?," I asked, in order to get a sense of the rigor of this class.
"We are looking for examples of our math vocabulary in nature."
"Why?"
"So we can understand it better. Math is not just in the classroom, it's all around us."
"What's the point of this lesson?," I asked, in order to get a sense of the rigor of this class."We are looking for examples of our math vocabulary in nature."
"Why?"
"So we can understand it better. Math is not just in the classroom, it's all around us."
Monday, September 15, 2008
Lessons from the Garden
"Students don't understand where our food comes from" says Glen Herman, a member of our science faculty and our greenhouse conservator. To rectify this situation, Mr. Herman has made good use of a small garden plot next to Stone Hall, where he has planted a variety of vegetables and flowers.
On a splendid Friday afternoon, the 1st grade joined Mr. Herman to examine the garden and each student was invited to take a piece of basil or a tomato home with them. On his tour, he also pointed out some of the fundamentals of a garden ecosystem, including the interplay between male and female flowers, the role that pollination plays in whether a plant yields fruit, and the purpose of corn silk (each piece of silk transports first pollen, then water to an individual kernel of corn).
The garden, like so many facets of our campus, is a practical, outdoor classroom that we employ to make lessons relevant to students.
If Mr. Herman has his way, the next generation of Park students will know exactly where their food comes from.
On a splendid Friday afternoon, the 1st grade joined Mr. Herman to examine the garden and each student was invited to take a piece of basil or a tomato home with them. On his tour, he also pointed out some of the fundamentals of a garden ecosystem, including the interplay between male and female flowers, the role that pollination plays in whether a plant yields fruit, and the purpose of corn silk (each piece of silk transports first pollen, then water to an individual kernel of corn).
The garden, like so many facets of our campus, is a practical, outdoor classroom that we employ to make lessons relevant to students.
If Mr. Herman has his way, the next generation of Park students will know exactly where their food comes from.
Tuesday, September 9, 2008
Standards vs. Standardization
This morning I was struck by the following add-on to a report about Business First rankings of elementary schools on WGRZ:
“Private schools that don't participate in the statewide testing program are not included in Business First's rankings, since their performances can't be measured against standardized benchmarks. Among the well-known schools that don't participate are Elmwood Franklin School, Nichols School and Park School of Buffalo.”
Mindful of the adage "what gets measured, gets done" I took a look at the 4th grade ELA tests upon which these ranking are based. On the math portion, the following question caught my eye:
This is a fine question, as one of the things that it seems to be measuring is whether students have learned the important mathematical concept that multiplication is a shortcut for, and function of, addition. Unfortunately, students can also find the correct answer by simple computation and miss this concept entirely.
This is a fine question, I would argue, for a classroom teacher to pose to students to gauge both their computational prowess and their conceptual understanding. In educational jargon, this is a standard, which my dictionary defines as: an idea or thing used as a measure, norm, or model in comparative evaluations. At Park, we willingly align our curriculum and pedagogy to such standards, as they represent what students should be able to know and do in order to be engaged and productive adults.
I am hopeful that in many of the high ranking public elementary schools, the same thing happens as well, albeit constrained by the need to cover all of the computation and conceptual items on the state test (which frankly seem to skew towards the computational, which is much easier to measure) and without regard for the different developmental stages that students may bring to a fourth grade class.
Unfortunately, as a "standardized benchmark," which my dictionary defines as: causing something to conform to a standard, such a question falls short, as the test can not discern how a student arrives at a correct answer, and whether he or she is simply "solving for x" or has developed a true understanding of the underlying mathematical concept that is being taught.
This is the difference between standards and standardization.
“Private schools that don't participate in the statewide testing program are not included in Business First's rankings, since their performances can't be measured against standardized benchmarks. Among the well-known schools that don't participate are Elmwood Franklin School, Nichols School and Park School of Buffalo.”
Mindful of the adage "what gets measured, gets done" I took a look at the 4th grade ELA tests upon which these ranking are based. On the math portion, the following question caught my eye:
This is a fine question, as one of the things that it seems to be measuring is whether students have learned the important mathematical concept that multiplication is a shortcut for, and function of, addition. Unfortunately, students can also find the correct answer by simple computation and miss this concept entirely.This is a fine question, I would argue, for a classroom teacher to pose to students to gauge both their computational prowess and their conceptual understanding. In educational jargon, this is a standard, which my dictionary defines as: an idea or thing used as a measure, norm, or model in comparative evaluations. At Park, we willingly align our curriculum and pedagogy to such standards, as they represent what students should be able to know and do in order to be engaged and productive adults.
I am hopeful that in many of the high ranking public elementary schools, the same thing happens as well, albeit constrained by the need to cover all of the computation and conceptual items on the state test (which frankly seem to skew towards the computational, which is much easier to measure) and without regard for the different developmental stages that students may bring to a fourth grade class.
Unfortunately, as a "standardized benchmark," which my dictionary defines as: causing something to conform to a standard, such a question falls short, as the test can not discern how a student arrives at a correct answer, and whether he or she is simply "solving for x" or has developed a true understanding of the underlying mathematical concept that is being taught.
This is the difference between standards and standardization.
Monday, September 8, 2008
"3 Rs" for the Twenty-First Century
In a “flattening” world, I hear more and more parents express concern about whether their children’s schooling is providing them with the 21st-century skills they will need to be successful in the global market. The next time you talk to your child about school, try asking the following questions:
1. What is the purpose of what you are learning?
2. How are you challenged to think in your classes?
3. How will you apply, assess, or communicate what you have learned?
4. Do you know how good your work is and how you can improve it?
5. Why is what you are learning important?
6. Do you feel respected by other students in your classes?
7. Do you feel respected by your teachers?
These seven questions, formulated by Professor Tony Wagner of the Harvard Graduate School of Education, are designed to measure how much schools demonstrate elements of rigor, relevance, and respect in their educational program: “3 Rs” that comprise a framework for effective teaching and learning
Rigor is often misinterpreted by schools and parents as simply giving more and harder work to students. A more thoughtful and humane demonstration of rigor is holding students responsible for clearly defined objectives with qualitative standards and regularly measuring students’ progress towards mastering these objectives. The first four questions above assess the rigor of a school or class.
Relevance is the key to students’ intrinsic motivation and drives students towards deep understanding and the achievement of rigor. This is different from external motivators – such as high-stakes testing or college admissions – that may result in learning that is shallow and temporary. To make lessons relevant, teachers must know students well enough to work with their current experiences and interests, and be passionate and knowledgeable enough to make meaningful connections to students’ lives. Question five assesses the relevance of a school or class.
Respectful relationships are key to students’ embracing rigor and understanding relevance. In research conducted by the Public Agenda Foundation, only forty percent of adolescents surveyed reported that they thought most of their teachers treated them with respect. Two-thirds of respondents also said that they “learned ‘a lot more’ from a teacher who treats them with respect, explained lessons carefully, and cared personally about them.” Questions six and seven assess levels of respect in a school or class.
I suspect that if you ask these questions of Park students you will receive very different than you might receive from students attending other schools.
1. What is the purpose of what you are learning?
2. How are you challenged to think in your classes?
3. How will you apply, assess, or communicate what you have learned?
4. Do you know how good your work is and how you can improve it?
5. Why is what you are learning important?
6. Do you feel respected by other students in your classes?
7. Do you feel respected by your teachers?
These seven questions, formulated by Professor Tony Wagner of the Harvard Graduate School of Education, are designed to measure how much schools demonstrate elements of rigor, relevance, and respect in their educational program: “3 Rs” that comprise a framework for effective teaching and learning
Rigor is often misinterpreted by schools and parents as simply giving more and harder work to students. A more thoughtful and humane demonstration of rigor is holding students responsible for clearly defined objectives with qualitative standards and regularly measuring students’ progress towards mastering these objectives. The first four questions above assess the rigor of a school or class.
Relevance is the key to students’ intrinsic motivation and drives students towards deep understanding and the achievement of rigor. This is different from external motivators – such as high-stakes testing or college admissions – that may result in learning that is shallow and temporary. To make lessons relevant, teachers must know students well enough to work with their current experiences and interests, and be passionate and knowledgeable enough to make meaningful connections to students’ lives. Question five assesses the relevance of a school or class.
Respectful relationships are key to students’ embracing rigor and understanding relevance. In research conducted by the Public Agenda Foundation, only forty percent of adolescents surveyed reported that they thought most of their teachers treated them with respect. Two-thirds of respondents also said that they “learned ‘a lot more’ from a teacher who treats them with respect, explained lessons carefully, and cared personally about them.” Questions six and seven assess levels of respect in a school or class.
I suspect that if you ask these questions of Park students you will receive very different than you might receive from students attending other schools.
Friday, September 5, 2008
Advice For a New Head of School
Today we began our first day of school with an opening assembly in which I asked students to share some advice with me on how I can become a true Parkie, a Buffalonian, or a good head of school. This is what they told me:
- Wear a lot of orange
- Wear a lot of brown
- Visit every classroom
- Always wear a good outfit to school
- Be myself
- Respect the kids
- The tables in the first grade room have tops that lift up, so be careful sitting down in those seats
- Follow the rules
- Have good school spirit
- I have to become a Bills or a Sabres fan
- I have to do my homework
- I should listen to the teachers
- And keep the campus clean
- Have a good sense of humor
- Don't run in the halls
- Try to be a good teacher
- Learn to play an instrument
- Be open to new ideas
- Help someone when s/he needs help
- Eat healthy
- No fighting with others
- Don't play basketball inside
It's going to be a great year!
About this Blog
Hello and thanks for visiting!
My name is Chris Lauricella and I am the newly appointed head of The Park School of Buffalo. After much consideration, I have taken the title of this blog from the 1928 book of the same name written by Park's founder, Mary Hammett Lewis. An Adventure With Children traces the founding and evolution of our school into a unique institution that, as Ms. Lewis recalled: "averaged as many as six visitors per day...teachers and principals and superintendents from almost every large city in the country came to us. One morning we had an M.P. from England, two physicians from Austria, two Japanese students from Columbia University, the president of a great college, a superintendent of schools from the Middle West, and a Harvard professor..."
This blog, I hope, will recount my own adventures with children as I become fully engaged as the School's leader, expand upon the Progressive pedagogical tradition that distinguishes us, recount our daily work, and reconnect with Park's proud history in preparation for our centennial in 2012-2013.
I hope you will visit often for regular virtual glimpses into this truly special community.
My name is Chris Lauricella and I am the newly appointed head of The Park School of Buffalo. After much consideration, I have taken the title of this blog from the 1928 book of the same name written by Park's founder, Mary Hammett Lewis. An Adventure With Children traces the founding and evolution of our school into a unique institution that, as Ms. Lewis recalled: "averaged as many as six visitors per day...teachers and principals and superintendents from almost every large city in the country came to us. One morning we had an M.P. from England, two physicians from Austria, two Japanese students from Columbia University, the president of a great college, a superintendent of schools from the Middle West, and a Harvard professor..."
This blog, I hope, will recount my own adventures with children as I become fully engaged as the School's leader, expand upon the Progressive pedagogical tradition that distinguishes us, recount our daily work, and reconnect with Park's proud history in preparation for our centennial in 2012-2013.
I hope you will visit often for regular virtual glimpses into this truly special community.
Subscribe to:
Posts (Atom)
