For SLLIS Staff: Changing Education Paradigms


19 responses to “For SLLIS Staff: Changing Education Paradigms

  1. 1. Compulsory public education was an idea that was birthed during the time when slavery was at its’ peak in the United States.

    2. When the topic of ADHD was illustrated on a map of the United States, the orator stated that ADHD increased as you traveled eastward across the United States.

    3. Why do we continue to group students according to age? I find this particularly fascinating as a Special Education teacher because I often work with students from different age groupings simultaneously. I hold the opinion that students are better able to learn holistically because they are often more receptive when learning from peers.

    4. Collaboration is the key to great ideas and everyone benefits from the process (although it is often time consuming).

    5. As I watched the ‘Copa Mundial’ this summer, I was astonished to see how colonization has had a major impact on our world with something as simple as soccer. My goal is to use culturally relevant character education to help students from all backgrounds improve their individual global position. ns

  2. Thoughts:
    1.- School should be appealing to spark the desire to learn .
    2.- We need divergent thinkers in the world and we should encourage them as early as possible.
    3.- We are used to group students by abilities, if we used their common interests as a criteria for grouping, how would that impact their learning?
    4.- Is there an alternative model to measure school performance proposed instead of the standarized tests like the ones we have in our Charter (NWEA, MAP, PALS, STAMP…) that encompasses the vision of the speaker?
    5.- Should certain areas of Special Education disappear according to the speaker´s vision?

  3. Cyril Ferrandis

    1. It’s difficult to focus on cultivating cultural identities when there is a push for globalization and standardization.
    2. It is no longer possible to have a good life with the old educational system.
    3. The educational system does not necessarily aid in developing creativity.
    4. There are no supports for people who take the non academic path, where in France, there are systems to educate people with diverse skills.
    5. We use drugs to get children to focus on schooling that is no longer engaging with children.

  4. * We can use the Arts to wake up what students have inside them
    * Collaboration brings growth
    * The current educational model is from another generation and is in conflict with the current generation which is quickly changing
    * It seems that what was once considered “non-academic” is really just a different way of learning or a different learning style
    * Standardized testing can make it difficult to change the way children learn and are taught

  5. 1) Collaboration is important and yields intellectual and economic growth. The old system does not necessarily enhance collaboration.
    2) We need schools and educational systems like immersion and IB schools to cultivate critical thinking.
    3) We need to wake up children with education and not drug them.
    4) The world is more stimulating than ever and we punish children for getting distracted with “boring school”.
    5) Standardizing tests and demanding 1 correct answer does not enhance authentic learning nor critical thinking.

  6. Adina Covaci-Prince

    Sir Ken Robinson changing education paradigms
    1. It’s sad that the students don’t see a purpose in going to college. I would like to help them see the purpose .
    2. The speaker is critical of the fact that schools do not encourage creativity. I agree that some schools do not do this. I think creativity is very helpful and positive for students for making choices, for taking responsibility.
    3. First he said he is not an expert on ADHD ; but then he went right ahead and made several claims about it without offering any evidence. I saw kids that I think had ADHD, but I know whether there is an epidemic or whether it is being treated appropriately.
    4. The speaker is clearly criticizing the fact that schools encourage children to think only by themselves- not in cooperation .I think that we are made for cooperation like the bees in a beehive.
    5. Another idea is that schools teach that there is only one right answer.

  7. luigi gandolfo

    1) L’éducation ne doit pas ressembler à une usine où l’on fabrique des produits à des fins économiques.
    2) Notre société change constamment, par conséquent le modèle éducatif doit évoluer.
    3) Il faut prendre en compte l’apprenant en tant qu’individu notamment dans sa capacité à créer.
    4) Le modèle d’intelligence doit être remis en cause, il existe de nombreuses formes d’intelligence.
    5) De nos jours, la standardisation éducative doit faire place à l’individualisation des élèves, tout en développant l’esprit critique, l’esprit ouvert. L’enseignant doit faire attention à ne pas casser ces différentes capacités créatives mais au contraire les stimuler constamment.

  8. Rocio Ramirez

    * Take students as individuals with particular needs in education
    *Re-evaluate the existing educational system in order to encourage the potential that lives in every kid
    *School must see that there are different kinds of thinking and different ways to answer one question
    *Working in groups allowed kids to learn from each other and share their ideas.
    *the current educational system does not respond to the needs to the current society

  9. 1. I’d like to see us get past the idea that the sole purpose of education is employment. There are other good reasons–such as appreciating/creating art; cultivating a better informed citizenry; knowledge for the sake of knowledge and understanding; and so on.

    2. Standardized tests are, IMHO, a big part of the problem with schools today. I have taught at a school where the curriculum is completely dedicated to teaching to the MAP test and let me tell you, it is demoralizing for both the students and the teachers.

    3. The antidote to standardized tests are better educated and trained teachers, along with schools that trust their teachers enough to involve them in curriculum design and other key pieces of a school’s organization and operations.

    4. I’m intrigued by nshea24’s comments regarding both slavery and colonization.

    5. I believe that free and public education is one of the cornerstones of a healthy democracy; the reminder that it’s a relatively new idea is comforting–perhaps we simply need more time to get better at it!

  10. 1. It is true that our education model hasn’t changed much in the past hundreds of years. The main expectations students have today are to be quiet, sit down, and listen to the teacher; if they do these three things, they will automatically learn. How effective were those practices in the past, were people “smarter” back then? I can see some changes happening (students being encouraged to ask questions, for example), but teachers still have a hard time reacting to those changes.
    2. It is interesting that ADHD prescriptions are more common on the east coast of the US. Why is that? Since there seems to be a correlation with more prescriptions being given and the rise in standardized testing, do students on the east coast have better test scores?
    3. Aesthetic vs. anaesthetic: I can picture myself having both of these experiences throughout my school career. When I was fully engaged and interested in something I did as school, I have memories of field trips, guest speakers, assemblies, and class discussions about an interesting topic. Nowhere can I picture my senses being 100% engaged during a test, during a lecture, or during a required assignment (like writing a 10 page essay about Beowulf). I fully believe that I learned more during those “aesthetic experiences” than during the other experiences of my school career simply because they were “fun” and I didn’t feel the pressure of having to learn.
    4. I think that some examples he gave of “factory organization” are somewhat okay in a school setting. Separate facilities do not bother me, especially since this seems to be more or less the norm across the world and isn’t causing harm in my perspective. Ringing bells and scheduling are okay with me as well, as it gives a sense of structure. I agree with the fact that we are churning out our students in batches; imagine what could happen if we organized the more by ability or interests than birth dates!
    5. Collaboration is something that I sometimes struggle with, and I wonder if that is because of how I was educated; was collaboration celebrated in my school or looked down upon? How, as an adult, can I improve my collaboration skills?

  11. Elizabeth "Liz" Milner

    1. My sister who is a social work major had a discussion with me earlier in the summer about ADHD being overly diagnosed and its affect on education, I’m glad it was included

    2. Montessori schools have been teaching mixed-age groups for a while now, and this and what Ken Robinson said makes sense because school is almost the only time in life where your peer group is the exact same age

    3. I am disappointed at the trend of reducing the role of arts or specials classes but also recognize that schools operate within predetermined budgets and that needs to be reconciled with the best interest of the children in mind–perhaps on a school by school or, nationwide, district by district basis.

    4. Inquiry-based teaching includes and anticipates divergent thinking on the part of the students but I think it is valuable to explore with students what sort of situations divergent thinking more or most useful in (i.e. 4 x 4 always equals 16, but it doesn’t matter how you figured that out and if you can do it mentally, don’t show me your work if you don’t want to)

    5. Robinson mentions that the current education system is modeled on the interests of industrialism, and that if we are going to intelligently and realistically discuss restructuring education we need to realize the new version will be modeled on a certain set of interests also, and think very carefully on what they should be. While modern education certainly should equip children to grow and be successful in an increasingly globalized world, help them grow as individuals,and value themselves, there are some very harsh realities of economic globalization (the part of his introduction, saying that a college degree does not guarantee a [good] job, or job stability, anymore.) It makes the goal of revamping the education structure more difficult and intimidating, but is still necessary to remember the reality of the competitive job market and therefore the importance of assessment.

  12. I think that in this particular document Mr. Ken Robinson addressed different interesting topics(Standarized test, ADD with H or not, Multiple learnings, Divergent thinking, Collaborative teaching and learning) correlated with current Public Education System is useful as reference for future discussions on how can make changes.
    About his approach on the subject of ADD with or without H, I consider he was not very deep.

    The Challenge:
    ~Overview of the current model
    ~Thinking about new proposals
    ~Discussing potential answers
    ~Exercising our creativity, as teachers for changing, and contributing to the improvement of, Public Education.

  13. It had been a long time since I’d thought about the origins of public education in the US. To think so much of our system (his metaphor of the production line/factory as our setup for schools, that it is compulsory, paid for by taxes, etc.) dates back to this period in history was interesting because we so often hear about “education reform” as a staple in people’s platforms across political/social ways of thinking. What reform has come? If anything, I see what he talked about as standardization, in which we know we must assess and reach as many students as well as possible. I can understand the “why” – it’s a large country, there are many children, grouping by age is easier, standardized tests are faster, as humans we want numbers or letters to quickly assign a rating, and the list goes on. Within this “chaos” as he calls it, we have the “fictitious epidemic” of ADHD and a falling away from things like the Arts. It seems to me the fight is not to convince people the “one-size-fits-all” method does not work (it’s almost cliché now to say so) but rather to seek out and then work for some other, more effective methods. Especially working within the framework of the PYP, I see the merit of differentiation and providing options for students. The challenge is to do this on a large scale, to do this in a way that can be implemented and effective across the country (and world) for all educators and students.

  14. * “The only thing that is constant is change” Heraclitus. The world changes and evolves faster than ever, but education seems to remain skeptical to change and not to acknowledge this world’s current needs. As an educator I wonder what is my role to start a positive possible change in a very strict standardized education system?
    * There is nothing greater than acknowledging we are all born unique, full of creativity and capacities that can be developed to the maximum expression no matter what our race, sex, social status or economic circumstances are. This is the fact that needs to drive our practices and beliefs as educators.
    * A degree does not guarantee a job or an enjoyable life. Money was the motor of education system in an industrial era, does it continue to be the only motor for today’s generation?
    * Is not longer our job to lead children into one only overestimated path for college as the maximum true academic goal in their lives. We want to lead them to love to learn and continue to discover and to develop their knowledge their interests, their identity while finding what they are passionate about, not necessarily what can offer you a social status.
    * By making judgmental assumptions inside the school and by pushing our students to the current education system as we know it we will keep turning students into zombies of an unstable and unhappy economy and society instead of bringing to life the diverse creativity and talents we all have and a real growth of our children’s genuine intellect and capacities.
    * By consciously teaching and creating aesthetic experiences, at the time we take advantage of students’ energy, talents, interests and passions, teachers can get more attention and more outstanding output from students, leading them to success in one or why not, multiple careers and life paths.

  15. About “The modern epidemic-ADHD” it’s really something that concern me because like Mr. Robinson declared we need to be clear of the difference between centuries and how the System was designed for each different age. In some way, we need to wake up and realized that our kids are living in a very entertaining technological age, very distant from the traditional methodology where most of us been educated. How we can raise the standards will depend in how we are convince of that reality. So, before we make personal diagnostics of a distracted or hyperactive student, even more we need to reconsider and step up in their circumstances and reality.

  16. 1. Are we succeeding at building students stamina and independence as classroom teachers? The current “epidemic” status of ADD seems to imply no. Where are the solutions.
    2. Are there any pitfalls to a system that is educating students for global society?
    3. Increasing divergent thinking seems to be a key part to the argument presented. By frequently presenting students with problems and allowing them to do their own thinking, this kind of thinking should become habit for students as well as acquaint them with success, failure, and collaboration, all of which are a part of the learning process and invaluable in adult life.
    4. Education and motivation to become educated are very much tied to the current state of the economy. The prospect of not having a job after school due to under-education, a fear-factor if you will, is less motivating when young people see that people from all walks of life, even those with college educations struggle to find jobs.
    5. Change is required on all levels. As teachers, the thing we can work on immediately is our daily practice by encouraging intrinsic motivation, independence, and divergent thinking among our students. Bigger changes are required on an institutional level, however, to ensure student success.

  17. 1. I agree that this generation of students have a hinderance in the school environment from the beginning because their attention normally is being pulled in different directions by so many things but at school we expect them to be able to ignore their distractions. They are not interested. We are working with shorter attention spans than normal and have to find ways to eliminate as many distractions as possible and help our students find different ways to focus on tasks at hand.
    2. We have to find ways to create as many aesthetic experiences for the children as possible. They are able to focus more and are willing to do more if they are emotionally interested in the topic/theme. As opposed to anesthetic
    3. We are doing a great job by providing inquiry based learning. During the provocations students are able to ask their own individual questions and we try to go that path or allow them the resources to find their answers.
    4. Divergent thinking- ability to see lots of answers/interpretations to questions. Try to find ways that our questioning allows children to do deeper thinking. In math have students show different ways of finding their answers.
    5. I agree with him-great learning happens in groups. We are teaching our students to be open minded, thinkers, communicators. By having the students work together not only are they able to help each other when one is in need but they are also able to SHARE their thought processes on any given situation. Having a diverse group of students, this provides the opportunity for them to listen to other peoples opinion and create new thoughts.

  18. – I like how the video begins by addressing how to educate our students to take their place in the economies of today’s century considering it is constantly changing. This is something I always think about when teaching any subject.

    -Personally, I believe that St. Louis Language Immersion Schools have an advantage when it comes to the cultural aspect when many other schools struggle with how to educate their students to have their own sense of cultural identity.

    -It is a challenge for teachers to find ways to encourage and motivate our students to want to keep on challenging themselves after high school and have them actually wanting to go to college. What can we do to help them believe that they will have higher possibilities of a job opportunity if they have a degree?

    -We will always find ourselves with students who are highly distracted and we might believe that they have ADHD but wether it is or not, we need to find ways to help them focus. Let’s try not to focus ourselves in trying to figure out if they do have ADHD or not, we just need to find solutions and remind ourselves that these kids live in a highly stimulating world.

    -We need to provide our students with the appropriate resources, wake them up instead of giving them pills and having them not be themselves. Let’s allow our students to have not only creativity but also divergent thinking, to help them think outside the box.

    **Always remind ourselves that collaboration is what makes a great learning environment and never lower our expectations for our students.

  19. I have watched Sir Ken Robinson’s lecture in many of my undergraduate education classes and each time I take something different away. This time when watching Sir Ken Robinson’s lecture I found where he pointed out how we “organize” our students by age very interesting. This is an idea I have never questioned because I don’t know of another way of organizing students, perhaps by interests or ability levels? Another idea he discussed was when students became educated their divergent thinking ability decreased dramatically verses when students were younger and less educated they scored high marks in divergent thinking.

    I found it interesting how education has changed in the last 40 years as pointed out in the lecture. Robinson points out that students were told to get good grades in school so they could go to college and get a good job. Today, the system is the same for students all across the United States yet we are sending students to college where they are receiving diplomas with a tremendous uncertainty of the job market. What can we do for our students to help increase their opportunity for employment for the future? Robinson also shared that many people believe themselves to be not smart because they judge themselves against the standard system of education. This system is interpreted by many as if you are smart you will be successful, if you aren’t then your future is dim. How can we as educators help to make sure each of our student’s futures are bright even when judging them against the educational system. The last idea I found rather thought provoking was how in school educators often believe that sharing work and/or answers is called cheating but in the work force is it considered collaboration. Collaboration is a trait many employers look for in future employees yet we are not allowing students to practice and sharpen their skills in a safe environment. How can we do both while checking to make sure each student is learning and mastering the material verses relying on other students for the answers?

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