A revolution is under way:
At its heart is the idea of moving from “one-size-fits-all” education to a more personalised approach, with technology allowing each child to be taught at a different speed, in some cases by adaptive computer programs, in others by “superstar” lecturers of one sort or another, while the job of classroom teachers moves from orator to coach: giving individual attention to children identified by the gizmos as needing targeted help.
In theory the classroom will be “flipped”, so that more basic information is supplied at home via screens, while class time is spent embedding, refining and testing that knowledge (in the same way that homework does now, but more effectively).
The promise is of better teaching for millions of children at lower cost—but only if politicians and teachers embrace it.
The British-based news weekly takes a global look at what its headline writer calls “e-ducation.” What it finds is mostly hopeful. (“Used properly, edtech offers both the struggling and the brilliant a route to higher achievement. The point is to maximise the potential of every child.”)
But it also notes that “edtech will boost inequality in the short term, because it will be taken up most enthusiastically by richer schools, especially private ones, while underfunded state schools may struggle to find the money to buy technology that would help poorer students catch up.”
[That passage underscores the importance of Innovations for Learning’s mission: We work in America’s largest urban — read “cash-strapped” — school districts as a nonprofit seeking to make tech-based education in the primary grades as available as possible.]
It’s an excellent overview, showing the impact of a phenomenon that has started in America and spreading across the world. It’s well worth your time. Here’s the full version.
Illustration: The Economist
- 11 Dutch Schools To Open With iPad Focused “Steve Jobs” Learning (macgasm.net)
- Pros and Cons of Flipped Learning (meredith554.wordpress.com)
Some of the people who volunteered as tutors this year became pretty attached to the children they helped learn to read.
Take Lisa Mach. An engineer for the Port of Seattle, she tutored a first-grader named John at Seattle’s Martin Luther King Elementary School, speaking to him every week by phone from her desk at work, going over his lessons for a half an hour as each looked his reading assignment on their respective computer screens.
When it came time to meet John in person at an end-of-the-year party for tutors and students, however, Lisa had to be out of town. She felt badly about missing the chance. So she composed a card for John to be delivered in her stead.
She put a picture of herself on the cover. On the inside, she listed a dozen suggested “Summer Books After First Grade” and wrote a message:
I can’t be there to visit you at school today because I am on a trip visiting my baby grandson.
I sent this card to tell you what a really GOOD reader you are. I liked that you sounded out every single word until you knew what it was. I also liked that you used your voice and gave the words feeling. If the story was fun, you made it sound happy. When a boy or a girl was scared, you made it sound a little scary. Soon you can read longer stories about people and their adventures.
I hope you can visit the library during the summer and get books to read so you will be a strong reader when you go back to school for second grade.
Have a fun summer!
“I am really glad the card worked, though I sure would rather be there to meet him in person,” Lisa said last week in an email. “This is my first time with TutorMate. I have a small sense of what it might be like for teachers to say goodbye to their little ones at the end of each year.”
With the school year ending, many Innovations for Learning tutors are visiting the classrooms to meet in person the children whose progress in reading they’ve been guiding long distance, via telephone and computer.
Jacqui Howze, an administrative assistant at the law firm DLA Piper LLP in Chicago’s Loop, remotely tutored a young boy at Fiske Elementary on the city’s South Side. Her office is in a gleaming office tower created by famous architects. At Fiske, 95 percent of the children are classified as low-income.
She visited the classroom the other day for the first time — and loved it so much that she sent this note to the teacher:
Good morning Mrs. House,
I would like to thank you for allowing me and the Innovations For Learning tutors to visit your classroom yesterday. It was the highlight of my day!
I enjoyed meeting Kavin and the other children. You have a wonderful group of students who display a passion for learning and who have respect for you, their fellow students and their school. I am very proud to be a part of it all.
I would like to say Kudos to you for the way you handle your class and for all that you do for those lovely little minds. You too are wonderful!
I look forward to tutoring next year and I would like nothing more than to continue to tutor Kavin, but in the event that I cannot, I know that whomever I tutor will be just as bright and eager as Kavin. Thank you again Mrs. House for having us and I hope to visit your classroom again next year.
Have a wonderful Summer!
The teacher replied:
What a beautiful note! I was very enthusiastic, as were my little ones, to meet you guys as well! With your support, my kindergartners have skyrocketed in their levels of reading and writing. I know because all of the skills that you worked on were revisited by me and I saw the major jumps.
It feels so great to know that all of the hard work is seen because I am working constantly to keep the kindergartners at a higher level than the norms. I am so grateful to TeacherMate/Innovations for Learning and my students were eagerly waiting for your calls/sessions. I watched them go from dependent, curious minds to independent, conscientious thinkers, still curious (smiles).
I, too, agree that you should stick with Kavin and the other tutors should stay with their little ones. You can definitely track the growth by following. Thanks so much and talk to you soon…
— photos of Fiske Elementary by Brian Jackson/Chicago Sun-Times
What’s wrong with public education in America? Is it the poor quality of teachers — or maybe the low pay offered to teachers? The inflexibility of unions? An insufficiency of charter schools?
We’ve heard all of these, time and again, to explain what is inevitably described as the crisis in U.S. education.
But a couple of recent essays argue that these usual explanations are entirely wrong.
Sean F. Reardon, a professor education and sociology at Stanford, rejects the notion that U.S. education as a whole is slipping. “In fact,” he writes in the New York Times, “average test scores on the National Assessment of Educational Progress, the so-called National Report Card have been rising — substantially in math and very slowly in reading — since the 1970s.”
But progress is not occurring in an equal fashion, Reardon says. There is a growing gulf in grades, test scores, graduation rates, college enrollment and completion.
It’s not a racial gap; the differences between whites and blacks have been narrowing slowly over the past 20 years.
The most dramatic disparities are between the rich … and everyone else.
“The most potent development over the past three decades is that the test scores of children from high-income families have increased very rapidly,” Reardon writes. “The rich now outperform the middle class by as much as the middle class outperform the poor.”
“The academic gap is widening because rich students are increasingly entering kindergarten much better prepared to succeed in school than middle-class students. This difference in preparation persists through elementary and high school,” Reardon writes. He continues:
High-income families are increasingly focusing their resources — their money, time and knowledge of what it takes to be successful in school — on their children’s cognitive development and educational success. They are doing this because educational success is much more important than it used to be, even for the rich.
With a college degree insufficient to ensure a high-income job, or even a job as a barista, parents are now investing more time and money in their children’s cognitive development from the earliest ages….
Meanwhile, not only are the children of the rich doing better in school than even the children of the middle class, but the changing economy means that school success is increasingly necessary to future economic success, a worrisome mutual reinforcement of trends that is making our society more socially and economically immobile.
Meantime, a former history professor and high-school teacher named John Tierney sees a revolution emerging in K-12 public education — a massive, grassroots rejection of the accountability-based reform movement of the last dozen years.
Writing in The Atlantic, he says the weaknesses of the reform movement are becoming increasingly obvious:
Education policies based on standardization and uniformity tend to fail…
Policies based on distrust of teachers tend to fail…
Judging teachers’ performance by students’ test scores is both substantively and procedurally flawed.
What, then, is to be done?
We don’t have an “education problem.” The notion that we are “a nation at risk” from underachieving public schools is, as David Berliner asserts, errant “nonsense” and a pack of lies.
Rather, we have a poverty problem. The fact is that kids in resource-rich public school systems perform near the top on international measures. However, as David Sirota has reported, “The reason America’s overall scores on such tests are far lower is because high poverty schools produce far worse results — and as the most economically unequal society in the industrialized world, we have far more poverty than our competitors, bringing down our overall scores accordingly.” Addressing poverty and inequality are the keys to serving America’s educational needs.
We at Innovations for Learning are acutely aware that too many poor children enter the school system unprepared to learn. That’s the very problem we were created to address.
But we disagree that we must first fix such monumental problems as poverty and inequality if we are to see gains in education.
The work we’re doing in primary grades all across America is showing that if we focus on improving teachers’ tools, content and teaching methods, and provide teachers with adequate training and support, they can help students achieve — even those from high-poverty communities.
“I don’t deny that kids from advantaged communities will have life long advantages,” says Seth Weinberger, IFL’s founder and CEO, “but a basic education should be achievable for everyone.”
— Howard Goodman
It’s the time of year for Innovations for Learning tutors to be making plans for end-of-the-year get-togethers with the students they’re helping learn to read.
About 1,300 adults are devoting a half-hour each week to communicating, via telephone and the computer, with children in low-income neighborhood schools. From their desks in corporations like AT&T and agencies like the U.S. Coast Guard, the grownups are giving first-graders some precious personal attention and encouragement to get them started on a successful path through school.
To cap the experience, the volunteers will travel to the kids’ classrooms to read stories, play word games, enjoy story-building exercises, and — very often — bask in the glow of the kids’ appreciation.
This year, the process for signing up and planning for these school visits is streamlined, thanks to a new computer program on the IFL web page for tutors that allows tutors to sign up with a click on the “RSVP” button and to see instantly who else among their coworkers is planning to attend. The new tool also lets classroom teachers and TutorMate coordinators see how many visitors to expect.
The new system went active earlier this month, thanks to crucial help from IFL’s partner for technical matters, Photon, based in India.
Until now, organizing the end-of-year visits was rather haphazard. “We never knew who was going to come,” said Cary Zakon, IFL’s director of TutorMate operations. “Now, it gives us some foresight. If we see that registration is lagging, we can send out reminders to the coordinators. And if we get fewer than three people signed up, we’ll cancel the event.”
Hopefully, that won’t happen very often. Because one thing that tutors, teachers and students all have learned — these are great events.
As one tutor told us after a visit last year: “It was so great to have an opportunity to meet our students — we had an amazing time! The students were so excited to meet us in person and and they loved the books and our token gifts.”
For more information on the visits and registering for them, click here.
Photo: JP Morgan Chase employees at classroom party, 2011. From IFL video.
In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work.
Today: Sybil Anderson, Teacher Ambassador in the District of Columbia.
I came to Innovations for Learning in October 2011, after retiring from a long career in my hometown District of Columbia public school system. I taught for 25 years and coached teachers for seven more years, including as a Reading First literacy coach.
What I’m doing now is much what I did as a literacy coach, with the addition of TeacherMate technology.
Among other things, I support teachers with guided reading, create bag-of-books with “just right” reading levels and help with classroom management and room environment. I also aid teachers in the use of iPods and MP3 players, as well as computers used for TutorMate, troubleshooting technical issues that may arise.
I’m there, too, to lend a listening ear and to model and share best practices to all teachers and support staff when needed.
What motivates me is my love for teaching and helping children by way of coaching and supporting teachers.
I really enjoy interacting with teachers in a supportive manner, sharing, networking and giving feedback because I know how overwhelming it can get as a classroom teacher. To a teacher, having support can make all the difference.
What also motivates me is seeing the excitement and enthusiasm of teachers and students from having the latest technology — technology that’s equipped with literacy support that’s kid-friendly, teacher-friendly and fun.
The teachers love it because it requires little planning and no paperwork, it’s highly motivating for students, the feedback is immediate, and they can access the data from home or anywhere to track students’ progress.
One of my goals is to help teachers feel successful in reaching and teaching their students through the use of technology in the classroom. When this happens, they will in turn help their students succeed and achieve the district’s goal of bridging the gap in literacy.
One example: Ms. Frizzell, first-grade teacher at Randle Highlands, is new to TeacherMate. She is a young, fresh teacher and very excited about the program — especially the technology. She beams and bubbles each time I walk in her room to give her support. She always has something positive to say.
She said her students were more excited about the MP3 players when they received them than the iPods. Now, they are equally excited about both. She welcomes new ideas, suggestions, any and all collaboration, teaming and especially the tutors in TutorMate.
- Staff reflections: Michele Pulver (innovationsforlearning.wordpress.com)
- Staff reflections: Barbara Goodman (innovationsforlearning.wordpress.com)
- Staff reflections: Tahra Tibbs (innovationsforlearning.wordpress.com)
- Staff reflections: Heather Kamenear (innovationsforlearning.wordpress.com)
- Staff reflections: Jessica Nasset (innovationsforlearning.wordpress.com)
In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work.
Today: Jessica L. Nasset, Teacher Ambassador in Seattle
My dream was always of being a teacher. I can remember back in fifth grade asking my teachers if I could clean the chalkboards or help grade papers or to change out bulletin boards. I wanted to stay in at recess to talk with my teacher or go help out in another classroom.
I thought teaching would be the best job … and I was right.
To begin my quest to be a teacher, I attended Central Washington University where I received my Bachelors of Education degree in Elementary Education and Early Childhood Education. While teaching near Seattle, I attended Seattle Pacific University where I received my Masters of Education in Curriculum and Instruction.
From there I moved to Las Vegas, Nev., for a new adventure in teaching. After a few years, I knew that I wanted to continue learning how to be the best teacher I could be. With this in mind, I chose to complete the rigorous National Teaching Certification program from the National Board of Professional Teaching Standards.
After a year of hard work, I was very pleased to become National Board Certified Teacher.
I have been working in education now for 10 years. My teaching history includes working as a K-8 substitute, and teaching kindergarten and/or first grade in Title I at-risk schools. I have also worked with a private school to create and establish a new kindergarten program.
During all of this, I always made an effort to volunteer, plan and oversee school fundraisers, plan and implement school professional developments, participate in family academic nights and offer my help to other teachers who were striving to become National Board Certified Teachers.
With my educational experiences in and out of the classroom, I found a real interest in teaching other teachers about education. After checking in with many of my educational contacts, I came across a non-profit educational company that was looking for a Teacher Ambassador to work with the Seattle School District.
Let me just say that finding Innovations for Learning was another dream come true! I have been able to indulge in my interest of helping other teachers, yet still work with young learners as well.
Having just come out of the classroom and being new to the “coaching” aspect, I am finding that the variety of schools, teachers, students, and classrooms to be of great interest. I am lucky to be able to visit multiple classrooms a day and see the variety of teaching and learning that is going on. There are so many different personalities, that it is fun to get to know each and every teacher and to see their relationships with their students.
Telling stories of my past teaching experiences and listening to current stories about teaching and learning, from teachers and students alike, easily creates my own relationships with everyone and helps to include me in the classroom dynamic. Sharing stories, whether it is with teachers or students, is what grows relationships and connects everyone together into one big classroom community and I enjoy being a part of that.
As a Teacher Ambassador I have had the privilege of coaching other teachers in their quest to enhance their reading instruction and to help them engage their students by adding educational technology into the classroom.
I have found that being a Teacher Ambassador is very eclectic in its job description. I am a teacher, a co- worker, a resource guide, a cheerleader, a technology guru, a reading coach, a “problem fixer,” a counselor, and a friend. I am the person who will praise your successes, help with your struggles, and lend an ear or a shoulder when you are just too overwhelmed to do one more task.
If I can do these things, and do them well, my teachers and their students will be successful. If they are successful, it will bring about a new path for technology and coaching in education, and that will in return have a big impact on the future.
A lot of teachers have asked me “why do love your job so much?” Well … here is my answer: I love education! I love to learn (about anything – random facts are my favorite, though), I love to teach (by inspiring others to love learning), I love to talk about education/teaching, and most importantly, to help other educators create a successful classroom.
I get to indulge myself in all of those aspects within my job. Nothing is better than being able to support a teacher by boosting their confidence with praise or showing them a new teaching technique and seeing a new spark of passion for their teaching! When a teacher is passionate about their teaching, the students will be passionate about their learning.
Engaging students in their learning is a key factor for academic success. When I walk into a room at the beginning of the year and am introduced as the “iPod lady,” I can already see the interest in learning rise. Students are very interested in and knowledgeable about technology. To be able to give them a fun, interesting and engaging way to learn and practice reading is very rewarding.
It is this interest in learning for both teachers and students that motivates me to do my very best as a Teacher Ambassador.
“The Web is changing the way our students learn.”
T.H.E. Journal‘s Chris Riedel reports:
Casap showed a picture of a young boy sitting on a couch, laptops flanking him on either side. “This is my 11-year-old,” he said, “who, on one machine, is playing Minecraft and, on the other machine, is watching videos on how to play Minecraft.”
This is how our students are learning. They are teaching each other and they are learning from the Web.
According to Casap, in a matter of a few weeks, his son went from learning how to play the game to playing the game to collaborating with friends on playing the game to recording videos in order to teach others how to play the game.
“Learning doesn’t happen Monday through Friday, from this time to that time,” he said. “This generation of kids are growing up consistently learning all the time.”
For Jaime Casap, this new environment only solidifies a teacher’s position as “the most important person in the classroom.”
K-12, he said, is on the cutting edge of what education models are going to look like, making it more important than ever that we “create and develop great teachers.” And these teachers, he continued, need to use the tools at their disposal to build digital leaders.
And this revolution, Casap said, is just at the beginning.
Read here for more on Casap’s remarks.
Sometimes it takes more than words to describe the rapid-fire changes going on in education — or that are possible in education — right now.
Here are a few inspiring videos that show how the new technologies that are becoming familiar to almost everyone can excite and expand the learning process.
The one above is from Blackboard.com. It shows how students are leaping ahead of the education system in their use of cell phones and computers. That’s quickly changing their ideas of what they expect from school.
This one, from Norway, makes a strong case that educational institutions must play catch-up to prepare students for life in the 21st Century:
Let us know if you like these videos — we’ll look for more to share with you.
(Thanks to educatorstechnology.com for bringing these videos to our attention.)
I am a speech-language pathologist by training and began my career working in schools and in private practice. I see fascinating connections between learning language and learning to read, and believe technology can be useful in both.
I left the classroom to shift my focus toward teacher training and professional development. For 10 years I worked with the reading-instruction program Earobics and its parent company Houghton Mifflin Harcourt, eventually managing the professional-development team for technology-focused programs for the north half of the USA.
I joined Innovations for Learning in 2010, and now I oversee the teacher training and coaching around TeacherMate and TutorMate programs. I work directly with teachers — and also manage our Teacher Ambassadors, IFL’s own little literacy army. These knowledgeable folks work one-on-one with teachers to help them get the most out of IFL’s programs. I’m so grateful for them!
I couldn’t ask for a better job. I get a front-row view of the nearly miraculous changes and growth that happen in these critical early school years.
Kids in K and 1 are still learning the “rules” of school. They are still figuring out how to “be” and how to sit still and how to focus their attention on a task for longer periods of time. Teachers are artful shepherds, gradually shaping behaviors and teaching new skills that help students gain independence. K and 1 teachers set in place the building blocks of life-long learning.
The days in K and 1 are often filled with the mundane: tying shoes, wiping noses, celebrating successes (“You did it! I knew you could and you tried and you did it!”) and correcting off-task behaviors (“I think your voice should be at a level 0. Please use your words”).
They are filled with modeling, guided practice and establishing (and reestablishing) routines (“Let’s talk about how we line up…”).
Most importantly, they are filled with wonder.
Wonder is a powerful thing. When children begin to wonder, they are taking the first step toward visualizing texts and imagining outcomes. When a teacher wonders how to improve a lesson or how to reach a child, she is taking the first step towards self-improvement.
And it IS wonderful….
It is wonderful to see a student’s eyes light up when they’ve read a whole page (or a whole book!) for the first time. It is wonderful to see little brows furrowed in deep concentration as they coax their eyes and brains to try something new.
It is wonderful to hear kids say, “I need to read now. Please be quiet.”
It is wonderful to enjoy the non-sequiter observations a child can make. Recently, a first-grader raised his hand while I was discussing the riveting concept of initial consonant blends, and — completely disconnected from the subject — told me that “Praying Mantises don’t really pray.” Wonderful.
Take a little time to enjoy the wonder that our world and our classrooms provide.
Wonderful.Michele Pulver email@example.com