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You say you want this minnesota


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Here's my slideshow for "You say you want this, so then why are you doing that?" …

Here's my slideshow for "You say you want this, so then why are you doing that?"

This is my Minnesota version.

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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 then why are you doing that? Joe Bower @joe_bower
    • 2. Abigail is given plenty of worksheets to complete in class as well as a substantial amountof homework. She studies to get good grades, and her school is proud of its highstandardized test scores. Outstanding students are publicly recognized by the use ofhonor rolls, awards assemblies, and bumper stickers. Abigails teacher, a charismaticlecturer, is clearly in control of the class: students raise their hands and wait patiently tobe recognized. The teacher prepares detailed lesson plans well ahead of time, uses thelatest textbooks, and gives regular quizzes to make sure kids stay on track. -Alfie Kohn from The Schools Our Children Deserve
    • 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 isa time to fear its hold over us. The time to worry is when the idea is so widely shared thatwe no longer even notice it, when it is so deeply rooted that it feels to us like plain commonsense. At the point when objections are not answered anymore because they are no longereven raised, we are not in control: we do not have the idea; it has us. -Alfie Kohn from Punished by Rewards
    • 5. Rethink School
    • 6. When do we stop blaming the kids?
    • 7. Can we admit:•school can be improved•to improve school, we need to change school
    • 8. We tend to parent the way we were parented, and teach the way we were taught.
    • 9. If you never change your mind, why have one?
    • 10. If you do what you’ve always done, you’ll getwhat you’ve always gotten. -Anthony Robbins
    • 11. Insanity is continuing to do the same thing over and over and expecting different results. -Albert Einstein
    • 12. Can we agree:•we want children to become lifelong learners
    • 13. It ain’t what we don’t know that gets usinto trouble... it’s what we know for surethat just ain’t so. -Mark Twain
    • 14. However beautiful the strategy,you should occasionally look at the results. -Winston Churchill
    • 15. We need school to look a little less like school
    • 16. What if kids who hated school became teachers?
    • 17. standardizationhomework grading discipline honours rewards punishment lecturinghand raising curriculum multiple choice competition lesson planning testing
    • 18. Rethink Discipline
    • 19. The more you use power to try and controlpeople, the less real influence you’llhave on their lives. -Thomas Gordon
    • 20. The hardest kids to like are the ones who need us the most
    • 21. What has made you feel so bad inyour life that you feel someonehas to share your pain? -Sean Grainger
    • 22. Rethink Assessment
    • 23. Assessment vs Measurement
    • 24. Measurable outcomes may be the leastsignificant results of learning. -Linda McNeil
    • 25. Grades cause an emotional reaction -either positive or negative.Feedback causes you to think,which is reflective learning. -Dylan Wiliam
    • 26. Reducing children to a test score isthe worst form of identity theft wecould commit in schools. -Steven Covey
    • 27. Never grade students while they are still learningsomething and, even more important, do not rewardthem for their performance. -Alfie Kohn
    • 28. A mark or a grade is an inadequate reportof an inaccurate judgement by a biasedand variable judge of the extent to whicha student has attained an indefiniteamount of material. -Paul Dressel
    • 29. Students should experience successand failure not as reward and punishmentbut as information. -Jerome Bruner
    • 30. Every rubric I have ever seen involves the use of a fixed measurement scale.
    • 31. I once had a student tell me that at her school they do formative assessment on a 4-point scale...
    • 32. Gather ------> Share
    • 33. Collecting information doesn’t require tests,and sharing that information doesn’trequire grades. -Alfie Kohn
    • 34. We must constantly remind ourselves thatthe ultimate purpose of evaluation is toenable students to evaluate themselves. -Art Costa
    • 35. Assessment is not a spreadsheet -- it’s a conversation
    • 36. There is no substitute for what a teachersees and hears everyday while working with students while they are still learning.
    • 37. Everybody is a genius. But if you judgea fish by its ability to climb a tree, itwill live its whole life believing it is stupid. -Albert Einstein
    • 38. The greatest trick standardized testing ever pulled was to convince the world itresembles anything we do in the real world.Standardized testing is what constitutes an amazingly contrived and unrealistic form ofassessment.Standardized testing has almost nothing to do with education and almost everythingto do with politics and profiteering.Standardized testing tells us about learning as much as reality TV tells us about reality.Standardized testing is as much for the kids as the Running of the Bulls is for theBulls.
    • 39. A correct answer on a test does not necessarilysignal understanding, and a wrong answer doesnot necessarily signal an absence of understanding. -Alfie Kohn
    • 40. The bane of reducing learning to a symbol is that it inevitably overvalues whatever can be quantified and undervalues what cannot.
    • 41. Not everything that counts can be countedand not everything that can be countedcounts. -Albert Einstein
    • 42. There is a big difference between measuringwhat we value and valuing what we measure.
    • 43. Rethink Curriculum
    • 44. Learning should be done in a context and for a purpose.
    • 45. It is simply double-talk to ask children to takecharge of their own learning and at the same timeorder them to “discover” something that can haveno role in helping them understand anything theycare about or are interested in or curious about. -Seymour Papert
    • 46. The Common Core Bore
    • 47. When children have trouble learning this should be seen notas a problem with the child, but a problem for the curriculumto solve. -Mary Drummond
    • 48. The passion of learning is not something youhave to inspire kids to have; it’s somethingyou have to keep from extinguishing. -Deborah Meier
    • 49. A diamond is a piece of coal that stuck to its job.
    • 50. Why waste time proving over and over how greatyou are, when you could be getting better? -Carol Dweck
    • 51. gaofen dineng
    • 52. gaokao
    • 53. zhuangyyuan
    • 54. zero sum
    • 55. Success should never be artificially scarce for an arbitrary few.
    • 56. Competition is for the strong.Public Education is for everyone. See the problem?
    • 57. Peers become obstacles to your own success
    • 58. We can teach kids about competition without immersing them in it.
    • 59. Two tales of technology and personalization Bill Gates Rupert Murdoch union busting Arne Duncan test score analytics Michelle Rhee marketization of our children’s minds Technology becomes a trojan horse carrying an army of economists andIn this story, technology uses the learner. shadow industries who have been stalking public education for a very long time. In this story, the poor get a computer, while the rich get a computer and a teacher. In this story, technology and personalization isn’t about learning -- it’s about profits.
    • 60. Two tales of technology and personalization Sir Ken Robinson Alfie Kohn excitement and engagement Linda Darling-Hammond creativity, curiosity and citizenship Diane Ravitch intrinsic motivation and a love for learning Yong Zhao Will Richardson In this story, even when supplying children with their own computer becomes cheaper than providingIn this story, the learner uses technology. them with a teacher, we have the courage to give all kids both. In this story, personalization isn’t about technology -- it’s about learning.
    • 61. Which tale is this? QuickTimeª and a decompressor are needed to see this picture.
    • 62. Are the learners using the machineor is the machine using the learners?
    • 63. If we simply reconcile to the status quo and spendall our time getting our children to accomodatethemselves to it and play the game, then nothingwill change and they will have to do the same withtheir children. As someone once said, realism corrupts;absolute realism corrupts absolutely. -Alfie Kohn
    • 64. The most important attitude that can be formed is that of a desire to go on learning.
    • 65. If we want to make things better for ourchildren, we need to start questioning what we consider to be the obvious.
    • 66. You say you want then why are you doing that? Joe Bower @joe_bower