How do we measure success in education? In the US there is a fiery debate at the moment between educational authorities (driven by business models) and educators on how best to achieve good teaching outcomes. To put it simply, government want to use standardised test scores only, most teachers feel that this is a gross oversimplification of what it means to be a good teacher.
Test scores matter. I am in a position where I have to assist pupils to get University placements and I see first hand how doors are slammed shut if the pupil does not achieve academically. We all want properly literate students to leave our schools. How do we achieve this while at the same time producing good citizens who can cope in the world and make a positive contribution to society? These need not be mutually exclusive goals. Watch these interviews for an idea of how to do both:
http://www.youtube.com/watch?v=1YsP_maTHYw&feature=relmfu
http://www.youtube.com/watch?feature=endscreen&v=FXaLGt460e4&NR=1
Test scores matter. I am in a position where I have to assist pupils to get University placements and I see first hand how doors are slammed shut if the pupil does not achieve academically. We all want properly literate students to leave our schools. How do we achieve this while at the same time producing good citizens who can cope in the world and make a positive contribution to society? These need not be mutually exclusive goals. Watch these interviews for an idea of how to do both:
http://www.youtube.com/watch?v=1YsP_maTHYw&feature=relmfu
http://www.youtube.com/watch?feature=endscreen&v=FXaLGt460e4&NR=1
Congrats on starting your blog Theuns and all the great work you do on your Teach!Conference FB page. I always enjoy reading your posts and articles.
ReplyDeleteI find it ironic that university is supposed to be a place of higher learning where students use critical thinking skills to innovate and research. Yet these same institutions admit students who are pushed through a "sausage machine" education where the only criteria for admission is how many distinctions they achieve in matric.
The other day we were talking about how many ADDers struggle with maths. A maths teacher commented that maths is practise, practise, practise. Yes the practising is essential but if you are only practising by rote and have no clue why you are doing it, is a pointless exercise.
We need far more context and constructivist based teaching that will result is citizens who can think and become productive employees.
what I find interesting from the 2 interviews and other commentators is that when we create supportive, MEANINGFUL environments, the academic results follow. Again, basic content need to be taught and even drilled, but within a meaningful context. We can't continue to function in a pedagogical void.
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