Posted by Paul Barnwell on Wednesday, 10/30/2013
In 2008, one of my first published articles challenged the dominant discourse in education. I was fed up with the way many of my colleagues and administrators conversed about teaching and learning, believing their words stifled innovation.
I heard grades, standards, depth of knowledge, future, rigor, and test scores all the time. But I wanted to talk about and employ pedagogy relating to community, inspiration, discovery, projects, and the present.
The way we talk about school has shifted a little bit, but it’s still dominated by language relating to content standards and testing, sometimes pushing aside more meaningful ideas and practice.
Our language reflects our philosophy, and I wonder how often we educators blindly accept words set forth before us without examining underlying belief systems behind the lingo. Here are a few phrases or words worth critically challenging:
College and Career Readiness (CCR)
It has a nice ring to it, no? We all want our students to be prepared to succeed after they stroll across the stage after graduation. I can’t argue with that. Are students really CCR by solely posting a minimal ACT score? Of course not, but this is way these words have been twisted. I’m bombarded daily with reminders of the need to increase CCR scores, and I’m tired of it.
Being CCR means a lot more than a qualifying test score. It means being able to communicate using varied mediums and devices. It means being able to ask questions and solve problems. It could mean building student capacity to identify community and school issues, making their world a better place.
Focusing on CCR scores ignores the fact there can be meaningful, varied opportunities right NOW. Not in the future. “You’ll need that (insert content or test score here) years down the road” is simply an excuse for bypassing authentic teaching and learning in the present.
- Let’s talk about how we define CCR in our schools. Let’s talk about what we can do right now, in order to provide students valuable skills and experiences in the present.
Like CCR, this discourse is focused on student deficit, rather than student strength. Sure, we’d love to see groups of students achieve on more equal levels. But by focusing on what students lack and trying to build a bridge to span these gaps, are we missing opportunities to explore student strengths? How are student schedules altered by focusing on student weaknesses? Then there’s the whole issue of how achievement is defined within this discourse, which is in the context of standardized test scores.
- Let’s talk about what it means to focus on student strength instead of weakness. Let’s talk about different definitions of achievement.
Yes, it’s great to make informed instructional decisions based on what we know, but you’ll be hard pressed to convince me that teaching and learning is best served by examining quantitative data. Can meaningful experience in the classroom really be distilled to multiple choice data?
More educators should ask why? when it comes to quantitative data, like Esther Quintero questions in her Answer Sheet column at the Washington Post. “Excessive faith in data crunching as a tool for making decisions has interfered with the important task of asking the fundamental questions in education, such as whether we are looking for answers in the right places, and not just where it is easy (e.g., standardized test data),” she writes. Quintero is right--we aren't collected the right data or asking the right questions.
Let’s talk about why we collect certain types of data. Let’s talk about embracing qualitative observations as an alternative or supplement to narrowly-defined multiple choice data.
I'll admit I need to do a better job starting these conversations within my own building, and tomorrow's inservice day will be a good place to start. How about you? What do you wish was talked about more in schools? Do you agree or disagree with any of my assertions? How does your use of language in the classroom reflect your pedagogy?