There have long been two very different schools of thought about the best way to organize curriculum and instruction in literature. On one side are those who believe that reading comprehension will improve if teachers assess students’ individual reading levels and give them a bevy of “just right” books that will challenge them just enough to nudge them to read slightly more challenging texts. Yes, teachers do provide some guidance and instruction, but that instruction is limited. In essence, the book choice is leveled to meet the student where he or she is; the “heavy lifting” of reading is placed squarely on the students’ shoulders.
On the other side are those who believe that reading comprehension improves as domain-specific content knowledge deepens and students are exposed to increasingly complex literature and nonfiction texts. Here the role of the teacher is more pronounced, and instruction more explicit. The instruction, not the text, is scaffolded to meet the students where they are.
Building classroom libraries and letting kids borrow books isn't enough. This campaign lets kids own books forever, and the results look good.
The Home Library Effect: Transforming At-Risk ReadersPublished Online: June 12, 2012
By Justin Minkel
Melinda started 2nd grade with everything against her. She lives in poverty, her mom is not literate in English or Spanish, and she was severely abused at the age of 6. At the beginning of the year, she owned only one book.
Despite these barriers, Melinda made extraordinary academic progress. She moved from a kindergarten level (a four on the Developmental Reading Assessment) to a 4th grade level (a 40) in the two years she was in my class. Her demeanor changed: She began smiling and laughing more often, and she became a confident scholar.
Part of the reason for Melinda's growth is elusive—that combination of resiliency, strength, and utter grit that awes those of us lucky enough to teach these remarkable children. But another reason for her success is simple—instead of one book at home, Melinda now has a home library of 40 books.
The Project
We called our classroom adventure "The 1,000 Books Project." Each of the 25 children in my class received 40 books over the course of 2nd and 3rd grade, for a total of 1,000 new books in their homes.
The project was simple to launch. Scholastic donated 20 books per child, and I purchased the other 20 through a combination of my own funds, support from individuals and local organizations, and bonus points. The kids received three types of books each month: copies of class read-alouds, guided reading books, and individual choices selected from Scholastic’s website.
Working with family members, each child chose a space to become a home library, ranging from a cardboard box decorated with stickers to a wooden bookcase. Through class discussions and our class blog, the students talked about everything from how they organized their libraries to their favorite reading buddy at home.
The total cost for each student's home library was less than $50 each year, a small investment to move a struggling reader from frustration to confidence.
Growing Readers
These 25 students made more progress in their reading than I have experienced with any other class. By the end of the project's second year, they had exceeded the district expectation for growth by an average of nine levels on the DRA and five points on the computerized Measures of Academic Progress reading test. And they made this growth despite formidable obstacles to academic success—20 of the 25 are English language learners, and all but one live in poverty.
The shift in the students' home libraries reflects their growth as readers—the first book every child received was the picture book Where The Wild Things Are, and the 40th book was the novel The Lightning Thief, which is geared toward 5th and 6th graders.
While the numerical data on my students' achievement is encouraging, it is their stories that will stick with me. The exhilaration that blazed through the room each time another massive box from Scholastic arrived. The rainy day of indoor recess when the kids made up "The Fantastic Mr. Fox Game" based on our read-aloud and ran around shrieking gleefully, the baby foxes fleeing the vile hunters. The kind of question a teacher loves to hear: "Can we take the poetry books out to recess today?"
I watched child after child become a different kind of writer, thinker, and human being because of his or her growth as a reader.
Closing the Book Gap
Jonathan Kozol has called it "the shame of the nation": the educational gap between children born poor and children born into affluence. To close that gap, we need to look beyond the hours students spend in class to the hours they spend at home. A 2001 study by Susan Neuman and Donna Celano found that the ratio of books to children in middle-income neighborhoods is 13 books to one child, while in low-income neighborhoods the ratio is one book to 300 children.
This "book gap" is easier to erase than the more complex barriers involved in poverty. Richard Allington found that giving children 12 books to take home over the summer resulted in gains equal to summer school for lower-income children, and had twice the impact of summer school for the poorest of those children.
All this without worksheets, extrinsic rewards, or sitting in a stifling classroom in the middle of July.
Home reading surveys showed that at the beginning of 2nd grade, my students had access to an average of three books at home. Increasing this number to 40 or more books had far-reaching effects. Students' fluency improved because the children could engage in repeated readings of favorite "just right" books, and parents reported increased time spent reading at home during weekends, holidays, and summer break.
The only incentive for this increase in reading time was intrinsic: the pleasure each child felt in reading his or her own book, beloved as a favorite stuffed animal.
Family Literacy
The home libraries have also had a tremendous impact on each child's love of reading, which has ignited that same love of books in their parents, siblings, cousins, and friends. Several students told me their parents, brothers, and sisters have now placed their own books and magazines in what has become the family's home library. Ava said to me on a field trip during the last week of school, "Mr. Minkel, I just finished reading The B.F.G. to Esperanza [who is 4], and she liked it! I even think Yesica [who is 2] understood it, because she was laughing at the part about whizz-poppers!"
When I expressed surprise at how much progress Melinda had made since the last time I'd done the DRA with her, she said, "Well, you know those books you gave me? Now when my mom and my little sister are watching TV, they say, 'Melinda, read to us!' So we turn off the T.V., and I do." This courageous 7-year-old girl has become the one literate person in her family, and her ability to read has changed the fabric of her family's evenings.
A Simple Truth
The world of the classroom is incredibly complex. But for those of us fortunate enough to teach, we have discovered certain simple truths. Build a relationship with each child through one-on-one moments, whether it's a conversation while taking a running record or a hug goodbye at the end of the day. Listen carefully to what our students say, and pay close attention to what they do and create. Laugh a lot.
This is my newest addition to that list of simple truths: To help kids develop a love of reading, put great books in their hands. Then watch in amazement as their worlds change.
Justin Minkel teaches 2nd and 3rd grade at Jones Elementary in northwest Arkansas. He is the 2007 Arkansas Teacher of the Year, a 2011 National Board-certified teacher, and a member of the Teacher Leaders Network. He is currently writing a book for teachers on Common Core-aligned instruction at the elementary level.
Web Only
Even though I hate that these kids have to suffer, I love the ACLU and this lawsuit that advocates for the right to read.
The American Civil Liberties Union of Michigan is suing the Highland Park, Mich., school district for failing to teach its students to read at grade level, the Christian Science Monitor reported. The ACLU filed its lawsuit on behalf of the Highland Park district's 969 students, nearly 100 percent of whom are African American, in Wayne County Circuit Court on Thursday, the Detroit News reported.
I found this on FB from Leora, and Nick has been telling me about Jeff Duncan-Andrade for years. This 13-minute video shares his philosophy that educators must tend to students' immediate emotional needs before talking about test scores. Definitely worth a watch.
video by TEDxTalks
Uploaded by TEDxTalks on 2011-09-27.
I don't always like lists of books to read, but this one is pretty good. I always liked Breath, Eyes, Memory. Which ones do you recommend?
Whether you're traveling on vacation, sunbathing on the beach, or simply lounging in the park, nothing beats a good book in the summertime. Still, with so many options at one's disposal, deciding on a title can prove difficult.
Huffington Post BlackVoices has compiled an extensive book list, featuring a range of genres including fiction, non-fiction, poetry, science-fiction and the autobiography.
From Ralph Ellison to Jesmyn Ward, many of the authors have been heralded with national awards in the United States. Others, such as Zadie Smith and Tsitsi Dangarembga, have broken literary ground abroad in countries such as Zimbabwe, the United Kingdom, South Africa and Uganda. Stemming back to 1789 with Olaudah Equiano's "The Interesting Narrative of the Life of Olaudah Equiano," these 50 titles have heavily contributed to contemporary narratives about the black experience across the globe.
Let us know your favorites by rating the titles in the gallery below.
"Annie Allen" by Gwendolyn Brooks (1949)
"Assata: An Autobiography" by Assata Shakur (1987)
"Before You Suffocate Your Own Fool Self" by Danielle Evans (2010)
"Breath, Eyes, Memory" by Edwidge Danticat (1999)
"Coffee Will Make You Black" by April Sinclair (1995)
"Coconut" by Kopano Matlwa (2008)
"Dreams of My Father" by Barack Obama (2004)
"Drinking Coffee Elsewhere" by ZZ Packer (2004)
"The Interesting Narrative of the Life of Olaudah Equiano" by Olaudah Equiano (1789)
"Flight To Canada" by Ishmael Reed (1989)
"For Colored Girls Who Have Considered Suicide When the Rainbow Is Enuf" by Ntozake Shange (1975)
"Half Of A Yellow Sun" by Chimamanda Adichie (2008)
"Head Off & Split" by Nikky Finney (2011)
"Decoded" by Jay-Z (2011)
"Invisible Man" by Ralph Ellison (1952)
"I Know Why The Caged Bird Sings" by Maya Angelou (1969)
"The Known World" by Edward P. Jones (2003)
"Kindred" by Octavia Butler (1979)
"What Looks like Crazy on an Ordinary Day" by Pearl Cleage (2009)
"The Autobiography of Malcolm X" by Alex Haley (1987)
"Nervous Conditions" by Tsitsi Dangarembga (1989)
"The New Crow: Mass Incarceration in the Age of Colorblindness" by Michelle Alexander (2010)
"I Am Not Sidney Poitier" by Percival Everett (2012)
"Go Tell It On The Mountain" by James Baldwin (1953)
"The Other Side of Paradise" by Staceyann Chin (2009)
"Our Kind of People: Inside America's Black Upper Class" by Lawrence Otis Graham (1999)
"Roots: The Saga of an American Family" by Alex Haley (1976)
"Song of Solomon" by Toni Morrison (1977)
"The Intuitionist" by Colson Whitehead (1999)
"The Color Purple" by Alice Walker (1982)
"The Value in the Valley: A Black Woman's Guide Through Life's Dilemmas" by Iyanla Vanzant (1996)
"The Weary Blues" by Langston Hughes (1925)
"The White Boy Shuffle" by Paul Beatty (1996)
"Their Eyes Were Watching God" by Zora Neale Hurston (1937)
"White Teeth" by Zadie Smith (2000)
"The Women of Brewster Place" by Gloria Naylor (1983)
"Zami: A New Spelling of My Name" by Audre Lorde (1982)
"The Warmth Of Other Suns" by Isabel Wilkerson (2010)
"Sula" by Toni Morrison (1973)
"King of the Cats: The Life and Times of Adam Clayton Powell Jr." by Wil Haygood (2006)
"The Souls of Black Folks" by W.E.B Dubois (1903)
"The Wretched of the Earth" by Frantz Fanon (1961)
"Things Fall Apart" by Chinua Achebe (1958)
"Black Boy" by Richard Wright (1945)
"Blood In My Eye" by George Jackson (1996)
"Devil In A Blue Dress" by Walter Mosley (1990)
"A Lesson Before Dying" by Ernest Gaines (1993)
"The Bluest Eye" by Toni Morrison (1970)
"Salvage the Bones" by Jesmyn Ward (2011)
"Native Son" by Richard Wright (1940)
Another way to frame this debate is, "Do we want our students to like reading or not?" Although I love that Common Core is pushing rigor, I'm worried it'll get rid of independent reading entirely.
There have long been two very different schools of thought about the best way to organize curriculum and instruction in literature. On one side are those who believe that reading comprehension will improve if teachers assess students’ individual reading levels and give them a bevy of “just right” books that will challenge them just enough to nudge them to read slightly more challenging texts. Yes, teachers do provide some guidance and instruction, but that instruction is limited. In essence, the book choice is leveled to meet the student where he or she is; the “heavy lifting” of reading is placed squarely on the students’ shoulders.
On the other side are those who believe that reading comprehension improves as domain-specific content knowledge deepens and students are exposed to increasingly complex literature and nonfiction texts. Here the role of the teacher is more pronounced, and instruction more explicit. The instruction, not the text, is scaffolded to meet the students where they are.
Gigi Whiteside is a special education teacher who was featured on Amazon and on The Kindle Chronicle (an excellent podcast). She gets her students excited about reading through the use of Kindles. Listen to her interview, which begins at 19:43, or to the entire podcast if you're interested in reading on Kindles.
TKC 211 Gigi Whiteside
News - 1) The State Department backs away from a $16.5 million Kindle deal (PDF). 2) Have tablets already overtaken dedicated eReaders as the preferred way to read eBooks? Jeremy Greenfield analyzes the data. 3) I love the new Sony Reader PRS-T2‘s Evernote connection, even though it seems flawed at its debut. This is one handsome unit, weighing only 5.9 ounces. I hope Amazon announces something soon that will be even better.
Tech Tips – The new Send to Kindle extension for the Google Chrome browser works great. Just be sure you have Chrome Version 17 or higher before installing it. Also, a column by Mitch Lipka in The Boston Globe explains what to do if you mistakenly send a Kindle gift book to the wrong e-mail address.
Interview (Starts at 19:43) - Gigi Whiteside is an assistive technology specialist for the Fulton County school district, which has approximately 92,000 students in central Georgia. Her column about how Kindles in her classrooms have helped slow and nonreaders was featured at the Amazon.com landing page recently, so I was interested in tracking her down to hear more of the story. I spoke with her by Skype on Wednesday, August 15th.
Content - Open Road Integrated Media has a nice presentation of late-summer reading to consider, organized like a way-back time machine. A couple that caught my eye were Six Days of the Condor by James Grady and Marlon Brando: A Biography by Patricia Bosworth. Also, Amazon Instant Video on the iPad gets an update adding a useful search function.
Next Week’s Guest: Glenn Thrush, White House correspondent for POLITICO and author of Obama’s Last Stand, the third in a series of groundbreaking Kindle Singles covering the Presidential campaign.
Podcast: Play in new window | Download | Embed
Gateway High School in San Francisco takes its new ninth graders on a field trip to UC Berkeley on the first day of school. I think this is a really good idea. After all, if you want your students to go to college, you have to keep reminding them of that goal. College banners in the hallway aren't enough.
The 130 nervous ninth-graders didn't spend their first day of high school Friday fiddling with locker combinations or searching for classes.
Instead, the Gateway High School freshmen went to college.
The field trip to UC Berkeley is the San Francisco charter school's annual initiation into high school for its incoming class of students, some of whom have never stepped onto a college campus, or, perhaps worse, have never pictured themselves attending one.
"We're going to help you figure out where to go for college and (college) is going to help you figure out what to do after that," said Gateway teacher Amanda Goldman to a group of six freshmen she'll advise throughout the year. "It's all about what you're going to do next."
Some of the more chatty students said the trip to college didn't take away the first-day jitters or the agony of having to wake up early for school and decide what to wear.
Yet few of the adolescents allowed themselves to show excitement or appear interested as they toured the college campus.
Even dinosaur bones outside the university's paleontology museum failed to evoke visible emotion out of the teens.
After all, it was still the first day of high school for them.
"They're thinking, 'Do I look smart, do I look cool?' " said humanities and civics teacher Greg Grossman, smiling as he looked around at seemingly nonchalant teens.
Price of textbooks
A trip to the bookstore, however, woke a few up and gave them one of their first lessons on college life.
Andrea Donaldson, 13, scanned the shelves and stopped in front of the textbook, "Artificial Intelligence: A Modern Approach."
The price tag? $160 new.
"I think that's ridiculous," she said. "They seem interesting, but they cost too much."
But more than a glimpse at the life of a college student, the trip aimed to create a mind-set that school matters, even if that's not the message the young students always get elsewhere, school officials said.
"We focus on college to a large degree to emphasize that the goal of high school is to have lots of choices," said Sharon Olken, executive director of Gateway Public Schools, which includes a San Francisco middle school.
Gateway students come from a wide range of economic and personal backgrounds. Some were college-bound at birth. Others would be the first in their families to attend, Olken said.
About a third of the school's enrollment is Hispanic, 12 percent African American, 20 percent white, 12 percent Asian and the rest multiple or other ethnicities. About 42 percent are from low-income families.
Gaining 'sense of hope'
Some are academically advanced, others well below grade level.
Spending the first day of high school at college is designed to give them a "sense of hope and the feeling that they can get where they want to go because of, and regardless of, where they came from academically and socially," according to a description of the ninth-grade trip.
The day sets a tone that staff and school leadership seek to maintain over each student's four years of high school.
They expect students to work hard and support those who struggle to keep up.
Sacrifice pays off
In the end, about 84 percent of students at the nontraditional public charter school graduate, according to state data, and almost 100 percent of those graduates go to college, school officials said.
Statewide, about 74 percent of high school students make it to graduation day.
The day at UC Berkeley included pizza, a scavenger hunt and time with alumni and upperclassmen.
The advice from their experienced elders?
There will be lots of homework, so work hard.
"Don't think the sacrifice now won't pay off later," said Anthony Rodriguez, 23, who just graduated from UC Berkeley in international development studies.
And don't be afraid to be a nerd. Being smart is fine at Gateway, he told the ninth-graders.
"Let your freak flag fly," he said to giggles.
Freshman Yasmeen Elshamma was nervous when she got up Friday morning and headed to her first day of school.
By the end of the day, she declared herself "confident."
"Gateway is all about college," she said. "They want us all to be successful in life."
This op-ed is not your typical first-person account of a mother complaining about teachers and doctors conspiring against her son and making him take Ritalin. There's a twist, and it's really troubling.
"Are you talking about Ritalin?" my husband asked. Will was in third grade, and his school wanted him to settle down in order to focus on math worksheets and geography lessons and social studies. The children were expected to line up quietly and "transition" between classes without goofing around.
With the Common Core standards coming out soon, more and more English teachers are extolling the virtues of fiction. This post argues that novels and stories, even though they're not true, teach us about real life better than nonfiction research.
I teach English, and I am feeling a little defensive lately. In the past week, I have had two separate “literature-threatening” incidents.
The first came from a reader to an opinion piece I wrote that was featured in Education Weekly, 21st Century Students Need Books, Not Textbooks. The responder was repeating the myth that English classrooms need to abandon teaching literature in favor of teaching math and science texts:
“You need to look at the Common Core ELA [English Language Arts] standards and realize you now have a responsibility to teach reading and writing for STEM subjects. That is why this discussion is so wrong. Start reading math and science textbooks and start teaching what your students need, not what you love. I learned early on: the most boring subject is the world is another person’s hobby. Your hobby is reading “literature.” Your students need to learn to read and write STEM [science, technology, engineering, and math] topics, and those are found in textbooks. PERIOD!!”-Ebasco
This kind of response comes from the mistaken interpretation that the 70% of informational texts suggested by the Common Core State Standards (CCSS) need to be taught in English class; even the CCSS devotes a clarification to this on page 5 of their document in a footnote. Instead, reading is to be a critical part of all disciplines, generally 70% informational texts in all subjects and 30% fiction in English classrooms. However, English teachers can assign informational texts just as history/social studies can assign historical fiction; the genre assignment is fluid. An entire section of the ELA CCSS titled “Reading in History/Social Studies, Science, Math and the Technical Areas” is a guide devoted to improving the reading and writing standards in all disciplines. The push for reading informational texts is certainly a result of STEM, but literature is not being jettisoned out of the curriculum because it is a “hobby”.
Indeed, the benefits of reading literature is rooted in the second of the “literature threatening” incidents, in a WNYC Schoolbook blog post a piece titled Never Mind Algebra, Is Literature Necessary? In this post, Tim Clifford made a compelling case regarding the stripping of literature from English classrooms in favor of Common Core, and again, the roots of this anti-literature movement are found in mistaken interpretations of the CCSS.
Clifford began his post with a multiple choice quiz based on the following quote:
“Now, what I want is facts. Teach these boys and girls nothing but facts. Facts alone are wanted in life. Plant nothing else, and root everything else out.”
Clifford posed the question “Who said the above?” and then offered three responses:
a. Bill Gates, Microsoft founder and educational gadfly
b. Michelle Rhee, staunch proponent of standardized testing
c. David Coleman, author of the Common Core standardsThen he offered the real answer,
d. Thomas Gradgrind, a fictional character created by Charles Dickens in the 1854 novel Hard Times.The quote expressed the publicized sentiment of standardized testing advocates David Coleman, Bill Gates and Michelle Rhee. (I had chosen David Coleman as my answer). In discussing the correct answer, Gradgrind, Clifford explained that Dickens’s character was an attempt to skewer those utilitarian values in the mid 19th Century. Like today, there was a push for informational facts and statistics at the expense of creativity and imagination in public education.
Dickens’s novel Hard Times expressed his belief that an over-emphasis on facts over creativity promoted contempt between mill owners and workers. Gradgrind’s name, like other Dickens creations, immediately expresses to the reader that he is an altogether unpleasant man, espousing that all one needs is “facts and statistics.” His daughter Louisa’s breakdown towards the conclusion of the novel brings him to the realization that fiction, poetry and other pursuits are not “destructive nonsense.” Oh, if only Gates, Rhee, and Coleman were characters that could be similarly convinced.
In his post, Clifford described how his 6th grade curriculum has been altered to fit the ELA CCSS. He bemoaned the earlier loss of vocabulary and grammar in context and the most recent loss of creative writing which, “has been chopped clean away, to be replaced with unending persuasive essays that are the darlings of the Common Core standards.” He continues:
“Even reading has not been left unscathed. Many schools teach reading as a set of skills to be mastered rather than as a journey to be embarked upon. Children are taught how to predict, to connect, to draw inferences, and so forth, but they are rarely allowed the leisure to savor what they read or to reflect on the art of good writing.”
Clifford wrote about a successful novel writing project that, “engaged students on many levels and taught them story structure, characterization, use of dialogue, and exposition.” Unfortunately the project, “was jettisoned last year because of the national shift to the Common Core. It was replaced with an eight-page (for sixth graders!) research project.” He sadly noted, “The results were predictably dull and uninspired, but Gradgrind certainly would have approved. The papers were filled with facts but devoid of imagination.” In Clifford’s scenario, a successful unit of reading and writing was eliminated to favor lesson plans that do not have the evidence to prove success.
Where is the evidence that eliminating writing literature in favor of writing research papers will serve a mission statement of educating ”productive problem solvers and decision makers” who are “personally fulfilled, interdependent, socially responsible adults” ? Why are so many interpretations of the ELA CCSS rigidly eliminating what does work in favor of what might work? More to the point, why is there even a 70% vs. 30% split in reading genres, and why do stakeholders keep missing the point that the increase in informational texts must come by increasing reading in other content areas?
The positive impact of reading literature was discussed in the NYTimes article by Annie Paul Murray, “The Neuroscience of Your Brain on Fiction”. Reading fiction, “is an exercise that hones our real-life social skills, another body of research suggests. Dr. Oatley and Dr. Mar, in collaboration with several other scientists, reported in two studies, published in 2006 and 2009, that individuals who frequently read fiction seem to be better able to understand other people, empathize with them and see the world from their perspective.” To summarize, the data using neuroscience proves that reading fiction is good for you.
I teach literature, and my students make connections to the real word (Macbeth to Afghan Warlords; Frankenstein to the science of cloning) in my class everyday. Literature helps my students make sense of the world; they do not need to suffer under a despot, but they can experience a corrupt political system in Orwell’s Animal Farm. They do not need to crash on a deserted island to understand how quickly very civilized young people can tun into savages when they read William Golding’s Lord of the Flies. They can contemplate how precious is the relationship between a father and son who cling to decency and humanity without having to survive an apocalyptic nightmare from Cormac McCarthy’s The Road. They can better understand the historical context of Jim Crow laws from Harper Lee’s To Kill a Mockingbird and in Kathryn Stockett’s more recent novel The Help.
And they can also learn about the utilitarian movement in England during the Industrial Revolution, the rise of the middle class, the frightening system of government-run workhouses, and the dangers of child labor in another Dicken’s novel, Oliver Twist. Dickens’s literature demonstrates the power of fiction as a means of providing background information. Read a textbook of facts and statistics explaining the Industrial Revolution, and then read Oliver Twist. Which version will you vividly remember?
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Although I'm not a big fan of Mother Jones and its overly white-guilt tone, this is a strong article about testing, teaching, and one student's success. And it's about Mission High School, which is right down the street!
Illustration by Jon Krause"SPEEK EENGLISH, TACO," THE GIRL with the giant backpack yelled when Maria asked where to find a bathroom. The backpack giggled as it bounced down the hall. It had been hours since Maria began looking for a bathroom. Anger boiled inside her, but she didn't know any English words to yell back. That was the hardest part. Back in El Salvador she'd always had something to say.
The bell rang. A flood of shoulders and sneakers swirled around Maria, and she couldn't see much until the sea of strangers streamed back into classrooms. Then she stood alone in the hallway.
It was Maria's first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she'd ever seen. It was bigger than the entire Best Buy store she'd walked through in awe on her first day in the city.
Eventually, Maria found her way to class, a special setting for Spanish-speaking newcomers. There she would practice English words for colors and numbers, learn how to introduce herself and how to say thank you. By eighth grade she was moved into mainstream classes, where she struggled. It didn't help that her math teacher started each class by saying, "Okay, my little dummies." He spoke really fast. Maria never raised her hand in his class.
One day Maria stopped by the administrative office, looking for someone to help her with multiplication. She took her spot in line behind a middle-aged woman who chatted with her in Spanish as they waited. Maria said school was really hard for her. The woman told her not to worry. "Latinas usually don't finish high school," she said. "They go to work or raise kids."
The woman was right, statistically speaking, and Maria's middle-school experience all but ensured she'd join the 52 percent of foreign-born Latinos who drop out of high school. She graduated from eighth grade without learning to speak English. She had a hard time writing in Spanish and didn't know how to multiply.
And then everything changed. At Mission High, the struggling school she'd chosen against the advice of her friends and relatives, Maria earned high grades in math and some days caught herself speaking English even with her Spanish-speaking teachers. By 11th grade, she wrote long papers on complex topics like desegregation and the war in Iraq. She became addicted to winning debates in class, despite her shyness and heavy accent. In her junior year, she became the go-to translator and advocate for her mother, her aunts, and for other Latino kids at school. In March, Maria and her teachers were celebrating acceptance letters to five colleges and two prestigious scholarships, including one from Dave Eggers' writing center, 826 Valencia.
But on the big state tests—the days-long multiple-choice exams that students in California take once a year—Maria scored poorly. And these standardized tests, she understood, were how her school was graded. According to the scores, Mission High is among the lowest-performing 5 percent of schools in the country, and it has consistently failed to meet the ever-rising benchmarks set by the federal No Child Left Behind Act. The law mandates universal "proficiency" in math and reading by 2014—a deadline that weighs heavily on educators around the nation, since schools that don't meet it face stiff penalties.
IT WAS WITH THESE PENALTIES on his mind that Mission High principal Eric Guthertz got ready for work one morning in 2010. It was his wife's birthday, and also the day California was supposed to release its list of "persistently low-performing" schools—schools that the state deemed as urgently in need of improvement. As he put on his tie, he recalls, "I told my wife, 'I hope we dodged that bullet!' But I was kidding, because I was convinced we wouldn't be on that list. And on my ride to school, I was feeling bad for the principals" who would.
It wasn't long after he got to the office that the phone rang. It was the district. Mission was on the list.
Guthertz was in shock. His teachers had been working so hard, he thought. What would they say? How about the parents, the students? Where would he get extra resources to bring up the numbers? Mission's test scores and college acceptance rates had been going up. But for purposes of the list, that didn't matter.Maria arrived at Mission barely speaking English. By the time she left she'd been admitted to five colleges. Photo by Lianne Milton
A few months later, Guthertz got another call from the district. This one was of the good news/bad news variety: As a low-performing school, Mission qualified for additional funding—but only if it agreed to undergo a major restructuring. Options included replacing the principal and either revamping the curriculum or replacing half the staff; closing the school; or turning it into a charter. Guthertz had been promoted to his job less than two years earlier, and the district was allowed to report this change to the federal government as a replacement of the principal—a loophole that bought Mission some time. But San Francisco's oldest comprehensive public high school, founded in 1890, would still have to show dramatic growth in scores by 2014 or face more interventions, including possible closure.
Around the same time that Guthertz was digesting this news, I was calling education officials in search of a school that would let me spend time inside its classrooms. I was looking for a grassroots view of America's latest run at school reform: How do we know when schools are failing, and why is it so hard to turn them around? Is the close to $4.4 billion spent on testing since 2002—with scores now used for everything from deciding teacher pay to allocating education budgets—getting results? Is all that data helping us figure out what really works, or seducing us into focusing only on what the tests can measure?
If you wonder why you haven't read many accounts of how these questions are playing out in real life, there's a reason: It's easier for a journalist to embed with the Army or the Marines than to go behind the scenes at a public school. It took months to find one that would let me play fly on the wall. Once Guthertz opened the door at Mission, it took months more for some teachers, wary of distortion and stereotyping, to warm to me. In the end, I'd spend more than 18 months in Mission's classrooms, cafeterias, and administrative offices, finally watching the Class of 2012—including a beaming Maria—show off their diplomas.
I'd expected noisy classrooms, hallway fights, and disgruntled staff. Instead I found a welcoming place, satisfied students and parents, and an 88 percent college acceptance rate.
The surprises began almost right away. Judging from what I'd read about "troubled" schools, I'd expected noisy classrooms, hallway fights, and disgruntled staff. Instead I found a welcoming place that many students and staff called "family." After a few weeks of talking to students, I failed to find a single one who didn't like the school, and most of the parents I met were happy too. Mission's student and parent satisfaction surveys rank among the highest in San Francisco.
One of the most diverse high schools in the country, Mission has 925 students holding 47 different passports. The majority are Latino, African American, and Asian American, and 72 percent are poor. Yet even as the school was being placed on the list of lowest-performing schools, 84 percent of the graduating class went on to college, higher than the district average; this year, 88 percent were accepted. (Nationally, 32 percent of Latino and 38 percent of African American students go to college.) That same year, Mission improved Latinos' test scores more than any other school in the district. And while suspensions are skyrocketing across the nation, they had gone down by 42 percent at Mission. Guthertz had seen dropout rates fall from 32 percent to 8 percent. Was this what a failing school looked like?
WHEN MARIA TURNED THREE, SHE stopped hearing the voice of her mother in the mornings. No one explained where she'd gone, but when Maria was seven, her grandmother explained that her mom had crossed three borders to find work in California. Maria and her older brother were raised by her grandparents in the village of San Juan Las Minas in El Salvador. Their aunt Angelica came to visit when she could.
Maria doesn't remember much from those days except for her auntie's soft, soothing voice. Angelica had two children of her own, but she didn't mind when Maria started calling her "mom." When Angelica left, Maria kept to herself. Her grandparents were busy growing vegetables, raising cows and chickens, and looking after Maria, her brother, and four cousins.
Angelica ran a corner liquor store in San Salvador, two hours away. To stay in business, she had to pay off the MS-13 gang each month. They left her alone most of the time, except the day they shot one of her customers in the store. Maria was there. A piece of the man's head dropped on her foot.
Angelica loved escaping the city for Las Minas. "I'm like you, Maria. Like a little girl," she used to say when they played soccer together or climbed the mango trees.
Maria remembers everything about the day of her auntie's funeral. Angelica's tall body in a light wooden coffin beside the kitchen table, surrounded by candles. The scent of wax giving way to the smell of beer and sticky sweat as the day wore on. The 20 strangers in the house, their shiny, shirtless bodies covered in tattoos of letters, numbers, and devil's horns: symbols for MS-13. As the house got hotter, the men's voices grew louder. They started playing poker, roaring at their own jokes.
Maria, now 12, was praying near the coffin. She could see her auntie's dark hair through the white lace covering her face. It had been a week since she'd last heard from her. "Don't worry," Angelica had said. "I'll take care of everything. I'll pay off MS-13."
Making the Grade
But she couldn't. She didn't have enough money. Three days after that call, she was found at the entrance of a San Salvador hospital, naked and barely alive. The doctors said she'd been raped and tortured for days. There was nothing they could do to save her.
Maria tried to focus on praying, but the men who'd invaded her grandparents' house got louder, throwing cards across the table and spitting on the floors. Maria gathered her courage and walked toward them. "Be respectful or get out of my house!" she shouted. The men's heads turned. For a few moments, the house was quiet. Then the men started laughing.
They left only after Angelica was buried, and they'd taken all of Maria's grandparents' money.
"Why don't you come to America?" Maria's mother asked her on the phone a week after the funeral. She had been talking to her about coming to the States since she was seven. "I'd always say no," Maria recalls. "I loved my auntie more than anything. I didn't want to be in any other country but mine. But when my auntie died, I had no one close left."
Maria was the youngest passenger on the bus crossing El Salvador, Guatemala, and Mexico toward California. Her mom had paid the coyote $3,000, and Maria's ride was easy. No wandering through the desert. The coyote bought them chicken for dinner every night. At home, her grandparents cooked chicken only when relatives came over on Sunday.
THE FIRST TIME MARIA SET FOOT IN Mission High, she thought it looked like a church. The facade and doorway were decorated with intricate Spanish Baroque moldings. Heavy iron chandeliers adorned the ornate ceiling above the entrance hall. The light glittered on spotless yellow linoleum. As Maria and her middle-school classmates toured the library, courtyards, and cafeteria, she noticed that people seemed friendly. Even the security guards were cracking jokes. Principal Guthertz regaled students with the school's history and famous alumni: Carlos Santana, Maya Angelou. There were after-school programs—the Latino student club, soccer, creative writing. Maria asked a few students if they liked Mission. To her surprise, all of them did.
Everyone Maria knew outside of Mission told her not to go there. Her mother's friends said she should pick a better school. Maria's friends said Mission had gangs.
Most teachers know that third grade reading scores tend to predict (or at least be correlated with) high school graduation rates. This article suggests that the debate shouldn't be about whether to retain third graders with low reading skills. Instead, we should talk more about how to intervene appropriately to meet students' needs. Skip to the last few paragraphs to see what I mean.
Monday, Sep. 03, 2012
RetrogradeBy Kayla Webley
If you want kids to succeed in school, look no further than the third grade. So says a body of research showing that if kids haven't mastered reading by then, their ability to keep up in other subjects starts to decline. That has led 32 states to adopt policies specifically targeting third-grade reading skills. In 2012, 13 states have passed laws that aim to identify struggling readers and intervene before they reach fourth grade; 14 have gone so far as to require schools to hold back third-graders who don't score high enough on the state reading test. Legislators advocating intervention have...
This article by Ta-Nehisi Coates isn't about teaching or reading or technology, but it's excellent and deserves to be read. Specifically, I think it's the perfect piece for students in U.S. History, English, and U.S. Government this Fall as we prepare for the presidential election.
The irony of President Barack Obama is best captured in his comments on the death of Trayvon Martin, and the ensuing fray. Obama has pitched his presidency as a monument to moderation. He peppers his speeches with nods to ideas originally held by conservatives. He routinely cites Ronald Reagan. He effusively praises the enduring wisdom of the American people, and believes that the height of insight lies in the town square. Despite his sloganeering for change and progress, Obama is a conservative revolutionary, and nowhere is his conservative character revealed more than in the very sphere where he holds singular gravity—race.
Part of that conservatism about race has been reflected in his reticence: for most of his term in office, Obama has declined to talk about the ways in which race complicates the American present and, in particular, his own presidency. But then, last February, George Zimmerman, a 28-year-old insurance underwriter, shot and killed a black teenager, Trayvon Martin, in Sanford, Florida. Zimmerman, armed with a 9 mm handgun, believed himself to be tracking the movements of a possible intruder. The possible intruder turned out to be a boy in a hoodie, bearing nothing but candy and iced tea. The local authorities at first declined to make an arrest, citing Zimmerman’s claim of self-defense. Protests exploded nationally. Skittles and Arizona Iced Tea assumed totemic power. Celebrities—the actor Jamie Foxx, the former Michigan governor Jennifer Granholm, members of the Miami Heat—were photographed wearing hoodies. When Representative Bobby Rush of Chicago took to the House floor to denounce racial profiling, he was removed from the chamber after donning a hoodie mid-speech.
VIDEO: Ta-Nehisi Coates talks with Atlantic magazine editor Scott Stossel about the anger behind this article.
The reaction to the tragedy was, at first, trans-partisan. Conservatives either said nothing or offered tepid support for a full investigation—and in fact it was the Republican governor of Florida, Rick Scott, who appointed the special prosecutor who ultimately charged Zimmerman with second-degree murder. As civil-rights activists descended on Florida, National Review, a magazine that once opposed integration, ran a column proclaiming “Al Sharpton Is Right.” The belief that a young man should be able to go to the store for Skittles and an iced tea and not be killed by a neighborhood-watch patroller seemed uncontroversial.
By the time reporters began asking the White House for comment, the president likely had already given the matter considerable thought. Obama is not simply America’s first black president—he is the first president who could credibly teach a black-studies class. He is fully versed in the works of Richard Wright and James Baldwin, Frederick Douglass and Malcolm X. Obama’s two autobiographies are deeply concerned with race, and in front of black audiences he is apt to cite important but obscure political figures such as George Henry White, who served from 1897 to 1901 and was the last African American congressman to be elected from the South until 1970. But with just a few notable exceptions, the president had, for the first three years of his presidency, strenuously avoided talk of race. And yet, when Trayvon Martin died, talk Obama did:
When I think about this boy, I think about my own kids, and I think every parent in America should be able to understand why it is absolutely imperative that we investigate every aspect of this, and that everybody pulls together—federal, state, and local—to figure out exactly how this tragedy happened …But my main message is to the parents of Trayvon Martin. If I had a son, he’d look like Trayvon. I think they are right to expect that all of us as Americans are going to take this with the seriousness it deserves, and that we’re going to get to the bottom of exactly what happened.
The moment Obama spoke, the case of Trayvon Martin passed out of its national-mourning phase and lapsed into something darker and more familiar—racialized political fodder. The illusion of consensus crumbled. Rush Limbaugh denounced Obama’s claim of empathy. The Daily Caller, a conservative Web site, broadcast all of Martin’s tweets, the most loutish of which revealed him to have committed the unpardonable sin of speaking like a 17-year-old boy. A white-supremacist site called Stormfront produced a photo of Martin with pants sagging, flipping the bird. Business Insider posted the photograph and took it down without apology when it was revealed to be a fake.
Newt Gingrich pounced on Obama’s comments: “Is the president suggesting that if it had been a white who had been shot, that would be okay because it wouldn’t look like him?” Reverting to form, National Review decided the real problem was that we were interested in the deaths of black youths only when nonblacks pulled the trigger. John Derbyshire, writing for Taki’s Magazine, an iconoclastic libertarian publication, composed a racist advice column for his children inspired by the Martin affair. (Among Derbyshire’s tips: never help black people in any kind of distress; avoid large gatherings of black people; cultivate black friends to shield yourself from charges of racism.)
The notion that Zimmerman might be the real victim began seeping out into the country, aided by PR efforts by his family and legal team, as well as by various acts of stupidity—Spike Lee tweeting Zimmerman’s address (an act made all the more repugnant by the fact that he had the wrong Zimmerman), NBC misleadingly editing a tape of Zimmerman’s phone conversation with a police dispatcher to make Zimmerman seem to be racially profiling Martin. In April, when Zimmerman set up a Web site to collect donations for his defense, he raised more than $200,000 in two weeks, before his lawyer asked that he close the site and launched a new, independently managed legal-defense fund. Although the trial date has yet to be set, as of July the fund was still raking in up to $1,000 in donations daily.
But it would be wrong to attribute the burgeoning support for Zimmerman to the blunders of Spike Lee or an NBC producer. Before President Obama spoke, the death of Trayvon Martin was generally regarded as a national tragedy. After Obama spoke, Martin became material for an Internet vendor flogging paper gun-range targets that mimicked his hoodie and his bag of Skittles. (The vendor sold out within a week.) Before the president spoke, George Zimmerman was arguably the most reviled man in America. After the president spoke, Zimmerman became the patron saint of those who believe that an apt history of racism begins with Tawana Brawley and ends with the Duke lacrosse team.
The irony of Barack Obama is this: he has become the most successful black politician in American history by avoiding the radioactive racial issues of yesteryear, by being “clean” (as Joe Biden once labeled him)—and yet his indelible blackness irradiates everything he touches. This irony is rooted in the greater ironies of the country he leads. For most of American history, our political system was premised on two conflicting facts—one, an oft-stated love of democracy; the other, an undemocratic white supremacy inscribed at every level of government. In warring against that paradox, African Americans have historically been restricted to the realm of protest and agitation. But when President Barack Obama pledged to “get to the bottom of exactly what happened,” he was not protesting or agitating. He was not appealing to federal power—he was employing it. The power was black—and, in certain quarters, was received as such.
No amount of rhetorical moderation could change this. It did not matter that the president addressed himself to “every parent in America.” His insistence that “everybody [pull] together” was irrelevant. It meant nothing that he declined to cast aspersions on the investigating authorities, or to speculate on events. Even the fact that Obama expressed his own connection to Martin in the quietest way imaginable—“If I had a son, he’d look like Trayvon”—would not mollify his opposition. It is, after all, one thing to hear “I am Trayvon Martin” from the usual placard-waving rabble-rousers. Hearing it from the commander of the greatest military machine in human history is another.
By virtue of his background—the son of a black man and a white woman, someone who grew up in multiethnic communities around the world—Obama has enjoyed a distinctive vantage point on race relations in America. Beyond that, he has displayed enviable dexterity at navigating between black and white America, and at finding a language that speaks to a critical mass in both communities. He emerged into national view at the Democratic National Convention in 2004, with a speech heralding a nation uncolored by old prejudices and shameful history. There was no talk of the effects of racism. Instead Obama stressed the power of parenting, and condemned those who would say that a black child carrying a book was “acting white.” He cast himself as the child of a father from Kenya and a mother from Kansas and asserted, “In no other country on Earth is my story even possible.” When, as a senator, he was asked if the response to Hurricane Katrina evidenced racism, Obama responded by calling the “ineptitude” of the response “color-blind.”
Racism is not merely a simplistic hatred. It is, more often, broad sympathy toward some and broader skepticism toward others. Black America ever lives under that skeptical eye. Hence the old admonishments to be “twice as good.” Hence the need for a special “talk” administered to black boys about how to be extra careful when relating to the police. And hence Barack Obama’s insisting that there was no racial component to Katrina’s effects; that name-calling among children somehow has the same import as one of the oldest guiding principles of American policy—white supremacy. The election of an African American to our highest political office was alleged to demonstrate a triumph of integration. But when President Obama addressed the tragedy of Trayvon Martin, he demonstrated integration’s great limitation—that acceptance depends not just on being twice as good but on being half as black. And even then, full acceptance is still withheld. The larger effects of this withholding constrict Obama’s presidential potential in areas affected tangentially—or seemingly not at all—by race. Meanwhile, across the country, the community in which Obama is rooted sees this fraudulent equality, and quietly seethes.
Obama’s first term has coincided with a strategy of massive resistance on the part of his Republican opposition in the House, and a record number of filibuster threats in the Senate. It would be nice if this were merely a reaction to Obama’s politics or his policies—if this resistance truly were, as it is generally described, merely one more sign of our growing “polarization” as a nation. But the greatest abiding challenge to Obama’s national political standing has always rested on the existential fact that if he had a son, he’d look like Trayvon Martin. As a candidate, Barack Obama understood this.
“The thing is, a black man can’t be president in America, given the racial aversion and history that’s still out there,” Cornell Belcher, a pollster for Obama, told the journalist Gwen Ifill after the 2008 election. “However, an extraordinary, gifted, and talented young man who happens to be black can be president.”
Belcher’s formulation grants the power of anti-black racism, and proposes to defeat it by not acknowledging it. His is the perfect statement of the Obama era, a time marked by a revolution that must never announce itself, by a democracy that must never acknowledge the weight of race, even while being shaped by it. Barack Obama governs a nation enlightened enough to send an African American to the White House, but not enlightened enough to accept a black man as its president.
Before Barack Obama, the “black president” lived in the African American imagination as a kind of cosmic joke, a phantom of all that could never be. White folks, whatever their talk of freedom and liberty, would not allow a black president. They could not tolerate Emmett’s boyish gaze. Dr. King turned the other cheek, and they blew it off. White folks shot Lincoln over “nigger equality,” ran Ida Wells out of Memphis, beat Freedom Riders over bus seats, slaughtered Medgar in his driveway like a dog. The comedian Dave Chappelle joked that the first black president would need a “Vice President Santiago”—because the only thing that would ensure his life in the White House was a Hispanic president-in-waiting. A black president signing a bill into law might as well sign his own death certificate.
The moment Obama spoke, the Trayvon case passed out of its mourning phase and into something dark and familiar—racialized political fodder.
And even if white folks could moderate their own penchant for violence, we could not moderate our own. A long-suffering life on the wrong side of the color line had denuded black people of the delicacy necessary to lead the free world. In a skit on his 1977 TV comedy show, Richard Pryor, as a black president, conceded that he was “courting an awful lot of white women” and held a press conference that erupted into a riot after a reporter requested that the president’s momma clean his house. More recently, the comedian Cedric the Entertainer joked that a black president would never have made it through Monicagate without turning a press conference into a battle royal. When Chappelle tried to imagine how a black George W. Bush would have justified the war against Saddam Hussein, his character (“Black Bush”) simply yelled, “The nigger tried to kill my father!”
Thus, in hard jest, the paradoxes and problems of a theoretical black presidency were given voice. Racism would not allow a black president. Nor would a blackness, forged by America’s democratic double-talk, that was too ghetto and raw for the refinement of the Oval Office. Just beneath the humor lurked a resonant pain, the scars of history, an aching doubt rooted in the belief that “they” would never accept us. And so in our Harlems and Paradise Valleys, we invoked a black presidency the way a legion of 5-foot point guards might invoke the dunk—as evidence of some great cosmic injustice, weighty in its import, out of reach.
And yet Spud Webb lives.
When presidential candidate Barack Obama presented himself to the black community, he was not to be believed. It strained credulity to think that a man sporting the same rigorously managed haircut as Jay-Z, a man who was a hard-core pickup basketball player, and who was married to a dark-skinned black woman from the South Side, could coax large numbers of white voters into the booth. Obama’s blackness quotient is often a subject of debate. (He himself once joked, while speaking to the National Association of Black Journalists in 2007, “I want to apologize for being a little bit late, but you guys keep on asking whether I’m black enough.”) But despite Obama’s post-election reluctance to talk about race, he has always displayed both an obvious affinity for black culture and a distinct ability to defy black America’s worst self-conceptions.
The crude communal myth about black men is that we are in some manner unavailable to black women—either jailed, dead, gay, or married to white women. A corollary myth posits a direct and negative relationship between success and black culture. Before we actually had one, we could not imagine a black president who loved being black. In The Audacity of Hope, Obama describes his first kiss with the woman who would become his wife as tasting “of chocolate.” The line sounds ripped from Essence magazine. That’s the point.
These cultural cues became important during Obama’s presidential run and beyond. Obama doesn’t merely evince blackness; he uses his blackness to signal and court African Americans, semaphoring in a cultural dialect of our creation—crooning Al Green at the Apollo, name-checking Young Jeezy, regularly appearing on the cover of black magazines, weighing the merits of Jay-Z versus Kanye West, being photographed in the White House with a little black boy touching his hair. There is often something mawkish about this signaling—like a Virginia politico thickening his southern accent when talking to certain audiences. If you’ve often been the butt of political signaling (Sister Souljah, Willie Horton), and rarely the recipient, these displays of cultural affinity are powerful. And they are all the more powerful because Obama has been successful. Whole sections of America that we had assumed to be negrophobic turned out in support of him in 2008. Whatever Obama’s other triumphs, arguably his greatest has been an expansion of the black imagination to encompass this: the idea that a man can be culturally black and many other things also—biracial, Ivy League, intellectual, cosmopolitan, temperamentally conservative, presidential.
It is often said that Obama’s presidency has given black parents the right to tell their kids with a straight face that they can do anything. This is a function not only of Obama’s election to the White House but of the way his presidency broadcasts an easy, almost mystic, blackness to the world. The Obama family represents our ideal imagining of ourselves—an ideal we so rarely see on any kind of national stage.
What black people are experiencing right now is a kind of privilege previously withheld—seeing our most sacred cultural practices and tropes validated in the world’s highest office. Throughout the whole of American history, this kind of cultural power was wielded solely by whites, and with such ubiquity that it was not even commented upon. The expansion of this cultural power beyond the private province of whites has been a tremendous advance for black America. Conversely, for those who’ve long treasured white exclusivity, the existence of a President Barack Obama is discombobulating, even terrifying. For as surely as the iconic picture of the young black boy reaching out to touch the president’s curly hair sends one message to black America, it sends another to those who have enjoyed the power of whiteness.
Grant Wiggins, guru of assessment, is the author of this short and excellent post about the importance of teacher feedback. In fact, he argues that perhaps we should teach less and save more time for formative assessment.
I just finished a round of Tetris on my iPad while waiting for a plane. Nothing odd or disconcerting here. Millions are playing games every day around the world on their various devices. What is disconcerting, to any true-blue teacher, however, is the underlying logic of computer games and, more broadly, computer-adaptive learning:
You don’t need any “teaching.” You only need a good feedback system.
This is the revolution in our midst, threatening to undermine formal education as almost all of us have known it.
It’s not teaching that causes learning, after all–as painful as it might be for us educators to realize. Learning is caused by learners attempting to do something and getting feedback on the attempt. So learners need endless feedback more than they need endless teaching. As Eric Mazur has shown in his Harvard physics class for more than a decade, less teaching + more feedback = better learning. The key is good design, whether we are talking games, classes with clickers, or problem-based learning in which direct instruction is minimized. Formal teaching plays a minor role in a well-designed learning environment. Think Montessori, Socratic seminars, and great science labs.
Where we educators are most needed as helpers of learning is in giving personalized feedback or advice as well as emotional support and a vision of a richer intellectual life. That’s what flipping the classroom really means. Are mere “teachers” ready for this shift?
Grant Wiggins is president of Authentic Education in Hopewell, New Jersey; www.authenticeducation.org. His article “7 Keys to Effective Feedback” appears in the September 2012 issue of Educational Leadership.