Tag Archives: learning

Links on education: Gates Foundation, tenure lawsuit, Ravitch on Common Core

1. The powerful influence of Gates Foundation on education policy.

2. One school shooting a week: a list.

3. Laptops in classrooms can interfere with learning.

4. In Vergara v. California lawsuit, a ruling that tenure may be discriminatory against students in the worst schools. More here. The judge’s decision may be based on a guesswork statistic. Such a move may not improve education, at least not as much as reducing segregation would.

5. Cheating as a form of learning.

6. A thorough criticism of Common Core by Diane Ravitch. Some highlights:

I was not aware of this: that the union of which I am a member took money from Gates Foundation (see #1 above) to promote Common Core:

Both the NEA and the AFT accepted millions of dollars from the Gates Foundation to promote Common Core, and both have been steadfast supporters. The leaders began to complain about poor implementation only after they heard large numbers of complaints from their members about lack of resources, lack of professional development, lack of curriculum, etc.

“Value-Added Measurement” of teachers is not legitimate:

the American Statistical Association issued a report a few weeks ago warning that “value-added-measurement” (that is, judging teachers by the scores of their students) is fraught with error, inaccurate, and unstable.

Ravitch summarizes that “there is no evidence that national standards produces higher achievement, nor that they reduce achievement gaps. They certainly do not overcome the burdens of homelessness, hunger, lack of medical care, or overcrowded classrooms,” and she writes that she advised policymakers to test out the Common Core standards before issuing them nationally.

[I]t is far too soon to judge Common Core’s efficacy. But that is the fault of those who wrote it. In 2009, when I met at the Aspen Institute with the authors of the Common Core, I urged them to field test it so they would find out how it works in real classrooms. They didn’t. In 2010, I was invited to the White House to meet with Melody Barnes, the director of domestic policy; Rahm Emanual, the White House chief of staff; and Ricardo Rodriguez, the President’s education advisor, and they asked me what I thought of Common Core. I urged them to field test it. I suggested that they invite 3-5 states to give it a trial of three-five years. See how it works. See if it narrows the achievement gap or widens the achievement gap. They quickly dismissed the idea. They were in a hurry. They wanted Common Core to be rolled out as quickly as possible, without checking out how it works in real classrooms with real teachers and real children.

National standards maybe aren’t all that important internationally, at least not as much as poverty lowers U.S. scores:

Are our kids left behind by China, South Korea and Germany? Not really. Maybe not at all. It is true that we get mediocre scores on international tests, but we have been getting mediocre scores on international tests since the first such test was offered in 1964. We were never a world leader on the international tests. Most years, our scores were at the median or even in the bottom quartile. Yet in the intervening fifty years, we have far surpassed all those nations–economically, technologically, and on every other dimension– whose students got higher test scores. Basically, the test scores don’t predict anything about the future of the economy. Should we worry that Estonia might surpass us? The fact is that our international scores reflect the very high proportion of kids who live in poverty, whose scores are lowest. We are #1 among the rich nations of the world in child poverty; nearly one-quarter of our children live in poverty. Our kids who live in affluent communities do very well indeed on the international tests. If we reduced the proportion of children living in poverty, our international test scores would go up. But in the end, as I said, the international scores don’t predict anything other than an emphasis on test-taking in the schools or the general socio-economic well-being of the society. We would be far better off investing more money in providing direct services to children–small classes for struggling students, experienced teachers, social workers, counselors, psychologists, and a full curriculum–rather than investing in more test preparation.

I really enjoyed where Ravitch advocates teachers bringing their passions to the classroom and students experiencing joy in learning:

I see no advantage in “having a teacher in Alaska teach more or less the same thing as a teacher in Alabama.” What’s the point of that? If the teacher in Alabama is passionate about the work of Flannery O’Connor, let him or her teach it with passion. If the teacher in Alaska is fascinated with the arctic tundra, teach it. … A study by Tom Loveless of Brookings … point[s] out that the Common Core standards were likely to make little or no difference in achievement. After all, states with high standards have wide variations in achievement, as do states with low standards.

I see no value in the arbitrary division between literature and informational text prescribed in the Common Core. I know where the numbers come from. They were instructions to assessment developers of the National Assessment of Educational Progress (I served on its governing board for seven years). The ratios were not intended as instructions to teachers. This is balderdash. English teachers should teach what they know and love. If they love fiction, teach it. If they love nonfiction, teach it. Why should a committee with no classroom teachers on it in 2009 tell reading teachers how to apportion their reading time? I doubt that teachers of math and science will spend any time on fiction anyway.

[A] belief in using test scores to hold teachers accountable has no research to support it, nor is there any real-world evidence. Many districts have tried this for four or five years and there is no evidence–none–that it produces better teachers or better education. The ratings, as noted above, are arbitrary, and say more about classroom composition than about teacher quality. Nor is there any evidence that education gets better if teachers everywhere are using a common script. Doing well in school depends on family support, student motivation, community support, adequate resources, class sizes appropriate to the needs of the children, experienced teachers, wise leadership, and students who arrive in school healthy and well-fed.

Frankly, I don’t understand why [people would] oppose “joy” in the classroom. Why should school be so “hard” that it makes children cry? It is true that some assignments are hard; some books are hard to read; some math problems are hard to solve. We learn from doing things that are not necessarily joyful, but that engage us in work that stimulates us to think harder, try harder, persist. When we are done with hard work, yes, it is a joyful feeling. Maybe it is because I am a grandmother, but I want my grandchildren to approach their school work with earnestness and to sense the joy of accomplishment, the joy of learning. I want my grandchildren to love learning. I want them to read books even when they are not assigned. I want them to go to the Internet to find things out because they are curious.

Link: Problems with easy technology

In a blog post at the New Yorker, Tim Wu makes some interesting points about the value of technologies that aren’t too easy.

It may sound overly dramatic, but the use of demanding technologies may actually be important to the future of the human race.

Just what is a demanding technology? Three elements are defining: it is technology that takes time to master, whose usage is highly occupying, and whose operation includes some real risk of failure. By this measure, a piano is a demanding technology, as is a frying pan, a programming language, or a paintbrush. So-called convenience technologies, in contrast—like instant mashed potatoes or automatic transmissions—usually require little concentrated effort and yield predictable results.


Convenience technologies promised more space in our lives for other things, like thought, reflection, and leisure.

That, at least, is the idea. But, even on its own terms, convenience technology has failed us. Take that promise of liberation from overwork. In 1964, Life magazine, in an article about “Too Much Leisure,” asserted that “there will certainly be a sharp decline in the average work week” and that “some prophets of what automation is doing to our economy think we are on the verge of a 30-hour week; others as low as 25 or 20.” Obviously, we blew it. Our technologies may have made us prosthetic gods, yet they have somehow failed to deliver on the central promise of free time. The problem is that, as every individual task becomes easier, we demand much more of both ourselves and others. Instead of fewer difficult tasks (writing several long letters) we are left with a larger volume of small tasks (writing hundreds of e-mails). We have become plagued by a tyranny of tiny tasks, individually simple but collectively oppressive. And, when every task in life is easy, there remains just one profession left: multitasking.


Convenience technologies supposedly free us to focus on what matters, but sometimes the part that matters is what gets eliminated. Everyone knows that it is easier to drive to the top of a mountain than to hike; the views may be the same, but the feeling never is. By the same logic, we may evolve into creatures that can do more but find that what we do has somehow been robbed of the satisfaction we hoped it might contain.

The project of self-evolution demands an understanding of humanity’s relationship with tools, which is mysterious and defining. Some scientists, like the archaeologist Timothy Taylor, believe that our biological evolution was shaped by the tools our ancestors chose eons ago. Anecdotally, when people describe what matters to them, second only to human relationships is usually the mastery of some demanding tool. Playing the guitar, fishing, golfing, rock-climbing, sculpting, and painting all demand mastery of stubborn tools that often fail to do what we want. Perhaps the key to these and other demanding technologies is that they constantly require new learning. The brain is stimulated and forced to change. Conversely, when things are too easy, as a species we may become like unchallenged schoolchildren, sullen and perpetually dissatisfied.

I don’t mean to insist that everything need be done the hard way, or that we somehow need to suffer like our ancestors to achieve redemption. It isn’t somehow wrong to use a microwave rather than a wood fire to reheat leftovers. But we must take seriously our biological need to be challenged, or face the danger of evolving into creatures whose lives are more productive but also less satisfying.

Links: Teacher movies, teaching philosophy, etc.

1. This post about teacher movies makes a valuable point about education and how we talk about it in general terms but this makes little rhetorical sense, since education (maybe more than almost any broad aspect of our lives) is irreducibly a matter of what particular individuals learn, how individuals come to understand the world of ideas and facts but only through the framework of their own perspectives:

It would be a huge step forward if we could conceive of the people in our education system—students, teachers, families, administrators—as human rather than cartoonish media representations or, perhaps worse, mere data points. Policies not only have human consequences but they are also implemented by humans—invariably flawed, often self-seeking, sometimes incompetent humans.   It’s humans all the way down.  The language we use should reflect this and not carelessly cede ground to abstractions like “African-American males” or “the lowest-third percentile” or even “teachers unions.”  This is an acknowledgment that idealized categories, run amok, can in fact short-circuit the hard work of ensuring each individual student, in their individual family context, neighborhood, and cultural background, receives a high-quality education.

And the fact that while education is a system, learning is a particular, even private, matter, is the reason that any new educational system that attempts to treat students as indistinguishable, like Common Core (in which “common” is used to mean that every student learns the same things, in the same ways), is doomed to irrelevance.

2. Isaac Asimov’s 1964 predictions for the year 2014.

3. New Year’s traditions as religious/magical.

4. A compelling text by Ta-Nehisi Coates: “The Myth of Western Civilization.”

5. Dan Savage’s review of Sarah Palin’s Christmas book. (Via The Dish).

6. Jason Silva and awe.

7. The Scottish tradition of Hogmanay.

8. Miguel de Unamuno on consciousness.

9. An article suggesting reading on tablets is different from reading on paper, vis-a-vis getting engaged in narrative.

10. The New York Times editorializes about Finnish education. Interesting link here to Finland’s curriculum, including philosophy education:

Philosophical thinking deals with reality as a whole, its diverse perception and human activity in it. The special nature of philosophy lies in its way of structuring problems conceptually, rationally and through discussion. Upper secondary school studies in philosophy will support students’ individual development and promote the general learning and thinking skills that they will need in a changing and complex society. The theoretical themes studied in philosophy are necessary to form an understanding of cultural heritage and contemporary culture.
The practical significance of philosophy is based on the fact that students will learn to structure questions about values, norms and meanings in conceptual terms. Studies in philosophy will help them to perceive the significance that different types of skills and knowledge hold for individuals and society. To counterbalance the specialised skills and knowledge, studies in philosophy will also teach students to grasp broader conceptual systems and relationships. It will help them to see the ways in which the conceptions of reality, values and norms held in different branches of science and schools of thought may form consistent systems or contradict each other. Philosophy will develop judgement.
Philosophy instruction will promote development of creative and independent thinking. Philosophy will provide students with plenty of scope to form their own personal views. As they delve deeper into basic philosophical questions — to which there are no simple solutions — they will learn to formulate and justify their own views and, at the same time, to respect other reasoned views. Group deliberations on complicated questions will develop students’ ability
to trust their own individual opportunities to resolve even the most difficult problems. Studies in philosophy will support students’ growth into active, responsible and tolerant citizens.

Links: 10 Jan. 2013

It seems I’ve got several things I want to post, and not much time tonight in which to post them:

1. Paul Krugman makes an interesting philosophical point about value, drawing a distinction between those who see value as coming from someplace beyond the human realm, and those who see humans as the arbiters of value. He’s talking about money, yes, but also more than just money — and I think this idea of value, of where it comes from, and along with it, meaning, coming from outside vs. coming from within is a valuable one (he said, siding with the later distinction).

2. Anachronistic words in the “Lincoln” movie.

3. An article about a new book by Danny Gregory, about his wife’s death. I had really enjoyed finding and reading his book “Everyday Matters,” which contained his writing and drawings about his life with his family after his wife’s paralysis, and I felt sad today to hear that she had died, and that his new book is about his grief. I’m eager to read the new book. Here’s also his web site with his other work.

4. “Why teachers secretly hate grading papers.” (“Secretly?” is what I’ve been wanting to say since I thought of posting this.) This experienced teacher makes a good point about the drudgery — well, no: let’s say, it’s the burden of grading. It isn’t always drudgery — sometimes I find some terrific student writing — and it wouldn’t necessarily be a burden if there were more time in the day to do it. But, eh, I ought not complain; teaching is still a pretty great job.

5. Search not for happiness, but for meaning.

6. Tidbits about typefaces.

7. Hollywood’s story biases, based on:

the ways in which its business model—which is entirely dependent upon big money and even bigger audiences—determines the risks it will and won’t take, the questions it will and won’t ask, and the answers it will and won’t provide.

8. Hagel vs. Hegel. I’ve been thinking of this sound-alike since Mr. Hagel’s been in the news recently. Plus, this link has my favorite Monty Python sketch ever: German vs. Greek philosophers in a football match.

9. Some research about best and worst learning methods.

10. Musician Beck published his new album as sheet music in a throw-back move. One thing this article lists is how publishing sheet music instead of a recording allows Beck’s fans to get more actively involved in his music. I wonder if there’s some way for people to do that with writing. Obviously, sheet music is a little like poetry, in that both can be performed, but I’m wondering if there are other ways to get readers more actively involved. Mad Libs, perhaps?