- Curriculum Issues
- The Parable of the Swineherd
- "My Almost Summer Vacation"
- Progressive Assessment System (PAS)
- Professional Position Available
- Lingo Bingo
"Use of Research in Teaching and Learning"
The pressure to produce in the education profession has increased tremendously and seems to be coming from every quarter, from parents to politicians. The concern has spawned another periodic reform movement that involves a host of professional organizations as well as individual attempts at restructuring curriculum. The politicians have stepped in and demanded accountability by testing without regard to reliability or validity. Unfortunately, there seems to be a great chasm between the cognitive scientist and the educational theorist and an even wider gap between the theorist and the practitioner. In order to change the scientific literacy rate from its current 7% of the U.S. population by an order of magnitude, we need to do something beyond designing a few learning cycles that incorporate some social science and writing skills or worse continue to beat teachers and students with tests and more tests.
We need to develop some educational engineers that have the ability to actually meld together the educational philosophies of the likes of Comenius, Dewey, Ausubel and Piaget into a working schema to deliver truly integrated subject matter in a logical, natural, and systematic format. Until this is done, we will not improve the science literacy rate by a factor of 10 and will be lucky to improve it by 10%.
Integration, sequence, timing and delivery are the key factors. What learning theory scientifically addresses all of these components of the educational process and points to a pragmatic approach for implementation? What curriculum has been developed that is based on appropriate theoretical postulates and holistically and faithfully follows them to pragmatic propositions? What curriculum materials are available that facilitate the delivery of the theory-based curriculum in a rightful manner? What program helps build a meaningful, useful cognitive structure of knowledge and skills in the minds of our youth?
Without specific and truthful answers to these questions attempts at teacher education reform will yield low returns regardless of increased funding, legislation, time or testing.
Listen ye to yet another parable: For the kingdom of education is like a lord of the manor who was disenchanted with the level of pork production.
"And the fair Lord of the manor bestowed upon the farmer the title of swineherd. And with your new title," sayeth the Lord, "comes your challenge of a lifetime."
"My good serf," the Lord sayeth, "raise all of my pigs from farrowing to market so that they all become 215 lbs. in six months, are cholesterol free, and their ears are worthy of becoming silk purses."
"You will need to address all of their needs, personally."
"My good swineherd, you will design the most nutritious and growth promoting diet. It must match each piglet's needs. You will organically raise and harvest the most nutritious corn - no pesticides, no fertilizer, no harmful contaminants, - no wasteful high energy technology. It is your responsibility to acquire or manufacture all needed supplements. Of course, your diet will meet or exceed the Government Extension Service Guidelines."
"In addition, it is your job to make the facilities the most perfect environment for growth. The proper lighting, heating, bedding, stimulation, and sanitation is a must."
"My good and faithful servant you must provide exercise to keep muscle tone tops in order to provide a grade A product. Walk the piglets if need be, as their individual needs dictate."
"You are responsible for preventing crowding, stressful conditions, piggish fighting or any other detrimental psychological or behavioral disorders."
"Oh, by the way, the pigs all have to be fully finished, together, by June to meet the market high."
"As you well know, with your newly acquired title of swineherd goes the requirement for continued professional growth. You can pick up the needed knowledge to keep abreast of new developments in the evenings or weekends, at modest cost to you."
"That is your do or die challenge my good swineherd."
Of course, there's nothing cuter than a pig. Being only somewhat elated by the promotion to swineherd from farmer, the newly crowned swineherd couldn't decide whether to thank the master or cry. Finally, the swineherd's lips managed to form a question, "How many pigs will I have as my charge sire?"
"As many as can be stuffed into the hog house," was the reply. "But, in any event, not less than 120 my good swineherd."
"What role will the sow have sire?"
"None," was he reply from his lordship.
"Well then, what responsibility will the pigs have sire?"
"None. But they may eat your food, if they like it."
"My Lord," inquires the swineherd, "what resources does your humble servant have at hand for needed supplies, equipment, utilities, and fuel?"
"The King holds the purse strings, my fine servant," explained the Lord. "And the King's men will not provide price supports. I have nothing. Pigs are selling at only $38 per 100 weight. Do with what you have."
The swineherd tries for support again for his difficult mission, "My generous Lord, how many laborers will I have to complete this important challenge?"
And the Lord of the Manor says, "You may take all of your current helpers and sub servants to your task."
"But my Lord," deplores the swineherd, "There is only me."
"So be it," replies the Lord.
In final desperation, the swineherd asks, "Who will judge my success, my all knowing Lord?"
"The slaughter house will report to me the condition of the fruits of your labor my good swineherd. You need only to worry."
And so the last will be first, and the first will be last.
And that night the former farmer snuck off in the dark and became a prosperous Wall Street commodities broker specializing in pork bellies. Go ye and do likewise.
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"What I Did During My Summer Almost Vacation...."
Chuckie Granger
Almost True Confessions and Almost Social Commentary of an Almost Professional
"This summer I participated in a mandatory, almost voluntary program to match our almost curriculum guidelines with the Missouri Show-Me Performance and Knowledge Standards." I guess almost any of us could write this generic scenario for the 1,774 Missouri science teachers in grades 6-8 and the 2,225 in grades 9-12 in the 525 school districts across the State of Missouri and use it for their first show and tell presentation at the beginning of the 1998-99 academic year. How long did your "vacation" last? "Well, until the money ran out." Some of us spent a couple of days, others a week, some two and I heard of one place (one with a nice tax base) spent more than a month on it. The length of time to carryout the job is a function of money available. Granger's Law of Educational Economics (GLEE) almost covers this principle nicely. GLEE = "The time it takes to accomplish a mundane deductive reasoning task in education is directly proportional to the funds available."
Whoa, you say. Let's not be too sarcastic here. I did make a little extra money and we can all use that. And don't forget we will need to dwell on the items almost suggestively dictated by the State so that our almost students will do well on the almost process oriented, almost not be held accountable for, mandatory, almost voluntary statewide assessment, Missouri (almost) Assessment Program (MaAP). This will make our administrators almost happy and we can spend more time at faculty meetings eating donuts, drinking coffee and almost enjoying the stand up, almost comic shtick by the almost site based administration rather than being harassed, threatened and condemned to be a "school of almost opportunity." Hey, besides the exercise did help to review the Roman numerals, knowledge that almost everyone needs.
I guess that narrative would almost cover most back to school reports and one should almost get an A- or B+ for attendance if nothing else. The nasty questions, of course, are what was really accomplished and will the curriculum and the students be better off upon the accomplishment of this task? Would we have been better off if we just commissioned Zorro (we could all kick in $6.00 from our summer workshop salary $6 x 4,000 = $24,000) to steal a few MAP examinations and distribute them in secret to the teachers across the state. (Now don't tell me you haven't thought of that. Oh, you did? I'll show you mine if you show me yours.) We then at least could compete with Lake Wobegon, MN in that all of our students would be almost above average. However, Zorro on a Missouri mule, somehow, loses appeal. Maybe we could take the millions of dollars spent on testing costs and buy the almost whole Watergate Gang to do the job. With money there are lots of possibilities.
Why haven't the almost politicians jumped on this almost reform procedure as a cost inefficient process? It seems sort of a waste of time for almost 4,000 (notice critical placement of almost here) teachers running around the state all almost doing the same clerical task, as if something novel and pedagogically effective is going to arise de novo in Sodbuster, MO 65102-0480 and almost completely change, "reform," the education process. Occurrence of random educational enhancement like that has the same chance as expecting life to re-originate in the Lake of the Ozarks. (Although I understand as the population increases logarithmically that the lake is becoming more and more like the organic soup of which life supposedly arose billions of years ago.) So maybe there is almost a chance. And to think it could almost just happen right here in our own backyard.
I guess what I am saying is that what real good does it do to say we perfunctorily attached the Show-Me Standards to an almost set of science concepts? Or even added a few almost new concepts? Actually, the number of new concepts in the almost "Frameworks" doesn't vary much from the 1966 edition of the Science - A Guide for Teachers, Publication Series No. 131 from the then called Missouri State Department of Education. (Lucky those who still have a copy.)
I am worried now that I have to meet a new crop of students this fall. Will my efforts this summer be a real help to them as students and future citizens? Will my teaching really improve? Will what I have to offer be more meaningful? More useful? Will the students be more efficient and effective in gaining insights into their total environment? Their total being?
I hope so. But maybe I'm just a sentimental fool.
Excuse me. I'm off to see Titanic, again, almost.
Progressive Assessment System(PAS)
Philosophy
Academic achievement is based on the likelihood of success and the greater the opportunity to succeed, the greater the potential for achievement. As the window of opportunity to succeed closes the desire and drive to achieve diminishes accordingly. Education systems must be engineered to keep the window open for success at all times to maximize the learning potential of the student.
The dissonance between current assessment practices and a psychologically sound system that would support achievement is at an unacceptable level. In the likelihood that the entrenched, current system will not be abandoned, a reformation that addresses the psychological needs of students for achievement should be implemented. One aspect of this needed change can be embodied in what can be termed the Progressive Assessment System (PAS).
The Mechanics of PAS
The PAS strategy utilizes a mathematical scheme that makes an effort toward achievement (passing) worthwhile even in the event of previous low performance. The PAS strategy is independent of discipline, knowledge skills, assessment criteria or mechanisms. It merely manipulates the chosen index so that students have an opportunity to achieve during any academic period or sequence of assessment measures.
The traditional mechanical approach typically implies a straight-forward, linear arithmetic accumulation of "points" or quality signifiers (Pt = p1 + p2 + p3 + pn or Pt = SPn). Under this current practice the available points for each assessment period or activity stays the same. PAS approaches the mechanics of assessment through a logarithmic or exponential progression of quality signifiers or similar mechanism for a sequenced, significant, quantitative increase in quality signifiers over time [(Pt = p1 • p2 • p3 • pn or Pt = pn) where n is the number of assessment periods] under this system. The available points grow at a constant rate for each assessment. See Figure 1 for sample variations in point assignments and what they would look like graphically.
Conditions for Operation
In order for schema like PAS or its parallels to work effectively, several conditions need to be met. A critical consideration is that the end performance of the student be at an appropriate level for passing or receiving the appropriate end point quality signifier, whether it is a letter grade, point accumulation, pass/fail designation, unit credits, etc. No deceiving of the student or evaluator should be allowed. Politically correct promotions are not implied by the use of this system. The two obvious mechanisms to help prevent this is, one, a built in interdependency among successive performance and knowledge skills from one level to the next (a systematic, well sequenced, spiraling curriculum) and two that an overall assessment measure be implemented at the end of the instructional period that captures the essence of the knowledge and skill base that are the objectives of the total unit of study.
A second tenet that should be practiced is that the regular and overachievers are not penalized by the system. That is that those students who typically do well have the opportunity to continue to do well and that the achievement of the typically low or non-achievers does not inhibit, slow or impede their progress. In fact, the PAS strategy should encourage continued and even enhanced effort of the regularly achieving student by preventing the accumulation of "points" that allows students to sometimes rest on past achievement and that may tend to promote reduction of their effort over time.
Underlying Assumptions
The underlying assumptions of the PAS strategy is that students, if given the opportunity, do want to succeed in the long run if they are not penalized beyond reprieve for past failure and can see a clear path and mechanism for achievement when they attempt to do so. The benefit/cost ratio must be favorable, made clear and the possible outcomes expressed in a precise, focused manner. Once students get behind, the reward for work and struggle to catch up must be great enough, such that students have a reason to contribute extra effort in pursuing remedial work before or after regular school hours or seek outside professional help.
The PAS system relies on the typical strategy of the competitive game show. Game shows that have successive tasks or challenges have an increased value for successive achievements or they "clear the board" for the next "round." If they did not, then the winner of the first heat would take all and there would be no need to continue the competition. This psychology parallels that needed to continue and enhance the effort to acquire academic achievement.
This same incentive is used by major religions to keep subscribers focused and working toward the ultimate goal regardless of past performances or faults. Examples of the arguments for utilization of PAS can be found in the elements of the Parable of the Vineyard (Matthew 20:1-16) and the Parable of the Prodigal Son (Luke 15:11-32).
In order to maintain an appropriately rigorous academic standard, the PAS strategy assumes a curriculum that builds on previous curriculum and that grading periods or assignments are interdependent so that the critical focus is on the accumulation of skills and knowledge and not "points." The end result, passing, can be achieved with extra effort so that the reward matches the effort.
Variation, Modification and Flexibility
The most aggressive form of PAS would be one which incorporates a geometric increase of points during the grading period. As Figure 1, graph (d) indicates this would require doubling (or some constant multiple of preceding point values) of the number of points for each successive grading time period. However, a choice can be made as to how an increased stipend over time could be distributed. A less aggressive approach might be a progressive system in which successive equal assignments might take on added value in an arithmetic progression, not doubling, but with a substantial added value for each assignment rather than the same, but with less than a multiplying factor. The mathematical representation might be symbolized by the equation of a line with a slope of m, [e.g. line (c)] rather than a flat line as represented by (a) in Figure 1, which has a slope of m = 0 or (d) that has an exponential progression.
The slope, m, then, can take on any value that the instructor might choose, one that they feel might provide the right balance for opportunity and incentive and achievement. The slope of the line needed to produce the desired effect might vary from class to class or even student to student. In addition, the slope required to achieve achievement might be considered as a parameter that helps define the nature of the class and/or learning environment.
The PAS strategy can be used on a whole class basis of assessment and grading or it can be applied to individual students on an individual contract basis. The Individual Progressive Assessment System (I-PAS) can be implemented in the same way other behavioral or academic contracts are arranged. I-PAS must include the regular student-teacher contract stipulations like mutual understanding, reciprocal agreements, guarantees and assigned responsibilities. The I-PAS should include a chart of progress that indicates the student standing at any given assessment time period and the points that are still available or outstanding and achieveable.
Summary
The Progressive Assessment System addresses one aspect of the psychology of failure and success in students. The PAS mechanism simply applies an increasing progression of rewards to successive tasks rather than constant arithmetic assignment of quality signifiers (points). PAS can accomplish this without disturbing other aspects of the learning environment, teaching methodology or curriculum. The PAS strategy allows unsuccessful students to recoup their losses through applying themselves in a situation mathematically designed to establish an even playing field in each learning encounter and to parlay these successive wins into overall achievement regardless of past failures. The PAS strategy should open the door for more students to feel that they can progress and that the system is not stacked against their achievement no matter how great an effort they may ultimately choose to put into their educational program.
Back to the topProfessional Position Available
College graduate possessing B.S. in academic field with accredited, intense internship (approximately 145 semester hours). State approved professional certification required. Master's degree is preferred. Continuing professional development required, mostly at own expense. Candidates must exhibit excellent communication and leadership skills. Challenging opportunity to serve 120 clients, developing up to five different presentations daily while individualizing services to each customer. Hours are fixed and developed on a tight schedule with a 20 minute lunch and no breaks. Non-compensated commitment to after hours extra-services and supervision for clients desirable. Typical work week is 48+ hours.
This diversified position allows the prospective employee to exercise word processing, clerical, managerial, policing, counseling, and problem solving work skills, during and after hours. Adaptability and flexibility are a must since client and supplier dependability is minimal and most supervisors are paranoid. Candidates must be able to work in isolation with little or no interaction with competitive colleagues. A home work station with computer expected. No tax deductions.
Starting salary is $25,500 with the possibility of earning $38,000 after 15 years. Up to three years credit may be given for transferable past professional experience. Salary adjustments are fixed, no Social Security benefits and little opportunity for advancement. Work has many intrinsic rewards. Position begins August 23 pending funding authorized through taxation vote.
Must apply in person. For an application and appointment contact Super Human Resources Office, Room 239A Research Complex, 8001 Natural Bridge Road, St. Louis, MO 63121-4499.
Back to the topLingo Bingo is a game of listening skills and academic prowess. It is entertaining, informative and easy to play. It reduces tension, promotes drowsiness, and enhances feelings of hopelessness that may be generated in meetings, workshops, conferences, telephone conversations, e-mail, memos, etc.
Playing Lingo Bingo is easy as falling asleep. Choose one or more matrices. Cross out each word square as you hear the word or phrase. When you have five squares in a row, either horizontally, vertically, or diagonally stand up and shout, AWhoop-de-do LINGO BINGO!!! You will then be appropriately and immediately rewarded by your colleagues.