Learn By Doing

A Lifelong Learner Shares Thoughts About Education

  • IMG_4409 I get asked many times a year about what I now realize are topics including what Dr Leonard Sax MD, PhD calls “Failure to Launch” in his book boys adrift, summarized with “why does my son test so high and yet is so disengaged in school.”  A lot of what we are discussing in education and in the world of raising sons today revolves around this topic.  From boys adrift:

    Something Scary is Happening with Boys Today
    From kindergarten to college, they’re less resilient and less ambitious than they were a mere twenty years ago. Parents, teachers, and mental health professionals are worried about boys. But until now, no one has come up with good reasons for their decline—nor, more important, with workable solutions to reverse this troubling trend. More

    Recently I was in a discussion about this problem with boys and what we can and should do in education as a result of seeing the trend and research data.  This book, boys adrift, was recommended to me.  I found it so compelling this weekend, I did have difficulty putting it down, rereading chapters, and discussing examples of both what the book discusses and anomalies, throughout the weekend.  [photos taken by traveling partner who was reading a list of books that are appropriate for MS and HS boys, more on that later].

    I am still gathering my thoughts on what I can do as an educator and what constitutes a good day teaching, it may well not be precisely what I used to think.  I have a richer answer, more informed at least.  I find the book filled in the cracks for me on why specific activities and approaches are successful with boys, especially on a longer term basis: why the activities result in a greater connections.

    Raising my own family, and in particular my son, there were a number of decisions that were made that turn out to be particularly prescient along the lines of later research.  So one need not know precisely why, simply watch and make a determined effort to raise a young man.  I imagine if I had been aware of the research I would have been even more attentive to the risks of not implementing those strategies.  They simply made sense for me.  In hindsight I sidestepped a great deal of what happens to so many of the young men in my son’s age group.  This book such is one of a few books that I would recommend every parent of a son read, at every age, at any age.  It takes a lot of that sort of luck, that I had, out of the equation and fills it instead with good practical research into the topic.

    IMG_4418My weekend is drawing to a close and I have already recommended it to someone else.  They contacted me back and based on only the reviews on the website and the description of the book, they  are getting a copy and have asked for a time to meet and discuss the topic.

    If you have noticed what Dr Sax includes below, grab the book and give it a read.  Under $10 on Amazon.  Your son and a greater opportunity to be a man in today’s world make it pocket change.

  • the-definition-of-differentiation

  • I saw this article today and wondered why?  Why is the conclusion that students should share their expertise?  Students who perform at the top, whether because of higher self efficacy or practice are not utilized for this in every other area.  Why not stand the model on its head and PAY for an educator with both salary and time.  Research in Math shows that students who do well, continue to work hard, they do not have the time to “share”.  This is an A/V model, not CS.

    Why not provide time for a CS teacher and appropriate pay?  Why not admit this isn’t the same as all other teaching?  Other educators do not have to spend the same time every week to keep up with and work on projects with this kind of depth.  When was the last time these teachers didn’t just get training, but time to do an app or a project.  Why would the kids listen to someone who doesn’t.

     

     

    i-programmer.info

    A survey of UK schools carried out by Microsoft and Computing at School reveals some worrying statistics that are probably more widely applicable.

    The UK is working hard to introduce a new emphasis on computer science at school but, as always, the problem is getting the teachers up to speed. With computing there is the added difficulty that if a teacher is a good programmer or just a good sys admin then they can probably earn a lot more elsewhere.

    quickstart

    The survey revealed that (68%) of primary and secondary teachers are concerned that their pupils have a better understanding of computing than they do. Moreover the pupils reinforced this finding with 47% claiming that their teachers need more training. Again to push the point home, 41% of pupils admitted to regularly helping their teachers with technology.

    On the plus side, 69% of the teachers said that they enjoyed teaching the new computing curriculum and 73% felt confident in delivering it. However, 81% still thought that they needed more training, development and learning materials.

    Interestingly, only 41% of the pupils wanted to learn more computing than was already being taught in schools, and only 40% thought that their teachers knew more than they did about advanced things like coding and building websites.

    This isn’t all due to the teachers being new at the task – 76% had taught computing before the new curriculum was introduced. It seems that switching from an approach that emphasised computer literacy to one that actually wants students to do more difficult things is the reason for the problem.

    To try to help, Computing At School with some funding from Microsoft has created QuickStart computing a training toolkit.

    quickstart2

    Last week pupils and teachers were invited to the Microsoft Showcase Classroom in London for a Computing At School workshop ahead of the launch of QuickStart Computing

    The real problem is that people who know about computing aren’t generally lured into teaching. This contrasts with other subjects where graduates find it more difficult to get jobs that pay as well. Getting teachers who know more about computers than their pupils seems to be a tough thing to do. Perhaps it is time to acknowledge that pupils do know more and find ways of enabling and encouraging them to share their expertise.

  • I was reading an article on TeachThought which was reviewing the infographic below from Always Prepped that clarifies some of the habits highly-effective Teachers of technology might possess.  The point the author on TeachThought went on to espouse, that teachers do these things anyway, misses the fact that to be Highly Effective, these skills must be brought into play in a greater depth or frequency.  Of course we do these skills, but one does not simply move effortlessly to using technology, that’s why it isn’t here yet.

    7-habits-of-teachers-who-effectively-use-technology

  • From @TeachThought

    The term “technology” is vague. In the right context, an arrowhead on the edge of a spear is technology.

    How learners view technology is often very different than how educators see it–the former often seeing it in terms of social function, the latter in terms of logistics and teaching. The following infographic explores data points for how college undergraduate students see and value technology in the classroom.

    Five Ways Students Use–And See!–Technology In The Classroom

    1. By Device: smartphones, eReaders, tablets, etc.

    2. Through Brands: Apple, Android, Nook, relevant apps, etc.

    3. Via Mobile Function: accessing coursework, checking grades, etc.

    4. To Access Learning Environments: eLearning, blended environments, formal and informal, etc.

    5. For Constant Communication: with peers, with teachers, with institutions, etc.

    Infographic attribution bachelorsdegreeonline; image attribution flickr user usnavalwarcollege
    Infographic attribution bachelorsdegreeonline; image attribution flickr user usnavalwarcollege