I have just returned from Wellington, New Zealand, where I spoke with my husband on the interplay between language, thinking and learning at the 16th International Conference on Thinking. The last time we spoke at one of these conferences was in 2007 in Sweden. The conference had changed this year and had a significant focus on the teaching of thinking.
Even more exciting than the opportunity to share my own thinking was the opportunity to listen to others.
What was my impression? I came away feeling hopeful. The notion of high stakes standardized testing as an important feature of education was virtually ignored. Curriculum was not ignored and nor was the need for assessment and evaluation, but the bitter debates and the destructive practices that have been circling lately were put into context for me. It’s an unsettling context.
Edward De Bono and John Edwards held an on stage conversation towards the end of the conference. De Bono coined a new word – ‘ebne’ meaning ‘excellent, but not enough‘. Others spoke of the need to avoid ‘either or’ thinking when we consider what is important in education.
Excellent but not enough – ebne.
Avoiding ‘either/or’ arguments.
Could this be a way forward?
Could a new, more positive mind-set dispel some of the fear and the gloom?
I am drawn to those who advocate encouraging administrators, teachers, students and parents to simply turn their backs on the testing program, to refuse to participate, politely and firmly. But I am also aware that this is a confrontational path. We could win the battle, but it will require a wide spread, concerted effort and may involve a lot of pain and disruption for our kids.
Could an alternative be to focus on ‘ebne’, to simply absorb the testing, put it into the place where it really ought to be – simply one of many measures, excellent, but clearly not enough. Instead of a head on fight with the ‘testucators’ might we take the sting out of their program by refusing to take it more seriously than it deserves, by refusing to get into either/or debates about testing or learning?
This too will take a lot of energy because we will need to educate the community. We will need to make sure our kids understand that the test really isn’t the only thing that measures the worth of their learning. Our parents will need to understand, because we educators tell and show them repeatedly, that the standardized testing program is only a small part of the whole assessment and evaluation process. We will need to make sure they understand the weaknesses of the league tables, to see them for what they are – an irrelevancy to the real business of learning.
Our teachers will need to be reassured that they are supported by their administrators and their communities. Principals need to have the courage to resist giving up valuable learning time to the teaching of test taking skills. Reports to parents need to be informative enough to ensure they understand how and how successfully their children are learning regardless of what a single snapshot multiple choice test might say.
It needs to be made obvious when anyone walks through the front door into the school that this is a place where learning is valued, where teachers know what they are doing and where progress is made and charted every day. And we need to encourage the world into our schools to see just how good they are.
We need to feel confident enough to say “I don’t really care too much about your tests. My school is too busy learning, to focus on those. We’ll get them out of the way and then return to the task we do best, the real reason we are here – teaching.”
It’s Finland all over again! Could their secret to success be that they actually don’t really care too much about the PISA tests they blitz every few years?