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You say you want this, so then why are you doing that? If we want school to improve, we need school to look a little less like school.

You say you want this, so then why are you doing that? If we want school to improve, we need school to look a little less like school.

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  • Push How are you motivated? vs How motivated are you?
  • Two sides of same coin. Reward & Punishment. Compliance & rebellion. Control vs engagement.
  • Focus. What vs how

Transcript

  • 1. You say you want this... so then why are you doing that? www.joebower.org joe.bower.teache [email_address] @joe_bower
  • 2.
    • Abigail is given plenty of worksheets to complete in class as well as a substantial amount of homework. She studies to get good grades, and her school is proud of its high standardized test scores. Outstanding students are publicly recognized by the use of honor rolls, awards assemblies, and bumper stickers. Abigail's teacher, a charismatic lecturer, is clearly in control of the class: students raise their hands and wait patiently to be recognized. The teacher prepares detailed lesson plans well ahead of time, uses the latest textbooks, and gives regular quizzes to make sure kids stay on track.
    Schools Our Children Deserve by Alfie Kohn
  • 3. What's wrong with this picture?
  • 4.
    • "There is a time to admire the grace and persuasive power of an influential idea, and there is a time to fear its hold over us. The time to worry is when the idea is so widely shared that we no longer even notice it, when it is so deeply rooted that it feels to us like plain common sense. At the point when objections are not answered anymore because they are no longer even raised, we are not in control: we do not have the idea; it has us."
    Punished by Rewards by Alfie Kohn
  • 5.  
  • 6.  
  • 7.  
  • 8.  
  • 9.  
  • 10.  
  • 11. When do we stop blaming the kids?
  • 12.
    • Can we admit:
    • school can be improved
    • to improve school, we need to change school
  • 13. We tend to parent the way we were parented, and taught the way we were taught.
  • 14. If you never change your mind, why have one?
  • 15. If you do what you’ve always done, you’ll get what you’ve always gotten. -Anthony Robbins
  • 16. Insanity is continuing to do the same thing over and over and expecting different results. -Albert Einstein
  • 17.
    • Can we agree:
    • we want children to become lifelong learners
  • 18. It ain’t what we don’t know that gets us into trouble... it’s what we know for sure that just ain’t so. -Mark Twain
  • 19. However beautiful the strategy, you should occasionally look at the results. -Winston Churchill
  • 20. We need school to look a little less like school
  • 21. What if kids who hated school became teachers?
  • 22. homework grading rewards punishment discipline hand raising multiple choice honours competition testing lecturing standardization lesson planning curriculum
  • 23.  
  • 24.  
  • 25.  
  • 26. The more you use power to try and control people, the less real influence you’ll have on their lives.
  • 27.  
  • 28. The hardest kids to like are the ones who need us the most
  • 29. What has made you feel so bad in your life that you feel someone has to share your pain? -Sean Grainger
  • 30.  
  • 31.  
  • 32.  
  • 33. Grades cause an emotional reaction - either positive or negative. Feedback causes you to think, which is reflective learning. -Dylan William
  • 34. Reducing children to a test score is the worst form of identity theft we could commit in schools. -Steven Covey
  • 35. Never grade students while they are still learning something and, even more important, do not reward them for their performance. -Alfie Kohn
  • 36. A mark or a grade is an inadequate report of an in accurate judgement by a biased and variable judge of the extent to which a student has attained an indefinite amount of material. -Paul Dressel
  • 37. Students should experience their successes and failures not as reward and punishment but as information. -Jerome Bruner
  • 38. Every rubric I have ever seen involves the use of a fixed measurement scale.
  • 39. Gather ------> Share
  • 40. Collecting information doesn’t require tests, and sharing that information doesn’t require grades. -Alfie Kohn
  • 41. We must constantly remind ourselves that the ultimate purpose of evaluation is to enable students to evaluate themselves. -Art Costa
  • 42.  
  • 43.  
  • 44.  
  • 45. Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid. -Albert Einstein
  • 46.  
  • 47. A correct answer on a test does not necessarily signal understanding, and a wrong answer does not necessarily signal an absence of understanding.
  • 48. The bane of reducing learning to a symbol is that it inevitably overvalues whatever can be quantified and undervalues what cannot
  • 49. Not everything that counts can be counted and not everything that can be counted counts. -Albert Einstein
  • 50. There is a big difference between measuring what we value and valuing what we measure.
  • 51. Learning should be done in a context and for a purpose.
  • 52.  
  • 53.  
  • 54.  
  • 55.  
  • 56.  
  • 57.  
  • 58. The passion of learning is not something you have to inspire kids to have; it’s something you have to keep from extinguishing.
  • 59.  
  • 60.  
  • 61.  
  • 62. A diamond is a piece of coal that stuck to its job.
  • 63.  
  • 64. Why waste time proving over and over how great you are, when you could be getting better? -Carol Dweck
  • 65.  
  • 66. gaofen dineng
  • 67. gaokao
  • 68. zhuangyyuan
  • 69.  
  • 70.  
  • 71. zero sum
  • 72. Success should never be artificially scarce for an arbitrary few.
  • 73. Competition is for the strong. Public Education is for everyone. See the problem?
  • 74. Peers become obstacles to your own success
  • 75. We can teach kids about competition without immersing them in it.
  • 76.  
  • 77. If we simply reconcile to the status quo and spend all our time getting our children to accomodate themselves to it and play the game, then nothing will change and they will have to do the same with their children. As someone once said, realism corrupts; absolute realism corrupts absolutely. Alfie Kohn
  • 78.  
  • 79.  
  • 80. The most important attitude that can be formed is that of a desire to go on learning.
  • 81. If we want to make things better for our children, we need to start questioning what we consider to be the obvious.