Tag Archives: assessment

Flip Convention on Its Head

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Transforming Education Through Flipped Classrooms

-Tradition
What we view as the standard, traditional, lecture based classroom was actually conceived in Prussia- imported to the United States in the early 1800’s by Horace Mann.  As Julianna noted in an earlier blog post, the development of this format came about mirroring developments brought about during the industrial revolution; educating the national workforce much akin to factories manufacturing commodities.  Horace Mann, Secretary of Education at the time, took lease of the Prussian model, importing the template for use in Massachusetts in 1852.

Horace Mann's School for the Deaf

Mann sought to provide the coming generation of American children a common experience, one that would help bridge the sectarian divide between Catholic and Protestant communities in Massachusetts, a conflict he believed was perpetuated by parochial schools.  By providing a free education to all citizens of the Commonwealth of Massachusetts, he was able to consolidate a common sense of identity between the two communities, and in this sense, it more than fulfilled its purpose.

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Reversing Trends- Women in Technology

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There is a growing movement within Science, Technology, Engineering and Math (or STEM) related sciences indicating a growing under-representation of female members of the workforce, as compared to their male counterparts.  There are a number of contributing factors as to why this may be the case, some of which I plan to detail here.   Though, when a single gender occupies just 25% of the total number of workers in a given industry, the impetus is on us all to help develop long term solutions- particularly those of us in the private, public and not-for-profit sectors.  The Educational Testing Service survey noted that 61% of opinion leaders and 40% of the general public identify math, science and technology skills as the most important elements of a national strategy to compete in the global economy, making this component of education a national imperative. (Zinth, Kyle. 2006. Recent State STEM Initiatives. Denver: Education Commission of the States.)

http://hechingered.org/content/why-do-girls-steer-clear-of-stem-fields_1679/
Photo by Ryan Brenizer

A National Issue- Possible Causes & Painful Realities
In November 2005, the background paper for a workshop on “Women in Scientific Careers” conducted by the Organization for Economic Co-operation and Development (OECD) and its working group on the Steering and Funding of Research Institutions (SFRI) concluded that:

“…women obtain more than half of all university degrees in many countries but only around 30% of university degrees awarded in science and technology, OECD countries face a paradoxical situation: a feminisation of the workforce in general and of university-trained graduates in particular, but continued under-representation of women in the research workforce. …the available data tend to reinforce results from the academic literature that show women remain unevenly distributed in research occupations and under-represented in senior positions.”

Does this paradox owe itself to a glass ceiling responsible for the “under-represent(ation of women) in senior positions” or to the prevalence of an existing bias within the industry?  Some blame the widespread cultural prevalence of gender stereotypes that are responsible for reinforcing a defeatist belief among female children that “Math is for boys and not for girls”- findings sadly supported by a study of Second graders, conducted by researchers from the University of Washington released in The Science Daily.

Regardless of the reasons, the numbers do not look promising.  The Information Technology Association of America revealed that the number of women in the Information Technology (IT) workforce is continuing to decline: from a high of 41% in 1996 to 32% in 2004 despite female representation in the workforce as a whole continued to remain stead at 46% in the same period.

There is a particularly low level of academic engagement in STEM related learning among minority, female and lower-income students, who collectively comprise a growing proportion of the total college-going public.  In fact, a study conducted by the National Science Foundation using the National Assessment of Educational Progress noted “that of students at the 12th grade level, about three out of four white and Asian students scored at above basic level (which is far below proficient) on the math assessment, while fewer than half of Hispanics and under a third of African American students scoring the same level”. (US Department of Labor “The Stem Workforce Challenge: The Role of the Public Workforce in a National Solution for a Competitive Science, Technology, Engineering and Mathematics (STEM) Workforce- April, 2007)

In fact the shrinking number of women pursuing STEM related careers as part of their higher education is a disparity that is also reflected in levels of female employment as either “Full” or “Tenured” members of academic faculty.  Consider the following graphs noting the percentage of doctoral scientist and engineers employed in universities and 4-year colleges (S&E occupations) who are tenured, by race/ethnicity and gender- made available, again, by the National Science Foundation.

Percentage of doctoral scientists and engineers employed in universities and 4-year colleges (S&E occupations) who are tenured, by race/ethnicity and gender

Percentage of doctoral scientists and engineers employed in universities and 4-year colleges (S&E occupations) who are full professors, by race_ethnicity and sex


No One Can Do It Alone
- Partnership Based Solutions

In light of the previously mentioned figures, a number of organizations have risen up to brazenly challenge the disaffecting status-quo.  One particularly encouraging trend has been the growing number of partnerships formed between a number of non-profit organizations and after-school advocacy programs.  This model is a particularly encouraging one when quantitatively measured.

The efficacy of improving student Math scores made possible by the implementation of after school programs is affirmed through a study by the Institute of Education Sciences’ National Center for Educational Evaluation and Regional Assistance (NCEERA).   In their evaluation of “Enhanced Academic Instruction in After-School Programs” in their 2009 report, a review of student test scores in 15 of their participating centers, the NCEERA found that when students received an additional 48 hours of Math instruction over a year-long period resulted in an increase of 3.5 scaled score points in SAT 10 total math scores- a statistically significant number.

The AfterSchool Alliance is one organization, among many, working to expand access to after-school education across the United States.  Established in 2000 through a public/private partnership between the Charles Stewart Mott Foundation, the U.S. Department of Education, J.C. Penney Company, Inc., the Open Society Institute/The After-School Corporation, the Entertainment Industry Foundation and the Creative Artists Agency Foundation, the AfterSchool Alliance stands as an example of how public/private partnerships help to positively shape realities on the ground.  Their “Afterschool in Action” blog series documents the successes of effective programs nationwide, with the latest blog post honoring the many female focused afterschool programs, highlighting programs working to energize young women to succeed in STEM related subjects.

Among the organizations highlighted, courtesy of Ramya Sankar‘s post are the following:

  • “Art2STEM-  which promotes STEM related subjects through art in Nashville, TN. Through activities like creating animations and architectural design, the programming focuses on creativity and showing how the arts complement STEM fields. As part of Alignment Nashville’s Innovative Technology Experiences for Students and Teachers (ITEST) grant from NSF, the afterschool program exposes girls to various STEM topics through these hands-on activities as well as field trips to local tech businesses.
  Photo courtesy of Dell
  • GirlStart – Located in Austin, TX, GirlStart offers afterschool programs, summer camps and various outreach events throughout the year in Central Texas to encourage and inspire girls to consider science as an option and equipping them with STEM skills. GirlStart received NSF funding to create Project IT Girl—highlighted in our report on outcomes and impacts of STEM learning in afterschool—which exposes high school girls to computer programming and provides them with experience working with a local tech company. Girls are also connected with female STEM professionals during the Girls in STEM Conference for 4th-8th graders where they learn about STEM careers.
  • SciTech – Started by the Ruben H. Fleet Center in San Diego, CA, SciTech participants work on projects throughout the school year that focus on their problem solving skills. The afterschool program is offered at eight elementary schools, a middle school and a high school. Girls work on projects in subjects ranging from renewable energy sources to food chemistry. Students also participate in The Tech Challenge, sponsored by the Tech Museum in San Jose, CA.  Local female STEM professionals also  come and do presentations and interact with students to serve as role models.”

Meanwhile, organizations like The National Girls Collaborative Project (NGCP) are engaged nationwide (USA) to support programs like those previously mentioned, by integrating them within their vast networks of support.  Others like the volunteer based BlackGirlsCode organize “Code Camps” for young women of color, imparting 21st century skills while engaging members of their community directly.  Others focus their engagement online, like the Steminist, who through social media and the internet work to increase awareness and visibility of successful programs for others to learn from.

What programs like BlackGirlsCode, GirlStart, SciTech & Art2STEM offer to students, schools and members of their community, are successful models of public/private partnership that deserve to be emulated, because no one can do it alone.  Unfortunately, more often than not, non-profit organizations simply don’t have the resources to fund-raise while simultaneously focusing on delivering results on the ground.

Regardless of how organizations focus their efforts, by joining forces with fellow members of the educational sector, partnerships can be formed to deliver the next generation of innovative products that increase accessibility to students, with the opportunity to be supported by third party sponsors.  The responsibility of educating the next generation of  professionals, is one we all share in one capacity or another.  Whether we are parents, educators, school administrators, industry leaders or philanthropists at heart- each of us can do our part to encourage our daughters and sisters to achieve.  In doing so, we not only have a hand in shaping our future but ensure a stronger economy and globally competitive workforce, where we all have a chance to succeed.

Testing with Tech

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When looking toward the future of education and technology, one of the largest emergent topics for discussion is the integration of technology into the student assessment process. The method by which student knowledge and progress should be assessed is one of the most contentious among educators.  What role should assessment play in the educational process? Which method of assessment gives the clearest picture of how well students have comprehended material?  How should the assessment process be coordinated to give a clear picture of student understanding while at the same time maintaining a grading process that is logistically feasible?  Evaluation of students typically occurs on two levels; the first is the day-to-day evaluation of student comprehension, while the other is the actual examination process.  Education technology (edtech) is able to assist educators on both of these distinct levels.

The face of traditional testing.

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Motivate, Educate

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Before the advent of the public education system, student motivation was not a big concern for educators.  In order to learn, students actually had to seek out their education in the form of tutoring or apprenticeship.  Logically, any student who would take the time and effort to do so already had a great deal of motivation to learn their chosen subject.  As modern policy makers introduced compulsory education as well as a predetermined mandatory curriculum, student’s motivation became one of the most critical issues facing modern educators.  Whereas before, students chose when and what they learned, the modern education system forces kids to learn about subjects toward which they may have no natural inclination. Continue reading →

An Alternative Perspective on Teachers and Technology

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There is a growing trend of fear and anxiety among educators, regarding the role educational technology will play in the future of their profession.  This stems from the perception that technology is being sought out and used to replace teachers altogether, enabling school systems to function entirely without them.  In a recent post by popular education blogger Tim Walker, he articulates this view, expressing the fear that the “‘miracle of technology’ [will be used] to cut teachers’ jobs, salaries, and increase class size.”  Believing that technology, at its core, is unable to adapt to the individual learning styles of students, underpins his argument that the “benefits new technology may bring would then be overshadowed by the damage done to student learning.”  The concern that he, teachers, and the unions that represent them share is the fear that technology will be employed by lawmakers as a cheap way to bring relief to budgetary bottom lines, supplanting human teachers altogether – a real fear for many teachers around the world.  This must be addressed by those in the education technology field before it solidifies as the prevailing opinion among teachers about edtech.

A view of the future classroom from a teacher's perspective.

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In Equality

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Photograph: Jimmy Sime/Hulton/GettyIn its earliest forms, the endeavor of education was created on unequal terms.  Education functionally developed as a means to maintain social class – the upper class education was focused on academics while the lower class education was geared toward the acquisition of skills for a specific trade.  Since that time, one of the great narratives of education has been the gradual but progressive turn toward an equal education for all – the ultimate goal being an education system free from the strictures of class distinction.  In a battle that is far from over technology has come to play a critical role in modern times.  The rise of education technology provides key opportunities for undermining the inequality inherent in the system while at the same time highlighting some of the worst incidences of that inequality.   Continue reading →

The State of Education

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Photo by ABC News.

"Challenges remain. And we know how to solve them."

Last Tuesday on Capitol Hill, President Barack Obama delivered the penultimate State of the Union of his first term.  In previous editions of this historic annual speech, education has been somewhat overshadowed by other domestic issues such as the ailing economy and the fate of the middle class.  However, scholastic issues figured largely into Tuesday’s speech, as a range of shortcomings in education were connected with the untapped potential of the American workforce – the products of a flawed education system.  Sara Ferguson, a teacher from Pennslyvania who was invited to attend the speech, was pleased to see that Obama made the connection between education and the United States’ economic issues. “We need more politicians to realize that quality public education is the way to economic recovery.”  Continue reading →

Keeping Students Engaged: Multiple Intelligence & Student Centered Learning

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In 1983 Howard Gardner published his first book on a subject that would revolutionize the way we understand human beings to understand, process and learn new information.   “Frames of Mind: The Theory of Multiple Intelligences”, published by Basic Books, details seven identifiable forms of multiple intelligence (MI), revealing the various ways human beings think, learn and understand the world around them.  With the help of LDPride.net, I’ve included a brief break down of the seven types of MI, which inform us of the different ways we understand students to learn:

1.   Visual/Spatial Intelligence

The ability to visualize using spatial or visual elements.  These learners tend to think using pictures, graphs, videos and movies, retaining information most efficiently when vivid mental images are integrated as part of the educational experience.

2.     Verbal/Linguistic Intelligence

The ability to use words and language using highly developed auditory skills.  These learners tend to think in words as opposed to pictures.  These students are keen listeners, strong readers, writers and storytellers.  They are particularly adept at remembering information, conveying knowledge and convincing others of their point of view.  They learn best by taking notes, listening to lectures and discussing what they have learned.

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Interactive Learning; Revolutionizing Education

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Recent trends in the study of students, their study habits and the effectiveness of traditional strategies of learning reveal a surprising range of misconceptions about how we understand students to learn.  Noting that students, on average, lose their concentration after just 20 minutes of lecture, the search is on for more effective ways for students to study and strategies for instructors to teach subjects effectively.
According to a study on information retention rates of students, J.J Lagowski’s article in the Journal of Chemical Education has yielded surprising results in the graph below.  Lagowski found that compared to traditional models in education the key to the most effective way students learn is marked by

  1. Less of a reliance on face-to-face teaching
  2. Greater reliance on high quality learning.
While this does not discount the importance of having a teacher present for students to learn, it does mark the need for a marked shift in teaching strategies instructors utilize in school.
So What Does This Mean For My Child’s Learning?

Parents and teachers alike need not worry.  Findings reveal that students don’t have to be in the classroom to learn the subjects covered in class; they just need to be engaged in ways that are interactive.  Traditional classroom teaching that center around lectures mean students on average will retain 26% of what they hear.  This is not a comforting statistic for lecture heavy classes, keeping in mind students will retain only 26% of what they “hear” in the 20 minutes that they actually pay attention.  Notes displayed on the board in class during lecture only represents an added 4% to the information students retain, with students remembering “30% of what they see”.


What does this reveal about the be key to learning?  Students must be engaged, key to this is classroom participation and group activities where students “say, as they do”, to demonstrate learning.  This is a strategy Lagowski registers as having a 90% rate of retention in what students learn.  Teaching strategies in school must then center on “cooperative learning groups in class” and employ “flexible teaching opportunities”.
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