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• W266151957 abstract "I spent enough years as a middle and high teacher to a robust skepticism about research and policy. What did any of those people so far away from my classroom know that would be relevant for me, preferably tomorrow? And why was it, when I had a real problem, like 14-year-olds reading on a 3rd-grade level, there was little outside expertise for me to draw on? Thus, calls for activate my teacher early warning system. Who's unbundling what and why? will it make a difference for real students and teachers every day? It would be easy to take a turtle approach to these new ideas--withdraw into our shells (or classrooms or schools). Most educators I know, however, are not turtles. They're a bit more like the White Rabbit from Alice in Wonderland, dashing from one initiative to the next, never staying long in one area. Sometimes, the dashing is in response to accountability (the Red Queen of test scores); sometimes, it's a quest for something--anything--that will help the students they care about deeply; often, it is both together. So these days, when confronted with an idea, often the first question educators will ask is, How will this help student performance? This is not a bad question to ask. But it is a bad question to ask alone. So, let's ask other questions: What might we learn from these ideas? What might we add to them? Much of what my colleagues write about makes sense to me. Any structural changes must affect the instructional core if they're to matter. We need investments in capital. Technology opens new possibilities. It's hard to focus on the instructional core, invest in capital, and differentiate in the current conditions and political structures. So, maybe it makes sense to loosen the apron strings a bit. Loosening will require accountability. And all of that probably means that school will look quite different. Fundamentally, we'll need to focus on what we're asking people to do and why, what it would look like to do it, and how we expect our actions to lead to particular results. These do not need to be abstract questions. We could improve our practice today by focusing on these questions in the form of task, goals, and imagination. To the extent that we're able to do these things and can tell and enact a story about how unbundling will help us do these things, that is the extent to which unbundling will be helpful. TASK If you want to improve learning, one of the most eye-opening things you can do is visit a series of classrooms and look at the tasks students are engaged in. If you want to see the interaction of teachers and students in the presence of content, look at what students are being asked to do, because task is at the heart of the instructional core. Then predict what will happen as a result. In most classrooms that I visit, one can predict that students will be really good at remembering, recalling, and applying a procedure if the context looks pretty much like the one they practiced in class. American students are really good at just those things and less good at what are often termed higher-order skills, like applying knowledge to a new situation, creating, and evaluating. Task predicts performance with great accuracy (City et al. 2009). To raise the level of performance, we would just need to raise the level of the task. Easier said than done. Likewise, observe adult meetings--teacher team meetings, principal meetings, etc.--where we try to develop our human capital--that is, help adults learn. Look at the tasks adults are engaged in, and then predict what will happen as a result. In most adult meetings that I observe, one can predict that adults will be really good at listening and following rules, will not always see the value of meetings, and will return to their daily work with unchanged practice. Hmmm. Sounds suspiciously like many classrooms. Tasks have a way of rippling through all levels of the organization. …" @default.
• W266151957 created "2016-06-24" @default.
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• W266151957 date "2010-11-01" @default.
• W266151957 modified "2023-09-26" @default.
• W266151957 title "Will Unbundling Provide the Best Education for All? as with So Many Reform Ideas, We Can Be Pretty Sure That Unbundling Will Work out Well for Some Children and Not Well for Other Children If We Don't Heed Some Key Lessons" @default.
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