The Chicago Teachers’ Strike is a perfect storm without solutions: teachers are unhappy about stringent evaluation methods that rely solely on data, the Board of Education wants to determine the best qualified teachers by linking teacher performance to student (tested) performance, and politicians, realizing that American education is, at best, woeful, are feeling the pinch and want to increase standards, particularly given the rising cost of education. Not sure how to do this, politicians hammer at collective bargaining. And all this is agitated by a media hell bent on reporting on the process, unable to locate the right questions that will get us to the origins of the problem. Caught in the middle of this tempest, students and their families, many of whom are from the poorest communities, are left alone in a dinghy of despair and confusion, the sole concern being how are the kids going to spend their day. Thus, the perfect storm — but there is a solution, a simple one.
The strike is a sign of unprecedented frustration. There are no solutions, from any side, that make sense because everywhere we look, solutions look like methods of discipline and punish. We’re proceeding on shaky footing. There is one truth, though: there will be more suffering, more confusion and, most importantly, no learning. Unable to ask the right questions, we’re destined to repeat what we’ve done in the past, ensuring a continuing decline in education and a further separation of socioeconomic classes. We will then fall further behind in this transition period where we’re moving towards a more science oriented, technological society.
The frustration all sides feel is caused by perspectives that still follow an analog view of the world. We’re looking for solutions that look back to the old brick and mortar school house: kids in neat classrooms, a tired curriculum, standardized, high-stakes testing; and the teacher still standing in the front of the classroom talking at students, rather than working with students. It’s a static view of a dynamic, always changing world outside the school house, captured beautifully by the graphic novelist, Chris Ware, in the September 12 issue of The New Yorker: Students enter a dark, ominous school, the last young girl in the line looking sad eyed at the parents who have turned their backs on their kids and are enjoying their bikes and lattes while texting, chatting merrily away from their dejected children. Parents have not asked the right questions either.
We are in a digital world, yet we remain mired in the muck of analog solutions. Today, education approaches learning hierarchically,when we can only change — and better — the system by thinking horizontally, the promise of technology used creatively. The world is flat, as Thomas Friedman informs us constantly, but education doesn’t seem to see it that way.
Elite higher education institutions understand that the world has changed. Stanford University, Harvard, Columbia, Duke, MIT — have all launched online systems for free in the hopes of attracting people from all walks of life. This will allow these schools to corner a market while learning a lot about those who participate. It’s an effective way to keep their respective brands at the top of a vertical educational system, while also pushing education forward.
In this very interesting online experiment there is a solution that can literally alter education for some time to come — but it takes courage and some doing, with little money. All that’s needed is will and fortitude, imagination and a desire, a real desire to do what’s best for kids — the bottom line.
Here’s how it can be done:
- Lectures, interactions, critiques, assessments, student work, etc, is online, constantly being tweaked, re-assessed, revised and re-delivered. In the meantime, knowledge is being built in unprecedented ways. This is knowledge about how students learn, as well as content specific knowledge. It’s too vital to dismiss; it’s also a tragedy if we leave this learning only in the hands of elite institutions, though these schools are open to all comers.
- Elite universities and colleges have incredible programs for incredibly talented students. I know, I teach in one. I know what these students can do — and I’ve tested what I’m saying here. For 3 consecutive years I’ve been teaching a course, Scenarios for Teaching Writing. This is a course for kids in education or for kids interested in teaching at some point. And for 3 years we’ve been working with the Media & Communications High School in Washington Heights, NY. We do the work face-to-face (we visit the campus), and we then work online, using a simple tool — Google docs. Students submit work and Middlebury students guide, mentor and tutor the kids in Washington Heights. Middlebury students follow the theoretical frameworks of composition theory that they learn in class; they have to present, day in and day out, their work to the class, justifying their approaches. My role is to help them; it is also to work with the principal of the high school and the teachers involved. Everyone wins. The most important aspect of this is that the model is highly scalable and cheap. The technology — thanks to Google — is free. (Community Works Institute will publish an article about our work in an upcoming publication.)
- The what if: What if, as a way of proving what these students are learning, college students in, say, History 101, take their lessons — from online and in class — and tweak these lessons with a partner in a public school — a teacher and her staff — to fit the needs of her students?
- What if these lessons — the revised lessons meant for students in the public school setting — are piped through the same online tools used by elite institutions, delivered straight to their classrooms, their homes, their communities? Automatically, the school day — and year — is extended.
- And what if the students in our colleges and universities, as part of their curriculum, work together with their respective education studies programs, psychology and sociology departments that know about “how children learn and succeed,” and use this knowledge to tutor and mentor the younger kids in public education?
This is not rocket science and very easy to do. Within two to three years of launching this process, literally all public education would change in America. In fact, education K-16 would change as well.
What are the outcomes of this model?
- Students in public schools spend more time learning, though not necessarily in the school; the “longer school day” isn’t more busy time, more brick and mortar thinking, more traditional high-stakes testing, rather, education is fluid and dynamic, inspirational and meaningful, meeting the student where she lives and how she lives: knowledge applied to real world learning to solve real world challenges.
- Students in public education are then assessed dynamically because technology enables an easy flow for assessment; it is a natural piece of the learning — and immediate, which is vital to learning, the red line appearing the minute a word is misspelled in a document. That’s how easy assessment is done on the fly.
- Technology, as we now realize, requires face-to-face interactions that are intense and focused on what has evolved online. My Scenarios for Teaching Writing students learned this. For public school students, this means that demonstrating what they know, in face-to-face interactions moves away from the standardized test or rote learning, engaging them in more meaningful and realistic ways.
- Likewise, it means that all of us can more critically and creatively work on non-cognitive skills, in person, such as the building of character, as recently shown by Paul Tough in How Children Succeed. For the very first time, by partnering with technology, we can educate the whole person.
- The college/university student is engaged in community service, able to fully realize how and why theoretical frameworks actually work — or not. And the college student, along with her professor, are immediately assessing and adjusting, fine tuning lessons to suit individual students, another characteristic of technology.
- The college/university student serves as mentor and teacher, collaborating and cooperating with her university teacher and with the public school teacher, becoming the bridge for life-long learning.
- Public school teachers receive ongoing, dynamic development, guided by the university curriculum, enhancing content knowledge, pedagogy, and a new understanding of what it is to work side-by-side with machines — the future.
- And, perhaps the most impressive result, is learning how to build a community that is focused on (a) gaining new knowledge, in different ways, (b) realizing that this brave new world requires very different approaches to solving problems, and, (c), come to understand that engaging diverse minds will lead to better results.
This is not pie in the sky thinking, not romanticism; rather, this is how this new scientific-technological world works. At the end of my Scenarios for Teaching Writing, literally all students did presentations using Prezi, responding to a singular question: given your experience in this course, and your students in Washington Heights, what do you know and what do you see? The students in the Scenarios class have become even more committed to education writ large; many are education minors and see education as a future. Don’t we want more of this from our college students?
This work begins to solve problems: all teachers, whether in public schools or the university, working together, building models for life-long learning, a pre-requisite for the “good life” in the coming century; the assessment tension is removed since it’s ongoing, fluid and dynamic, always present and performed per task, per endeavor; these endeavors are rich in inquiry and what we’re looking at are the solutions, the varied applications to problems, be these social, economic, pedagogical and scientific – technological. Thus we are engaged in a process of building new systems to address yet unforeseen challenges in economics, society, the environment.
The mentoring public school children need, particularly if they’re from socio-economically challenged backgrounds, is always ongoing; the move from high school to college, would be fluid, seamless — and inspired early on. And if the child decides to work and go to college online, that’s also available. All options are on the table and students and their families are free to choose. The point is that education is, here, available at all times and able to fit different types of learning needs and goals — all assessable.
If we continue to search for solutions by simply saying that children aren’t learning and that unions are obstructionist and politicians are only focused on getting re-elected — the old way of thinking today — we won’t get anywhere. The tit-for-tat world we find ourselves in isn’t working. We need a fresh start — or, rather, we need a start using what we’re already doing in select circles, Stanford, et al. Political will, clean universal design where everyone benefits and a desire to also change how college students go to school, giving them more responsibility for the way we actually live, is a great leap forward to solving our problems. It’s not hard, but this approach, if we can all put our shoulders to the wheel, will change the face of education and begin to address the many problems we face.
Let’s get to work — but let’s do it creatively. Nothing else is working: we know that.