Posted by Ian Sole on October 25, 2010 0 Comments
Yesterday afternoon was absolutely gorgeous here in central Virginia but I decided to spend it inside a packed cinema to view a provocative documentary by the same director of Inconvenient Truth, Davis Guggenheim. While leaving me angry and frustrated I’m glad I went.
The film, “Waiting for Superman” is an exploration of the failure of the public education system in the wealthiest country in the world. It paints a bleak, but sadly to me at least, not an unsurprising view of education standards across the USA. By just about any measure the US falls at or near the bottom of the tables for math and reading proficiency compared to developed and even some under-developed countries around the world, and the drop-out rate among students attending college is now at an all-time high. It presented a plethora of troublesome statistics and reviewed efforts by successive governments and education specialists to affect positive change. But bottom line, despite high rhetoric and a host of presidential initiatives dating back to Johnson and aimed at improving the situation, we have fundamentally failed. We have failed to deliver the education our children and our country needs to compete in the global economy and much of the world is about to eat our lunch.
www.waitingforsuperman.com
What’s at stake here is portrayed through the lives and aspirations of 5 young kids and nowhere more dramatically than in the heart-wrenching scenes at the various state lotteries. Here they wait with their parents in the sheer and simple hope of gaining a place at one of the successful “alternative schools” which through the usual combination of visionary Principals and inspirational teachers have bucked the trend and realized outstanding results. Only one however gets in and you could hear the sobs and groans throughout the theater as each child reacts to their dreams being dashed. How can this be possible in such a wealthy nation? How could we have reached this pitiful situation?
There is plenty of blame to go around of course, and the movie holds back few punches in its depiction of the unions and their leadership as a large part of the problem, particularly with regards tenure and it spends a good deal of time following the efforts of the highly controversial Michelle Rhee in her efforts to shake things up in Washington DC. (Rhee resigned on October 13th shortly after her primary backer, Mayor Adrian Fenty lost his bid for re-election and has launched her own website, twitter and facebook pages to continue the dialog on over-hauling the US education system)
As the film ends we are thrown a lifeline when one of these precious kids, having initially failed to win a place at a highly coveted SEED school , receives a call telling him that a place has been found. The sense of relief and exhilaration in the audience was palpable, but to me misguided. It gave the impression that all will be well. Everything will work out fine in the end. We can all go back to our private lives and not worry any more.
But that’s not true. We need to be worried. We need to be very worried. Public education for whatever reason or reasons is failing our children and unless changed dramatically for the better it will fail their children and the continued decline of America to that of a second or even third rate country will become a reality. Just as with several other crucial issues facing the country today – the environment; health care; poverty levels; religious extremism to name just a few, education must be tackled now. In fact I would argue it trumps all other issues in its affect on our long term well being.
A few may challenge the premise of the movie. Some may argue with the causes and many will have different ideas as to the best solutions. But none should argue the urgency of the situation.
I’d like to hear what you have to say. Post your comments here or at our twitter or facebook pages.
My son is now 9 years old. He can’t afford to wait for Superman forever! And nor can America.
Posted by Ian Sole on August 24, 2010 0 Comments
I was born in London, England, to
parents of the depression era, with the values most associated with
that time period, austerity and hard work, framing much of my
upbringing. My father had left school at age 14, his parents unable
to afford a higher education and worked his way through various
apprenticeships in the printing industry (even running the army’s
printing press in Alexandria, Egypt during the war) and spending the
last 25 years of his career as a teacher of print. My mother was
trained as a seamstress but became a “home-maker” soon after my
older brother was born in 1952. We were raised in what was then at
least a very traditional family with very stereotypical roles played
by mother and father, and where a child was expected to know his or
her place!
At the dinner table we were normally
expected to be quiet and listen to whatever Dad had to say, which was
often on the subject of education. While proud of the fact that he
was a self-taught man, he clearly recognized the advantages of a
formal education, and a well developed mind. He would quiz my brother
and I constantly on various subjects, with an emphasis on history,
geography and math…………although in the latter it was limited
to mental arithmetic challenges which he deemed a crucial life skill.
He would argue that these new slide rules and calculators
had ruined students’ ability to “know” if a number was right or
wrong. They had become dependent on the machine. Like on so many
other things, I would argue with him, only to experience the very
same thing over and over again in my business and personal life and
realize how right he was. Sadly, we can send men to the moon but lack
the skill to count in our heads.
Another early conversation with Dad
cemented my love of history and of learning in general. Like any
young boy I was big into World War 2, and read avidly about the
battles, and about the military and political leaders of those
incredible years. As a result, an early hero of mine became Winston
Churchill. Here was a man who through his strength of character,
mastery of the English language and personal bravery had not only
saved Great Britain from the tyranny of Hitler and fascism, but had
saved the world…………..with a little help from our friends in
the USA of course! How then could such a great leader have been voted
out of office no sooner than the war was won? I just didn’t
understand until I asked my Dad. “Churchill was associated with war
all his life” he said.”People were tired of war, they wanted
peace”. It was a simple, yet powerful lesson on a well considered
evaluation of the facts, or higher level thinking, and one that I
never forgot.
One more lesson that was drummed into
us by my father had to do with the importance of being able to write
a good letter, one that was well constructed, and of course
grammatically correct. The best practice came immediately following
Christmas when “thank you” letters had to be written to every
gift giver, with some given highest prominence and requiring several
attempts before it passed muster. It was not exactly a fun way to
spend a day or two of winter break, but once again it embedded in me
lessons that held me in good stead as I progressed through my own
career.
I recently retired after 30 successful
years as a Sales and Marketing professional for some of the country’s
largest and best known brands, including Fisher Price Toys where I
was VP Marketing, and Hamilton-Beach Proctor Silex, where I was VP
International and got to experience my love of geography first hand
when I travelled to over 40 countries in the space of just 2 years. I
have since reflected on how my own education has helped my career and
how in turn I may have helped others. For one thing, while I studied
and gained a good degree in Economics (with a minor in history), I
recognize that it was the critical thinking and communication skills
that have helped me the most, and in turn what I attempted to build
in my own staff and employees throughout my career. Over the years I
have frankly been astounded by the lack of these skills in so many
young (and older) candidates seeking positions or promotions at one
or other of the companies in which I worked, and even more unsettling
was the fact that this phenomenon was getting worse. Somewhere along
the way we have lost touch with the necessity of teaching these
critical thinking and communication skills, which every company worth
its salt should expect from its employees. This is why I became so
interested and excited when I came across Performance-Education and
learned about their whole approach to learning; the importance given
to developing critical thinking and problem solving skills; their
focus on reading and literacy, their philosophy of developing a
students’ ability to work in teams, and the need to develop all
forms of communication skills. As a businessman, I know full well
that way beyond SAT scores or even GPA averages these are the skills
all companies are desperate to find. And when I discovered that their
materials were focused on social studies, I was totally hooked. I had
found my nirvana, an opportunity to combine my 3 favorite passions
–education, social studies, and business.
As a father of 4, I now sit on my sons
PTO, and for the past 2 years have been an executive member of our
county Parent Council whose mission is to serve as a forum for
parents, educators, and school administrators to share ideas and
exchange information in order to further advance the quality of the
education system in our county. It’s a great opportunity to see and
hear first-hand about some of the great new ideas that are being
presented to address some of the shortfalls mentioned above, but also
to realize how far we still have to go to develop a whole generation
of global thinking, problem solvers that our nation sorely needs.
Posted by Linda Brown on August 10, 2010 1 Comment
by Linda Brown
Lead writer, Performance Education
Why I became a Social Studies teacher
When I give workshops at conferences, my opening line is simple: "My mother was a public school teacher for thirty years." Immediately, there are men and women in the audience who sit up straight, smiling and nodding their heads. Their mothers were, too. Afterwards, they come up to me with knowing looks and shake my hand. It's a club, a secret club, where we learned "Colorful Stories from the Classroom" while our moms were cooking dinner or driving to the grocery store.
In fact, I come from a family of teachers and together we have over a century of experience in the classroom. My mom (Spanish, high school), my older brother (English, high school), my sister-in-law (first grade), and me (Social Studies, middle and high school). You can imagine what family gatherings are like —we talk shop! Everything from principals and superintendents to crayons and chalkboards.
My father, a salesman, loved reading books about history and politics. Every night at 6:30 he sat us down in front of the TV to watch the national news. Today, my little brother is the news anchorman at the local TV station. We laugh because his happy face is on the side of every city bus!
Being the middle child, I stand halfway between my parents. I have taught Social Studies (U.S. History, Civics, Current Events, World History, World Cultures, and World Geography) in every grade from 6 to 12.
Critical thinking
When I was in high school, my mother was my Spanish teacher. Was she a good teacher? You bet. Bless her heart, my senior year I scored an incredible 765 on the Spanish SAT. The funny thing was, in my native language (English) my score was 100 points lower!
"Wonder why . . ." I asked.
"Well, there is certainly a lot of reading, interpretation and analysis involved there," she explained.
"Can you teach thinking?"
"How do you mean?"
"Can one teach thinking?"
My mom did not think so.
Bloom's Taxonomy
Since then, our teaching world has undergone a dramatic change. Today, we use Bloom's taxonomy to teach critical thinking—and NO SUBJECT teaches more critical thinking than Social Studies. We have no choice; today's standardized tests are based on Bloom's taxonomy. On any one topic, they can ask a question in six different ways.
For example, some day soon, standardized tests in Social Studies are going to ask questions about the BP oil disaster in the Gulf of Mexico. Each question will be posed in six ways—requiring students to recall, interpret, apply, analyze, synthesize, and evaluate.
Lessons in our workbooks
The beauty of Bloom's taxonomy is that you can teach thinking in an organized way—a skill that will benefit students not only on standardized tests, but for LIFE.
For this reason, at Performance Education we have designed workbooks in which every lesson is based on Bloom's taxonomy. Every textbook company makes that claim, but we actually do. In fact, we provide a grand variety of exercises based on Bloom's taxonomy. My personal favorite is called "Bloom!" — students take one major concept and walk it through all six steps of Bloom's taxonomy.
As my mother would say: "It is the ultimate MODEL for critical thinking."