Comments on: You Say You Want an Edvolution?

By: Todd Marrone

Todd Marrone — Wed, 24 Apr 2013 17:54:20 +0000

Hey Ava, I believe that people goof off when they’re disengaged. I dare say that students in a program that I’ve outlined would not be disengaged. If they are, it’s due to an error on their part since they’re choosing the experience(s).

Young people can achieve great things when intrinsically motivated and mutually accountable. I’m willing to prove it.

By: Ava B.

Ava B. — Wed, 24 Apr 2013 17:31:51 +0000

The program stated above is very interesting. I love it. It’s a much better approach to education, and it allows one to be much more creative. I’m just scared that it wouldn’t work as planned. I mean in theory, it sounds perfect, but when it’s carried out I foresee some errors. How much would we go on these field trips? I fear that during the school year there will be an significant amount of “goofing off”. If it does make it through the school board, I would be very interested in joining.

By: Kareem Majid

Kareem Majid — Wed, 24 Apr 2013 15:26:51 +0000

Where can i sign up. I want to be in this program because I feel that I would fit into this program because for part 2, I can express myself in a not by-the-book fashion, and I have a way to finance it.

By: mara @BHF

mara @BHF — Wed, 24 Apr 2013 14:29:51 +0000

Intrigued. I hope you get the chance. I personally loathed any “group work” in middle/high school, because the less motivated kids did nothing, and the kids who cared did everything. I saw it as quicker and easier to do the entire project myself, and often did.
Team work in the corporate world is everything though. Different than high school, we all benefited from team success and had more buy in to the shared goal from all team members.
I think your suggestion, gives the class some different incentives to work together. If I was local I’d sign up to be your math and science female.

By: Todd Marrone

Todd Marrone — Wed, 24 Apr 2013 03:44:56 +0000

In reply to Amanda. Hi Amanda, I understand your plight and feel your pain. In answer to your questions; well, no, significantly better for everyone, no, yes, reflection, products, conversations, solved problems, proposals and presentations, yes, no, no, no, no, correct. I think that about covers it, let me know if you have any more.

By: Amanda

Amanda — Wed, 24 Apr 2013 02:44:32 +0000

Well, let’s see…I taught a class of 30 fifth graders and almost half could not read more than the alphabet. Some came in most days and found it almost impossible to focus because they were starving. Others regularly slept during class because they didn’t have a home and therefore rarely slept at night. How would your proposal work for those kids? I have more examples, but I think you get the idea. Would it be a great experience for a self selected group of students in a district like LM? Maybe. It’s like home schooling–can you cover an entire year of curriculum in about three months thus leaving lots of time for other things when you’re only teaching three kids? Sure. But does that mean it “works” for everyone or is a better system than the current? At the end of the day you’re still feeding into the same system. You’re just trying to get through it faster to leave more time for other things. And how would you show that these “other endeavors” are actually educationally meaningful? I’m not even really sure what that means, as that entire part of the proposal was left very vague. How would you prove that it’s more educationally meaningful than preparing for tests that you already say are useless? Would you use assessments to determine what they learned? Ask them to show mastery of some skills? Would they determine the skills or ideas that they should learn to show that it’s educationally meaningful? Would you? Or would it just, by default, obviously be more educationally meaningful because it would not be standards or assessment driven?

Don’t get me wrong. I hear where you’re coming from. I guess I’m not getting the connection between this post and the one prior. And, yes, I think many educators have tried and are working on many new models of educating–many are working well, both in and out of this country (especially OUT of this country). I personally have seen educators in both private and public schools facilitating learning in very educationally meaningful ways, no matter what the topic of learning is. No, that’s not data, but it’s too late for me to dig that up at the moment…

By: Todd Marrone

Todd Marrone — Wed, 24 Apr 2013 00:06:31 +0000

Hi Meg, I’ve been discussing with anyone who’ll listen (and/or read). It’s difficult to initiate change but all the stakeholders are after equally motivated to do what’s best for young people so I’m confident we can make it work. I think the word “graduate” is slightly overused… they graduate about four times in their life before even entering college. I think 8th grade is optimal because it’s the last (oldest) grade that doesn’t have any lasting impact on cumulative GPA and, consequently, high school transcripts. Thanks for your interest!

Karin, right on. I understand your perspective and appreciate your support. I’d never name it without input from, and a consensus by, the student participants, that’s what it’s all about! Until then, maybe Project Rerenaissance… since it’s a re-rebirth of “gradual but widespread educational reform” (thanks Wikipedia).

By: Karin

Karin — Tue, 23 Apr 2013 22:37:24 +0000

I’m in- and we’re in your school. As the parent of a very bright and interested alternative learner, I have battled these same issues through almost six years in this school district. I believe not only that there is room in this school district for alternative programming such as your suggestion here, but that it is a necessity for the children whose current and future academic, emotional, and “holistic” (grrrr…) needs do not get met by the one-size-fits-all, jam-a-square-peg-into-a-round-hole typical programming. Too many kids aren’t learning the *real* skills that are necessary for life after high school- and with the technology that we have now is it really necessary to devote so many hours to, say, spelling???

Calculators are now widely used in math after a certain age when kids have already proven that they know how to do certain computations and they are a great tool for furthering instruction- why not laptops for the same reason, allowing more time for encouraging critical thinking, facilitating curiosity, and other worthwhile endeavors that can not be transferred to technology? By the way, my daughter has been using technology full time in this school district since fourth grade (THAT was challenging to say the least- thinking out of the box was NOT welcomed) and she has never ever ever used her assigned laptop inappropriately. She is extremely responsible w/ it, and careful always, and respectful of the trust shown to her with this amazing tool- and it IS a tool!

Tell me the name of this pilot program and I will be happy to mention it to the powers that be 😉

By: Meg

Meg — Tue, 23 Apr 2013 20:25:06 +0000

Have you ever discussed this pilot program with the school district?
And, do you think it is a good idea to start the program with kids who are just about to graduate and go to high school?

By: Todd Marrone

Todd Marrone — Tue, 23 Apr 2013 17:53:27 +0000

Hi Amanda, good questions. I believe that a successful pilot program requires a certain level of conceptual buy-in. If, and when, it became a larger (or longer standing) entity it would not require the same level of individual buy-in because there would be a shift in paradigm thinking. As far as it not working for tons and tons of kids, what type do you mean? Describe a prototype and I’ll try my best to select someone who best represents your description. We’ll see if he or she is successful.

I’m glad that lots of educators agree with me. What have they done about it? If they’re successfully established pilot programs, I’m definitely interested in the data so it can inform my decision making.

As for compacting the same system, you’re correct. I don’t have the power, nor position, to single handedly create legislation that eliminates test requirements in my state. I can, however, demonstrate that the time and energy spent after fulfilling test requirements is far more educationally meaningful than time and energy spent preparing for them. Then that may beg the question, “why are we doing this in the first place?”

Thanks for your comments!