In the past 24-hours alone, I’ve watched Dick VanDyke (on Tavis Smiley) and President Clinton (on Spectacle) each speak at great length about the value of a rich music and arts education for every child. Both men and their hosts lamented the reduction in such opportunities due to misplaced budget priorities and NCLB. (although threats to arts education proceed NCLB and even computers by decades)
A few nights ago I was moved to tears by a sappy "Mr. Holland-style" 20/20 documentary about a high musical production. I could spend my entire life collecting similar testimony.
If everybody knows that art and music education is critical to realizing one’s human potential, why do our actions contradict such self-evident truths?
‘Tis the season for looking in the mirror and taking stock
If you are a school teacher or administrator, you may make compromises occasionally or everyday that violate what you know is in the best interest of learners.
• What are those compromises?
• What are the consequences of those compromises?
• Why don’t you "do the right thing?"
For 2009, make a resolution to do only that which you know is good for children first and foremost. Who knows? You might just change the world!
Last Friday, I enjoyed the great privilege of participating virtually in a discussion of Daniel Pink’s dubious book, "A Whole New Mind," with terrific high school students from Arapahoe High School in Colorado. Karl FIsch, Mrs. Smith and Mrs. Moritz earned my respect for inviting "outsiders" into the discussion and for their preparation. Based on the comments from their articulate students, they are doing something right.
Twenty-first century education won’t be defined by any new technology. It won’t be defined by 1:1 laptop programs or tech-intensive projects. Twenty-first century education will, however, be defined by a fundamental shift in what we are teaching—a shift towards learner-centered education and creating creative thinkers.
This comment makes an all-too common mistake. It confuses teaching, learning and curriculum. They are not the same! "A fundamental shift in what we are teaching" refers to content, not how students learn or think. In fact, I do not believe that you can create creative thinkers since learning is what the learner does – not the result of teaching.
It seems peculiar to me that there is so little discussion of changing curricular content among those who spend their time blogging about school "change." Surely, you cannot keep adding content to the overcrowded curriculum. Not only does some curricular content need to be cut to make room, but some content is irrelevant while other "content" is counter-productive, unteachable or bad for students.
Kids at Arapahoe High School understood me when I suggested that "kids go to school to be taught." This is not the same as learning. Too many educators and policy makers seem to have a tenuous understanding of terms central to their mission.
Here is a primer…
What you teach is curricular content. How you teach is pedagogy. Learning is the process of growth undertaken by the learner. Knowledge is the consequence of experience.
Originally appeared in the July 2007 issue of District Administration Magazine…
A challenge for school leaders
By Gary Stager
There’s some serious thought behind the Frappuccino. It is no accident that people are willing to pay over four bucks for a cup of joe and that the average Starbucks customer visits eighteen times per month. Ever see a Starbucks go out of business? Of course not. Starbucks has grown from 1,000 to 13,000 stores in a decade, with 27,000 more planned for the next five years.
Starbucks is an unqualified success. Right? Not so, according to a corporate memo sent by founder and CEO Howard Schultz on February 14:
Over the past ten years, in order to achieve the growth, development, and scale necessary to go from less than 1,000 stores to 13,000 stores and beyond, we have had to make a series of decisions that, in retrospect, have led to the watering down of the Starbucks experience, and, what some might call the commoditization of our brand.
Many of these decisions were probably right at the time, and on their own merit would not have created the dilution of the experience; but in this case, the sum is much greater and, unfortunately, much more damaging than the individual pieces. For example, when we went to automatic espresso machines, we solved a major problem in terms of speed of service and efficiency. At the same time, we overlooked the fact that we would remove much of the romance and theatre that was in play with the use of the La Marzocca machines. This specific decision became even more damaging when the height of the machines … blocked the visual sight line the customer previously had to watch the drink being made, and for the intimate experience with the barista.
Schultz also complained about the stores feeling "sterile and cookie cutter" like, losing "the warm feel of the neighborhood." Starbucks’ merchandise is "more art than science," he said. The menu addition of hot breakfast sandwiches has allowed cheese to burn in the oven and overpower the essential aroma of fresh coffee.
Such attention to detail is the reason customers love Starbucks. Schultz based the company on a desire to combine gourmet coffee with Italian café culture. Starbucks stores are your "third place." There’s home, work and Starbucks. It’s the American pub. Their products are carefully designed to tell a story about lifestyle or the exotic lands where your drink originated. Their motto is that "geography is a flavor."
This scenario has everything to do with the state of public education. The change in course Schultz advocates acknowledges that the attempts by Starbucks to homogenize, or in school parlance, "teacher-proof," their processes for short-term gains may have destructive long-term consequences. Is our quest for multiple-choice miracles and reduction of children into aggregated data destroying the educational experience? If so, what will you say in the memo to your "partners"? What is your school’s story?
Since 2004, 25,000 "partners" have graduated from an optional Coffee Master course in which they learn to discern the subtleties of regional flavor with rituals similar to wine tasting. Distinctive aprons and business cards honor their learned expertise. How many teachers in your district have business cards?
Schultz stated boldly that Starbucks’ "problems are self-induced" and that success is "not an entitlement." He concluded, "I take full responsibility myself, but we desperately need to look into the mirror and realize it’s time to get back to the core and make the changes necessary to evoke the heritage, the tradition, and the passion that we all have for the true Starbucks experience."
Will you have the courage to lead a change in course, or will the stench of burnt cheese waft through your corridors?
In David Warlick’s blog post, It’s Going to Happen Without Them, Mssr. Warlick makes a wide-eyed prediction that the Creative Commons (CC) is going to put the textbook industry out of business. Unless they do what? Should the for-profit textbook industry begin to give away their products (and profits). Now that’s a formula for corporate success!
My take is that if the Textbook industry does not work really fast to reinvent itself in the image of a more participatory, reader directed, and people connecting information environment, then it’s going to happen without them.
OK, let’s say I agree that learning should be more participatory, learner-centered and collaborative. What does that ideal have to do with the Creative Commons?
The Creative Commons isn’t about making all content free. The purpose of the Creative Commons is to provide creators with more control over the copyright and subsequent use of their creative output.
Don’t believe me? The top of the CC homepage states its mission as:
“Creative Commons provides free tools that let authors, scientists, artists, and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from "All Rights Reserved" to "Some Rights Reserved."
We must stop wrongly conflating the open-source movement with free. They are not the same thing.
I believe that the purpose of Warlick’s post was to pass along news of the Creative Commons’ new project, ccLearn, the education division of the Creative Commons. Right away I have problems with underlying assumption of this project. Such initiatives are based on the flawed premise that education equals access to content (information). Once again, this falls prey to what I call the information fallacy. Knowledge is constructed as a result of experience. Access to information represents, but a small piece of the learning process.
Besides, how does a teacher reconcile a desire to make all content free and accessible with schools’ ongoing obsession with plagiarism and cheating? I’m OK since I haven’t given a test or quiz since 1990, but what about the sheep-like teachers for whom textbooks are created?
There are three deeply flawed assumptions underlying the notion that the latest CC scheme and its competitors, such as Curriki, will reform education.
1) No amount of groovy new wave talk of mashing-up or remixing of content can disguise that this is yet another form of tabula rasa education wrapped in a web page. This latest initiative Creative Commons initiative is about access to arbitrary educational content. This is a fancy way of saying delivery of information to students.
2) Just because a space is created for the sharing of educational “materials,” it is unlikely that many teachers will actually do so. After all, teachers do not share lesson plans. They may share ideas, but ideas are hardly what we mean by “educational materials.” Look at any of these “sharing” sites and you’ll find lesson plans, PowerPoint presentations and worksheets. Great teachers are not dependent on such static artifacts created for other students and weak teachers are unlikely to improve if their job is reduced to finding pre-chewed materials.
I suspect that the same sorts of teacher who think their worksheets are better than everyone else’s will publish “digital resources” for other teachers. A few will make a bit of money, but these materials will have zero impact on the daily practice of most teachers and even less positive influence over the education their students enjoy.
This fantasy is hardly new or dependent on Web 2.0. Your local bookstore offers countless workbooks and backline masters for sale. Do we want to extend this tradition to the powerful medium of the Web?
Look at Curriki and see the profoundly dull, random and mediocre materials being touted as a way to revolutionize learning. Can you tell that a billionaire finances Curriki? Who owns the content? Why would educators wish to write textbooks when there is so little to gain and when primary sources abound, both on the web and in convenient book form? Many of these sites look like a garage sale of content far beneath the exacting standards of even Frank Schaffer
Textbooks are a technology that has had an enormously deleterious affect on learning. They are filled with homogenized factoids, written by anonymous committees possessing dubious qualifications and are designed to enforce a uniform teaching experience regardless of individual student differences. Textbooks are by definition one-size-fits-all approaches to teaching in which learning is at best an accidental side effect.
I’ve seen countless cases where a school district has gone to extraordinary lengths in order to fund new textbook purchases. In one case, science teachers were fired so the district could afford new science textbooks. Politicians get elected promising new textbooks and under-funded schools beg for textbook money.
This is the golden age of (real) publishing. I like to take teachers to the local bookstore and demonstrate that there are better trade paperbacks on any subject at every conceivable developmental level than a textbook. Yet, states spend billion on such backpack ballast and add insult to injury by requiring that the books not be updated for five, or in some cases, ten years.
3) It is fantastically naïve to suggest that teachers sharing worksheets online endangers the textbook industry in any way. They are a multi-billion dollar industry most Americans (and certainly politicians) equate with education. They’re as American as spelling tests and handwriting instruction. The textbook industry is not going to roll over and play dead just because some teachers are blogging.
The keys to success in textbook publishing are simplicity, uniformity and compliance. Textbooks are about control (real or imagined) of the public school system. The companies make it very easy for school districts to buy and rollout new textbooks like clockwork. Nobody buys a textbook because it’s good. They do it because it’s quick, easy and asks nothing of teachers while promoting a public image of progress.
Recent trends like the Open Court Coaches (snitches) employed in Los Angeles and other districts; along with scripted curricula like “Success for All” demonstrate the destructive power textbooks hold over classroom instruction. These models also demonstrate how willing decision-makers are to enforce compliance and homogeneity on their teachers.
In too many cases, textbooks are weapons used against learners. It hardly matters if the weapon pointed at children is created by teachers for free on the web or by multinational conglomerates adroit at separating taxpayers from their treasure.
Textbook companies are incredibly nimble. Emphasize authentic literature and the next textbook series will have literature included. The problem is that the 32 page Sarah Plain and Tall will be abridged and each paragraph will be followed by a multiple-choice comprehension question that destroys the narrative and distracts the reader.
The Zelig-like shape-changing ability of the textbook industry has found a way to wreck every new technology that may render it obsolete. Now students can be bored with incomplete misinformation not only by reading a hardcover text, but on their iPod and laptop as well. Yippee!
Throw a new technology at textbook publishers and they’ll turn it into a textbook.
Underestimate the power of the textbook industry at your peril. Where do large district superintendents work after they retire? Textbook companies. Why? They are hired for their rolodex and access to other superintendents (re: customers) Visit Austin, Texas and see the textbook publishing offices walking distance from the state capital. Coincidence? Hardly!
Three foreign conglomerates control the vast majority of American textbooks. Why isn’t Tom Friedman or the Congress upset about turning our educational system over to foreigners? These same companies control standardized testing and test-prep. Their dominance is formidable and likely to be with us for a very long time.
Textbooks even play a role in our history. Lee Harvey Oswald shot President Kennedy from the Texas School Book Depository, not the Creative Commons.
Lawrence Lessig can afford the luxury of eating his own dog food by giving his books away. He’s a world-class attorney and tenured academic at Stanford.
Is David Warlick giving his most recent book, Classroom Blogging: A Teacher’s Guide to the Blogosphere, away for free?
Veteran educator Gary Stager, Ph.D. is the author of Twenty Things to Do with a Computer – Forward 50, co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.