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robertogreco : alanshapiro   12

SpeEdChange: Why we think 1970s Open Education failed, and considering what the truth really is...
"There are some of us who remember a time, both in the US and the UK, when education seemed to be in search for humanity. In this period test scores mattered less than accomplishments, students became far more involved in, and responsible for, educational decisions, responsibility was something it was assumed children and adolescents could handle, and pedagogy began to meet students where they were. It was a time when teachers and even administrators began to rebel against the American factory schools and the British Disraeli-designed colonial education system.

Today we are taught that this period was a chaotic failure, but the truth lies elsewhere, and the reason we are told of this "failure" can be keenly instructive.

We tend now, after years of political conservatism, to look back at the 1960s and 1970s as a time of dangerous and ineffective turmoil, of assassinations, riots, disruptions, inflation, and the decline of traditional values. Thus we rarely understand the accomplishments. But between 1960 and 1976 a vast number of Americans, including Women, African-Americans, and even some Latinos and Gays,were liberated from those traditional values, with earthshaking changes made in legal racial segregation, legal limitations of women's educational opportunities, job opportunities, and pay, legal exploitation of farm workers, legal arrests for consensual sexual activity between adults. The now much maligned War on Poverty lifted tens of millions of Americans - mostly white Americans to be clear - from "developing world" levels of poverty, by redistributing income from the Northeast and West Coast to states like Kentucky, West Virginia, Tennessee, Alabama, Mississippi, and Texas. When Republicans now say that the American poor have a lot more than the poor elsewhere, that is only true because of The Great Society program, its welfare structures, Medicaid, Medicare, and rural electrification."

[continues]
irsocolo  education  history  progressive  progressiveeducation  openclassroom  tcsnmy  lcproject  openstudioproject  humanism  teaching  learning  unschooling  conservatism  1960s  19070s  1975  thegreatsociety  self-directedlearning  bankstreet  cuisinairerods  bankstreetreaders  newmath  wholelanguage  differentiation  howweteach  howwetaught  williamalcott  horacemann  henrybarnard  calvinism  johnholt  neilpostman  alfiekohn  johndewey  mariamontessori  factoryschools  class  poverty  control  newrochlle  alanshapiro  openeducation  open  robertmarzano  robertslavin  kipp  1971 
february 2014 by robertogreco
Teachable Moment -
A good citizen questions, informs himself or herself, thinks issues through, reaches conclusions, and participates in public life. A good teacher helps students to understand that controversy is the lifeblood of democracy, to learn how to inquire into past and current controversial issues that are meaningful to them, and to participate in public life.

Some operating principles for teaching controversial issues in secondary schools:

1. Examine yourself… 2. Create a safe environment… 3. Find out what students know and think about an issue before beginning an inquiry… 4. Examine questions… 5. Have students experience multiple perspectives and the complexity of public issues… 6. Promote dialogue… 7. Be responsive to students' feelings and values… 8. Encourage both independent and collaborative work… 9. Provide opportunities for students to act on their conclusions…"

[via: http://speedchange.blogspot.com/2012/01/changing-gears-2012-learning-to-be.html ]
deschooling  unschooling  history  socialstudies  controversial  controversy  literacy  democracy  lcproject  tcsnmy  pedagogy  education  learning  teaching  alanshapiro 
january 2012 by robertogreco
Teachable Moment - "How to Stop Cheaters", by Alan Shapiro
"there are tests that ask for more, ask for thinking…& open book tests…<br />
<br />
But in everyday life both adults & kids often think w/ other people & use whatever resources seem likely to help. What is valued in such group efforts is coming up w/ questions that nobody else has thought to ask…thoughts that connect A w/ B & C & w/ others' ideas…insights that foresee consequences regarding a possible action…ability to work well w/ others & carry out group decisions capably.<br />
<br />
If there is an incentive for cheating in such group endeavors, it is more likely in an investment banking firm that includes a stock analyst division or in a telecom corporation that conspires collectively to cook its books to produce let's-pretend profits than among students working on a problem.<br />
<br />
So why not at least some tests that promote group thinking & acting but that also have a role for individual thinking & acting? Certainly, some teachers make such tests part of their programs.<br />
<br />
Here is a sample…"
writing  education  testing  tests  assessment  groupwork  teaching  alanshapiro  learning  tcsnmy  cheating  sharing  unschooling  deschooling  problemsolving  problem-basedlearning  criticalthinking  collaboration  peer-assessment  via:irasocol 
july 2011 by robertogreco
Teachable Moment - "The Plagiarism Perplex", by Alan Shapiro ["First, we need to abandon the mania, imposed on students, for collecting and displaying within pretty covers what Alfred North Whitehead dismissed as "inert ideas.""]
"Second, we need to teach inquiry. [defined]…

Let's assume you have engaged students in worthwhile class work and it is time for them to involve themselves in an inquiry related to it and of interest to them. Forget about "research," forget about "the term paper,î abandon the often calcified list of "subjects." Here is a proposed series of steps and assignments for the process.

1. Explain to the class the purposes of the coming inquiry: [outlined]…

2. Engage the class in a close examination of a sampling of student questions. Consider such questions as: [listed]…

3. Meet with each student to discuss and ultimately to approve his or her question and to consider how the question will be answered. [described]…

4. Examine and approve each student's list and possibly discuss further with each student. [described]…

5. Examine each student's outline or draft and written response and possibly discuss further with students. [described]…"
alanshapiro  inquiry  research  plagiarism  via:irasocol  education  teaching  pedagogy  inquiry-basedlearning  howto  cheating  meaning  projectbasedlearning  tcsnmy  questioning  questions  alfrednorthwhitehead  pbl 
july 2011 by robertogreco
SpeEdChange: Pedagogy 101
"Suited (I thought) and tied,
earnest as the day was very long,
I taught them when to be still,
why they needed to listen,
where Columbus was born,
how to answer textbook questions
and what the similarity was
between my decrees and their grades.

Sitting at bolted desks
while flies rambled on tall windows
they taught me when to shut my mouth,
why I needed to hear,
where they were coming from,
how to question textbook answers,
and what the difference is
between schooling and education."
poetry  irasocol  alanshapiro  2011  1999  poems  education  teaching  cv  tcsnmy  lcproject  unschooling  deschooling  textbooks  learning  schools  schooliness  memorization  understanding 
april 2011 by robertogreco
SpeEdChange: Passion-Based Learning
"we are assuming (1) that learning takes place best not when conceived as a preparation for life but when it occurs in the context of actually living, (2) that each learner ultimately must organize his own learning in his own way, (3) that "problems" & personal interests as well as "subjects" form a realistic structure by which to organize learning experiences, (4) that students are capable of directly & authentically participating in the intellectual & social life of their community, (5) that they should do so, and (6) that the community badly needs them."

—Alan Shapiro & Neil Postman 1969-1970

"We expect kids to learn to read by giving them meaningless exercises & meaningless stories. [examples]…& yet, we dismiss almost everything about their world - their interests, the things they most wonder about, the things they need to know, they way they need to move. We act not just as if we are disinterested, but as if we profoundly distrust kids, & really don't like them very much"
education  pedagogy  passion  alanshapiro  neilpostman  irasocol  deschooling  unschooling  teaching  learning  lcproject  tcsnmy  howwelearn  projectbasedlearning  cv  schools  schooling  interestdriven  community  trust  pbl 
february 2011 by robertogreco
SLA, 3i, Finding Common Ground and Looking Backward to Go Forward. - Practical Theory
"In reading those documents, you can see the valiant struggle to create something meaningful and powerful and democratic for students in the school. Kids and teachers made decisions together... classes were purely democratically chosen... students powerfully owned their learning. But I also read some of the same problems that we've seen in varying degrees at SLA. Student motivation to make those decisions or find learning on their own waxed and waned.... figuring out what to do when given ownership and freedom was hard... and maintaining the spirit of the revolution, so to speak, could be exhausting."
education  pedagogy  inspiration  irasocol  inquiry  chrislehmann  alanshapiro  neilpostman  tcsnmy  lcproject  schools  schooldesign  schooling  unschooling  deschooling  democracy  democratic  teaching  learning  teachingasasubversiveactivity  3iprogram  newrochellehighschool  1970s  1980s  policy  cv  fatigue  burnout  criticalthinking  meaning  meaningfulness  empowerment  identity  slowlearning  charlesweingartner  flexibility  respect  curriculum  2011  revolution 
february 2011 by robertogreco
3I Program ["Born in 1970 at a time of liberal experimentation in education, New Rochelle High School's college-like "school within a school," the Program for Inquiry, Involvement, and Independent Study…"]
"…died in 1983 during recessionary budget cutbacks and a conservative emphasis on back-to-basics schooling. It fueled fierce loyalty from its students, parents, and faculty -- and eventually fierce opposition from much of the Board of Education that funded it.

… differed dramatically from the regular school program. Physically, it was a school within a school, beginning in temporary classrooms on a football field, then moving into its high-school-building "White Room" lounge with adjoining classrooms, and finally acquiring its own science lab and art studio. Philosophically, 3Is maintained that "school can be an activity, not simply a place; that school should emphasize learning how to learn, not just teaching; that significant learning can take place anywhere, not only in a classroom; [and] that such learning is more likely to occur if the learners actively involve themselves in making decisions about their education and are not always told." [via @irasocol]
3iprogram  newrochellehighschool  1970s  irasocol  lcproject  tcsnmy  inquiry  self-directedlearning  empowerment  neilpostman  alanshapiro  donbaughman  involvement  independence  learning  education  schools  schooling  unschooling  deschooling  history  teaching 
august 2010 by robertogreco
SpeEdChange: Great Schools: 1. Changing Everything - "This is a story about one great school, one I was lucky enough to attend."
"Let me describe the school they created. Most students were rarely there. If you were studying science you were probably at the City's greenhouses or the local hospital or at the heritage farm we created in a City Park...There were, of course, classes - but they were different kinds of classes...There was no required schedule, no required classes, no sense that you were in one "grade" or another. There were no grades, and there were no "failures." The grading system was "pass/no-record." You either got credit or the "course" or project did no exist anymore. At the end of each course or project the student wrote an evaluation of their own work, then a teacher wrote their comments. There were no real administrators. Decisions were made in "Big Meetings" or by a student steering committee. Students interviewed potential teachers and voted on hiring. Students called teachers by their first names, argued with them, ate with them, played with them, helped them."
education  learning  schools  change  creativity  reform  lcproject  tcsnmy  irasocol  neilpostman  alanshapiro  charlieweingartner  newrochelle  history  alternative  unschooling  deschooling  evaluation  assessment  motivation 
july 2009 by robertogreco
3I Program: Proposal, 1970: "A Proposal for an Experimental Program in Secondary Education" [Neil Postman with Jim Gaddy and Alan Shapiro]
"we are assuming (1) that learning takes places best not when conceived as a preparation for life but when it occurs in the context of actually living, (2) that each learner ultimately must organize his own learning in his own way, (3) that "problems" and personal interests rather than "subjects" are a more realistic structure by which to organize learning experiences, (4) that students are capable of directly and authentically participating in the intellectual and social life of their community, (5) that they should do so, and (6) that the community badly needs them." ... "
neilpostman  alanshapiro  jimgaddy  education  progressive  1970  1969  learning  schools  unschooling  deschooling  curiosity  lcproject  tcsnmy  alternative  living  community 
july 2009 by robertogreco
SpeEdChange: My best teacher ["all grades were random symbols"]
""Shapiro always said that "regular" schools didn't allow students to fail - that they always had someone else to blame - bad teachers, bad schedule, bad books, bad assignments, boring classes...thus they never owned their failures & didn't own their successes either. When all those typical student issues have become student choices - failure is the student's."...Every book we read was presented multiple ways...we could always respond any way we wanted - writing things, speaking to the class, drawing pictures, talking with him. He never cared how we expressed ourselves as long as we did express ourselves...With the risk of failing grades removed, with any competition for grades removed, with all the typical classroom absolutes removed, this strange group of academic losers became the most productive secondary English class I have ever seen...No grades, multiple representations, multiple ways to express knowledge, no competition, the chance to be who you were as a student and a person."
teaching  schools  grading  assessment  engagement  learning  progressive  tcsnmy  unschooling  deschooling  motivation  competition  alanshapiro  irasocol  change  reform  writing 
july 2009 by robertogreco

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