The people I spoke with highlighted ideas like, getting along with others, teamwork, taking responsibility for self and actions. Reading, writing and math skills also ranked highly, along with knowledge of geography and place in the world. Finally, on more than one occasion I hear, 'giving back'. Beign able to see the need for service to others, and community and giving back.
Just as an FYI for the K-5 teachers in MSAD #15: On Friday, March 26th, the RISC organization will be in the district for a 6-12 teacher workshop on unpacking the standards. I realize that this is your records day, but I also wanted to invite you all to attend this workshop if you want to attend. Seems like a timely professional development activity. Just let me know. Karen
Here are the top 10 categories that surfaced when I created an Affinity Diagram from my respondents' "Top Ten" lists:
Students should know or be able to... 1. ...communicate. 2. ...observe and listen. 3. ...be organized. 4. ...try their best. 5. ...read & write well. 6. ...be resourceful leaders. 7. ...collaborate. 8. ...have basic skills. 9. ...be creative. 10. ...be involved/volunteer.
I was really impressed with the lists my volunteers generated. I was especially impressed with the remarkable list a sixteen year old former student created. She was as insightful and articulate in her response as adults three times her age.
It was interesting to note that the four people who submitted their responses did not have even one priority that they all shared in common. It showed me that indeed it is difficult for a group of people to reach common ground . . . at least on the first try.
Another surprise - I somewhat expected that everyone would start with the basics of 'reading, writing and arithmetic', but that was not the case. Perhaps these skills were "assumed" by my group, but I don't believe we can assume any givens when it comes to education.
Only one of my group mentioned a technology skill as a priority. I thought this would come up on everyone's list in some form.
Based on this little survey, my overall thought at this point of the class is: Agreement on educational priorities (or standards) by a particular community is going to take some serious, thoughtful discussion and some give and take by its members.
This morning I read an online article that speaks to the standards issue directly and even has its own list of 10 priorities!
Here is a quote: "Several years ago, Harvard Business School advised its students on what they would have to master in order to plan a career in the new international economy. The report warned that academic classes and professional credentials would count for less and less when measured against real world training. The report listed ten qualities Harvard considered essential to successfully adapting to the future:
1. The ability to define problems without a guide. 2. The ability to ask hard questions which challenge prevailing assumptions. 3. The ability to work in teams without guidance. 4. The ability to work absolutely alone. 5. The ability to persuade others that your course is the right one. 6. The ability to discuss issues and techniques in public with an eye to reaching decisions about policy. 7. The ability to conceptualize and reorganize information into new patterns. 8. The ability to pull what you need quickly from masses of irrelevant data. 9. The ability to think inductively, deductively, and dialectically. 10 The ability to attack problems heuristically (through problem solving, learning, and discovery)."
I'm going to spend some time studying this list. I think it is very practical wisdom for our present students - tomorrow's citizens.
I have just gone through the Power Point presentation on "Unpacking the Standards". There was a lot of information presented, and it is overwhelming at first. In fact, this is the point at which I would like to fast forward and just keep reading instead of "doing"! I'm afraid I'll be needing to jump in with both feet before long, though.
I've chosen a standard taken from the International Society for Technology in Education's (ISTE) National Education Technology Standards (NETS)
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems.
My specific benchmark: Students understand and use Skype effectively.
Advanced – Uses Skype confidently. Initiates Skype conversations with a variety of parties, both familiar and unfamiliar. Troubleshoots and solves problems when they occur. Assists others when they encounter difficulties.
Proficient – Connects with the intended party using Skype. Adjusts camera and volume until both parties can be seen and heard by the other. Conducts a meaningful conversation.
Developing – Opens Skype page and chooses the party they wish to call. Initiates the call. Demonstrates some hesitation.
Emerging – Boots up computer and finds Skype icon. Asks for assistance in completing the call.
Unpacking one standard that is fairly specific and clear is an interesting activity. Unpacking one that is unclear, quite general, and complex and including elementary students in the process is quite difficult. I see some of my attempts to be additionally complex because, working with GT students, they are very young, but are working to interpret goals at their learning level, which may be seven or eight years beyond their age level. It's a bit of a brain squeeze to begin with, but I expect it to get better as we become more fluent. Isn't that why fluency is a frequent goal? It forces me and my students to be more articulate.
When surveying the people I spoke to regarding what students should know, I was surprised how much of the focus was on the problem solving and teamwork aspect of education. It was pretty much a given that they would leave school with the basic academic principles of reading, writing and proficient math skills. It seemed as though people are really focusing on those 21st century skills including technology and team based problem solving.
Harvard Business Schools"Ten Recommendations" that students must master for a successful career in the international economy presents interesting challenges to a standard based approach to education. Benchmark standards must be established- no one questions that. However, progression from one benchmark to another is very challenging. Problem solving techniques are multiple in scope and complexity requiring various approaches to progress. Flexibility is mandatory and creativity is a necessity. Successful manipulation of directives is a varied as the number of problems and issues that arise. Additionally, the ability to persuade others that the method of circuity you have chosen to get from benchmark A to benchmark B is valid and can be successful is needless to say, challenging. The end is of paramount importance; the means to that end, though not inconsequential, are subordinate.
Born and raised in juneau, Alaska, I have had the opportunity to travel around the world, hosted by incredible people, and always glad to be home where nature is everywhere.
The people I spoke with highlighted ideas like, getting along with others, teamwork, taking responsibility for self and actions. Reading, writing and math skills also ranked highly, along with knowledge of geography and place in the world. Finally, on more than one occasion I hear, 'giving back'. Beign able to see the need for service to others, and community and giving back.
ReplyDeleteJust as an FYI for the K-5 teachers in MSAD #15:
ReplyDeleteOn Friday, March 26th, the RISC organization will be in the district for a 6-12 teacher workshop on unpacking the standards. I realize that this is your records day, but I also wanted to invite you all to attend this workshop if you want to attend. Seems like a timely professional development activity. Just let me know. Karen
Here are the top 10 categories that surfaced when I created an Affinity Diagram from my respondents' "Top Ten" lists:
ReplyDeleteStudents should know or be able to...
1. ...communicate.
2. ...observe and listen.
3. ...be organized.
4. ...try their best.
5. ...read & write well.
6. ...be resourceful leaders.
7. ...collaborate.
8. ...have basic skills.
9. ...be creative.
10. ...be involved/volunteer.
I was really impressed with the lists my volunteers generated. I was especially impressed with the remarkable list a sixteen year old former student created. She was as insightful and articulate in her response as adults three times her age.
Thanks!
~Amanda H.
It was interesting to note that the four people who submitted their responses did not have even one priority that they all shared in common. It showed me that indeed it is difficult for a group of people to reach common ground . . . at least on the first try.
ReplyDeleteAnother surprise - I somewhat expected that everyone would start with the basics of 'reading, writing and arithmetic', but that was not the case. Perhaps these skills were "assumed" by my group, but I don't believe we can assume any givens when it comes to education.
Only one of my group mentioned a technology skill as a priority. I thought this would come up on everyone's list in some form.
Based on this little survey, my overall thought at this point of the class is: Agreement on educational priorities (or standards) by a particular community is going to take some serious, thoughtful discussion and some give and take by its members.
Ramona H.
This morning I read an online article that speaks to the standards issue directly and even has its own list of 10 priorities!
ReplyDeleteHere is a quote: "Several years ago, Harvard Business School advised its students on what they would have to master in order to plan a career in the new international economy. The report warned that academic classes and professional credentials would count for less and less when measured against real world training. The report listed ten qualities Harvard considered essential to successfully adapting to the future:
1. The ability to define problems without a guide.
2. The ability to ask hard questions which challenge prevailing assumptions.
3. The ability to work in teams without guidance.
4. The ability to work absolutely alone.
5. The ability to persuade others that your course is the right one.
6. The ability to discuss issues and techniques in public with an eye to reaching decisions about policy.
7. The ability to conceptualize and reorganize information into new patterns.
8. The ability to pull what you need quickly from masses of irrelevant data.
9. The ability to think inductively, deductively, and dialectically.
10 The ability to attack problems heuristically (through problem solving, learning, and discovery)."
I'm going to spend some time studying this list. I think it is very practical wisdom for our present students - tomorrow's citizens.
I have just gone through the Power Point presentation on "Unpacking the Standards". There was a lot of information presented, and it is overwhelming at first. In fact, this is the point at which I would like to fast forward and just keep reading instead of "doing"! I'm afraid I'll be needing to jump in with both feet before long, though.
ReplyDeleteThis is my first attempt at a rubric:
ReplyDeleteI've chosen a standard taken from the International Society for Technology in Education's (ISTE) National Education Technology Standards (NETS)
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
My specific benchmark:
Students understand and use Skype effectively.
Advanced – Uses Skype confidently. Initiates Skype conversations with a variety of parties, both familiar and unfamiliar. Troubleshoots and solves problems when they occur. Assists others when they encounter difficulties.
Proficient – Connects with the intended party using Skype. Adjusts camera and volume until both parties can be seen and heard by the other. Conducts a meaningful conversation.
Developing – Opens Skype page and chooses the party they wish to call. Initiates the call. Demonstrates some hesitation.
Emerging – Boots up computer and finds Skype icon. Asks for assistance in completing the call.
Unpacking one standard that is fairly specific and clear is an interesting activity. Unpacking one that is unclear, quite general, and complex and including elementary students in the process is quite difficult. I see some of my attempts to be additionally complex because, working with GT students, they are very young, but are working to interpret goals at their learning level, which may be seven or eight years beyond their age level. It's a bit of a brain squeeze to begin with, but I expect it to get better as we become more fluent. Isn't that why fluency is a frequent goal? It forces me and my students to be more articulate.
ReplyDeleteWhen surveying the people I spoke to regarding what students should know, I was surprised how much of the focus was on the problem solving and teamwork aspect of education. It was pretty much a given that they would leave school with the basic academic principles of reading, writing and proficient math skills. It seemed as though people are really focusing on those 21st century skills including technology and team based problem solving.
ReplyDeleteHarvard Business Schools"Ten Recommendations" that students must master for a successful career in the international economy presents interesting challenges to a standard based approach to education. Benchmark standards must be established- no one questions that. However, progression from one benchmark to another is very challenging. Problem solving techniques are multiple in scope and complexity requiring various approaches to progress. Flexibility is mandatory and creativity is a necessity. Successful manipulation of directives is a varied as the number of problems and issues that arise. Additionally, the ability to persuade others that the method of circuity you have chosen to get from benchmark A to benchmark B is valid and can be successful is needless to say, challenging. The end is of paramount importance; the means to that end, though not inconsequential, are subordinate.
ReplyDelete