You say you want this...so then why are you doing that?                     Joe Bower                     www.joebower.org...
Abigail is given plenty of worksheets to complete in class as well as a substantial amountof homework. She studies to get ...
What’s wrong with this picture?
There is a time to admire the grace and persuasive power of an influential idea, and there isa time to fear its hold over ...
Rethink School
When do we stop blaming the kids?
Can we admit:•school can be improved•to improve school, we need to change school
We tend to parent the way we were parented,     and teach the way we were taught.
If you never change your mind, why have one?
If you do what you’ve always done, you’ll getwhat you’ve always gotten.                                                -An...
Insanity is continuing to do the same thing over and over and expecting different results.                                ...
Can we agree:•we want children to become lifelong learners
It ain’t what we don’t know that gets usinto trouble... it’s what we know for surethat just ain’t so.                     ...
However beautiful the strategy,you should occasionally look at the results.                                               ...
We need school to look a little less like school
What if kids who hated school became teachers?
standardizationhomework                              grading               discipline                                     ...
Rethink Discipline
The more you use power to try and controlpeople, the less real influence you’llhave on their lives.                       ...
The hardest kids to like are the ones      who need us the most
What has made you feel so bad inyour life that you feel someonehas to share your pain?                                   -...
Rethink Assessment
Assessment vs Measurement
Measurable outcomes may be the leastsignificant results of learning.                                       -Linda McNeil
Grades cause an emotional reaction -either positive or negative.Feedback causes you to think,which is reflective learning....
Reducing children to a test score isthe worst form of identity theft wecould commit in schools.                           ...
Never grade students while they are still learningsomething and, even more important, do not rewardthem for their performa...
A mark or a grade is an inadequate reportof an inaccurate judgement by a biasedand variable judge of the extent to whicha ...
Students should experience successand failure not as reward and punishmentbut as information.                             ...
Every rubric I have ever seen involves the use        of a fixed measurement scale.
I once had a student tell me that at her school  they do formative assessment on a 4-point                    scale...
Gather ------> Share
Collecting information doesn’t require tests,and sharing that information doesn’trequire grades.                          ...
We must constantly remind ourselves thatthe ultimate purpose of evaluation is toenable students to evaluate themselves.   ...
Assessment is not a spreadsheet -- it’s a conversation
There is no substitute for what a teachersees and hears everyday while working with   students while they are still learni...
Everybody is a genius. But if you judgea fish by its ability to climb a tree, itwill live its whole life believing it is s...
The greatest trick standardized testing ever pulled was to convince the world itresembles anything we do in the real world...
A correct answer on a test does not necessarilysignal understanding, and a wrong answer doesnot necessarily signal an abse...
The bane of reducing learning to a symbol is that it inevitably overvalues whatever     can be quantified and undervalues ...
Not everything that counts can be countedand not everything that can be countedcounts.                                    ...
There is a big difference between measuringwhat we value and valuing what we measure.
Rethink Curriculum
Learning should be done in a context         and for a purpose.
It is simply double-talk to ask children to takecharge of their own learning and at the same timeorder them to “discover” ...
The Common Core           Bore
When children have trouble learning this should be seen notas a problem with the child, but a problem for the curriculumto...
The passion of learning is not something youhave to inspire kids to have; it’s somethingyou have to keep from extinguishin...
A diamond is a piece of coal that stuck to its job.
Why waste time proving over and over how greatyou are, when you could be getting better?                                  ...
gaofen dineng
gaokao
zhuangyyuan
zero sum
Success should never be artificially   scarce for an arbitrary few.
Competition is for the strong.Public Education is for everyone.        See the problem?
Peers become obstacles to your own success
We can teach kids about competition without           immersing them in it.
Two tales of technology and personalization         Bill Gates         Rupert Murdoch                                 unio...
Two tales of technology and personalization         Sir Ken Robinson         Alfie Kohn                                   ...
Which tale is this?          QuickTimeª and a            decompressor  are needed to see this picture.
Are the learners using the machineor is the machine using the learners?
If we simply reconcile to the status quo and spendall our time getting our children to accomodatethemselves to it and play...
The most important attitude that can be formed     is that of a desire to go on learning.
If we want to make things better for ourchildren, we need to start questioning what       we consider to be the obvious.
You say you want this...so then why are you doing that?                        Joe Bower                        www.joebow...
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
You say you want this minnesota
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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
  • You say you want this minnesota

    1. 1. You say you want this...so then why are you doing that? Joe Bower www.joebower.org @joe_bower joe.bower.teacher@gmail.com
    2. 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. 3. What’s wrong with this picture?
    4. 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. 5. Rethink School
    6. 6. When do we stop blaming the kids?
    7. 7. Can we admit:•school can be improved•to improve school, we need to change school
    8. 8. We tend to parent the way we were parented, and teach the way we were taught.
    9. 9. If you never change your mind, why have one?
    10. 10. If you do what you’ve always done, you’ll getwhat you’ve always gotten. -Anthony Robbins
    11. 11. Insanity is continuing to do the same thing over and over and expecting different results. -Albert Einstein
    12. 12. Can we agree:•we want children to become lifelong learners
    13. 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. 14. However beautiful the strategy,you should occasionally look at the results. -Winston Churchill
    15. 15. We need school to look a little less like school
    16. 16. What if kids who hated school became teachers?
    17. 17. standardizationhomework grading discipline honours rewards punishment lecturinghand raising curriculum multiple choice competition lesson planning testing
    18. 18. Rethink Discipline
    19. 19. The more you use power to try and controlpeople, the less real influence you’llhave on their lives. -Thomas Gordon
    20. 20. The hardest kids to like are the ones who need us the most
    21. 21. What has made you feel so bad inyour life that you feel someonehas to share your pain? -Sean Grainger
    22. 22. Rethink Assessment
    23. 23. Assessment vs Measurement
    24. 24. Measurable outcomes may be the leastsignificant results of learning. -Linda McNeil
    25. 25. Grades cause an emotional reaction -either positive or negative.Feedback causes you to think,which is reflective learning. -Dylan Wiliam
    26. 26. Reducing children to a test score isthe worst form of identity theft wecould commit in schools. -Steven Covey
    27. 27. Never grade students while they are still learningsomething and, even more important, do not rewardthem for their performance. -Alfie Kohn
    28. 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. 29. Students should experience successand failure not as reward and punishmentbut as information. -Jerome Bruner
    30. 30. Every rubric I have ever seen involves the use of a fixed measurement scale.
    31. 31. I once had a student tell me that at her school they do formative assessment on a 4-point scale...
    32. 32. Gather ------> Share
    33. 33. Collecting information doesn’t require tests,and sharing that information doesn’trequire grades. -Alfie Kohn
    34. 34. We must constantly remind ourselves thatthe ultimate purpose of evaluation is toenable students to evaluate themselves. -Art Costa
    35. 35. Assessment is not a spreadsheet -- it’s a conversation
    36. 36. There is no substitute for what a teachersees and hears everyday while working with students while they are still learning.
    37. 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. 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. 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. 40. The bane of reducing learning to a symbol is that it inevitably overvalues whatever can be quantified and undervalues what cannot.
    41. 41. Not everything that counts can be countedand not everything that can be countedcounts. -Albert Einstein
    42. 42. There is a big difference between measuringwhat we value and valuing what we measure.
    43. 43. Rethink Curriculum
    44. 44. Learning should be done in a context and for a purpose.
    45. 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. 46. The Common Core Bore
    47. 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. 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. 49. A diamond is a piece of coal that stuck to its job.
    50. 50. Why waste time proving over and over how greatyou are, when you could be getting better? -Carol Dweck
    51. 51. gaofen dineng
    52. 52. gaokao
    53. 53. zhuangyyuan
    54. 54. zero sum
    55. 55. Success should never be artificially scarce for an arbitrary few.
    56. 56. Competition is for the strong.Public Education is for everyone. See the problem?
    57. 57. Peers become obstacles to your own success
    58. 58. We can teach kids about competition without immersing them in it.
    59. 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. 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. 61. Which tale is this? QuickTimeª and a decompressor are needed to see this picture.
    62. 62. Are the learners using the machineor is the machine using the learners?
    63. 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. 64. The most important attitude that can be formed is that of a desire to go on learning.
    65. 65. If we want to make things better for ourchildren, we need to start questioning what we consider to be the obvious.
    66. 66. You say you want this...so then why are you doing that? Joe Bower www.joebower.org @joe_bower joe.bower.teacher@gmail.com

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