Tag Archives: education reform

The Power of Metaphor

The neuroscientist V. S. Ramachandran in his fascinating book “The Telltale Brain” describes the uniquely human capacity to create metaphors. It requires a sophisticated ability to juxtapose two seemingly unrelated concepts because they have some point of similarity at a deeper cognitive level.
An unopened bud is an evocative metaphor for a baby. Not because babies are green and grow on bushes, but because as babies grow they open up and reveal themselves, often revealing unexpected delights and great beauty.
To create or appreciate a metaphor we need to get below the obvious and the literal. We need to think in depth and to integrate our understanding and create links between previously disconnected bits of information.
In McREL’S ‘Classroom Instruction That Works’ we explore the powerful learning strategy of looking for similarities and differences. When we sort through new information and compare and classify it, we are making sense of what we are learning and finding sensible ways to connect this new knowledge with what we already know about the world.

The interpretation and, even more powerfully, the creation of metaphors, takes thinking to a different level of abstraction. It encourages students to look beyond the literal, to become more subtle and nuanced thinkers, There in lies the power of the metaphor in learning.
Which brings me back to an earlier blog about poets and about Einstein.
Where is our richest store of metaphor? In poetry. And how prominent is poetry in your curriculum? Is the focus on informational text relegating poetry to an optional extra?

Poetry has been a common thread running through the heart of every enlightened society. Not only because through poetry we are often able to touch the otherwise ineffable, sense the fleeting, more insubstantial but nonetheless essential aspects of lives. Poetry is the means by which we can learn to think beyond the literal and dig deeper into experience and our conceptual understanding of the world.

We deny our children much if we fail to foster their understanding of and love for poetry and metaphor.

Advertisements

3 Comments

Filed under Classroom practice, Language and literacy, Thinking

A Forgotten Prophet

In 1967 Marshall McLuhan wrote this:

It is a matter of the greatest urgency that our educational institutions realize that we now have civil war among these environments created by media other than the printed word.The classroom is now in a vital struggle for survival with the immensely persuasive “outside” world created by new media. Education must shift from instruction, from imposing stencils, to discovery – to probing and exploration and to the recognition of the language of forms. The young today reject goals. They want roles. That is, total involvement. They do not want fragmented, specialized goals or jobs.

That’s 45 years ago.

It’s taking us a long time to understand the changes in the world and how they impact society and education.

It’s taking us a long time to appreciate the implications of a “clash of cataclysmic proportions between two great technologies” (McLuhan).

McLuhan said that we always approach new situations with the predilections and perceptions of the past, that we march into the future looking into the rear view mirror.

He argued that each new medium first has as its content the content of of its predecessor. The movies began as filmed stage plays. Television began as a way of showing movies. The news on TV began as a man in a smart suit reading the equivalent of the newspaper. Over time the medium gradually begins to take on its own identity. The news now takes us live to hot spots in the world and shows us the world as it is happening. Television is doing what it does best.

The same is true of the use of electronic media in schools.

How long will it be before we can see the Ipad as something more than a portable, efficient book? Many education systems are now turning to Ipads as an alternative to text books. Only a few are exploiting the unique qualities of the ipad to let students connect with the world and with one another.

The smart phone is not just a device for talking to people. It is a powerful means of discovering information, of participating with others, of exploration, and yet we make our kids turn them off as soon as they enter the school building.

McLuhan understood that we are made uncomfortable by the new, we often feel fearful. We make ourselves feel safer by getting the new media to do the familiar work of the old. But McLuhan was telling us 45 years ago that we need to wake up.

Why are we still using ipads as if they were books?

Leave a comment

Filed under Classroom practice, Thinking

Flogging A Dead Horse

At a very recent meeting of the American Educational Research Association, US Secretary of Education Arne Duncan has freely admitted the problems associated with standardized testing. He described it as ‘mediocre’ and an inadequate way of determining student achievement, teacher proficiency or school effectiveness. He also acknowledged the suffocating effect of high stakes standardized testing on students and on teachers.

Perhaps of particular interest were his criticisms of the use of any one measure to determine the achievement of a student, a school or a teacher. He was absolutely clear about the need for multiple, varying types of measures if we want to get a valid picture of what is happening in education.

And so, for Australia, comes the obvious question. Why is a school’s ranking on the My School web site based on only a single measure, a standardized test?

Our government is committing itself more and more deeply (the NAPLAN testing of science comes next) to a system that has been adopted from the USA and then tried and found woefully wanting in the USA. Why?

2 Comments

Filed under Testing

At a meeting of the American Educational Research

At a meeting of the American Educational Research Association, Secretary of Education Arne Duncan has freely admitted the problems associated with standardized testing.He described it as ‘mediocre’ and an inadequate way of determining student achievement and teacher proficiency.He also acknowledged the suffocating effect of high stakes standardized testing on students and on teachers.

Perhaps of particular interest was his criticisms of the use of any one measure to determine the achievement of a student, a school or a teacher, He was absolutely clear about the need for multiple, varying types of measures if we want to get a valid picture of what is happening in education.

And so, for Australia, comes the obvious question. Why is a school’s ranking on the My School web site based on only a single measure, a standardized test?

Our government is committing itself more and more deeply- the NAPLAN testing of science Comes next-to a system that has been tried and found woefully wanting in the USA.

Leave a comment

May 4, 2013 · 3:03 pm

Library, factory or smart phone?

I have just had the privilege of participating in five days of learning about ‘Classroom Instruction That Works’ by McREL. One of the nine research based and proven strategies to enhance student learning is looking for similarities and differences and the vcreation of metaphors is a powerful way to do this.

So, let’s have a shot at it!

Is your brain: A library?

Library

Do you somehow seem to inhabit a huge store of information and do you hunt for the place where what you need is stored every time you think? Is thinking about pulling the right ‘books’ off the right ‘shelves’ and then putting the contents of the books together in an operable amalgamation of what you know?

Or is it more like a factory?

Factory

Is your brain an incredibly complex manufacturing process? Do you feed in the raw materials of experience and perception, process them with the innate capacities of your mind and then produce thoughts, feeling and actions?

I suspect the closest metaphor for the brain is actually the smart phone.

smartphoneInside my Iphone I have a huge library of information that grows and changes every time I do anything with it. It is an electronic factory that processes every interaction it has with the world outside, be it via my keystrokes or because of its connection to the world through the internet.

The Iphone I pick up this morning will be subtly different from the Iphone I put down last night. New connections will have been made between programs, new updates will have appeared for my apps, bits and pieces will have been coming and going through the night as the internet itself has changed and grown.

My Iphone is a plastic, dynamic accumulation of interconnections housed in some protective hardware – a case that protects it from the knocks and accidents the world can inflict.

It’s amazing, but its nowhere near as powerful as the human brain.

Imagine the possibilities when we combine the power of our brains with the power of the smart phone, the tablet and the internet.

As part of my work with McREL I had the thrilling experience of visiting a primary school on Friday where those possibilities are opening up.

Every classroom had an Apple TV. The kids had Ipads and Iphones on their tables. They used them to research, to check word meanings and spellings, to share their work with others and with the class. These devices were becoming as common place as paper, pencils, and books in these classrooms. But I was aware, as were the teachers, that they are only skimming the surface.

Imagine the opportunities these media will provide as they extend children’s brain power into the internet, as they provide tools for collaboration and demonstration, as they extend the possibilities for creative, innovative thought beyond the here and now.

It makes we wish I was forty years younger so I could be around in another forty years and look at the world these kids will have created.

I am an optimist!

Leave a comment

Filed under Classroom practice, Thinking

It’s Happening Australia!

I spotted this at the local shopping centre a couple of days ago.

IMG_0180

 

 

 

 

 

 

 

 

 

This is where we are heading Australia, if we continue to follow the GERM model of blanket standardized high stakes testing.

Mums and Dads will be buying these test preparation kits for their kids.

As we watch the  transformation of our kids from learners into data sources, the pressures of school will be extended to the home.

Is this really what we want our parents to buy to support their children s’ learning?

Wouldn’t a BOOK be better?

 

Leave a comment

Filed under Language and literacy, Testing, Thinking

Bricklaying vs networking

How do we teach kids to read?

Many practices reflect the bricklaying model of reading. The act of reading is made up of several bricks – the phonemic awareness brick, the alphabet brick, the grapho-phonic brick, the sight words bricks, and all the other decoding bricks.
bricklayers-Southend
As long as each brick was laid straight and firm we were pretty confident that our kids would learn to read. We have all seen reading taught like this. “Today we are going to learn about long a”, and the teacher compiles lists of words with the long a sound, shows the children texts in which they identify the long a sound, and then they move on to short a. Another brick is being laid.

As our understanding of the brain develops and with it our understanding of learning, and more particularly our understanding of LANGUAGE learning we discover that learning to read isn’t like building a brick wall at all.

Its far more like growing a network.  social_networks2 (1)

Which brings me to my point – remember Whole Language?

Remember the people who advocated for teaching language – reading, writing, speaking, listening – in an integrated manner, relating each to the other?

Whole Language advocates never suggested we don’t need to understand phonics, they never suggested that grammar has no place in language. What they did say was language is a network and needs to be taught as one, each part integrated with every other part.

It’s not rocket science, and it’s certainly not brick laying.

Let’s look again at how kids learn best, by immersing them in the complexity and helping them make sense of it. We begin with the experience and then we help them discover the rules and procedures that enable them to make sense of the experience in a brain compatible manner.

Kids learn to read by reading just as they learn to ride bikes by getting on them and working it out.

3 Comments

Filed under Thinking