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Matthew Lynch published in EdTech & Innovation, Trending Topics

Personalized Learning Starts with Less Teacher Talk, More Student Voice

Personalized learning is becoming a big part of the 21st century classroom. It’s a new approach to teaching and learning that involves less teacher talking and more input from students, and it’s changing the way students are learning around the world.

The idea behind personalized learning is simple. Students guide their own learning, going at their own pace and, in some cases, making their own decisions about what to learn. Ideally, in a classroom using personalized learning, students choose what they’re interested in and teachers fit the curriculum and standards to the students’ interests.

This type of learning completely reverses the traditional structure of the classroom. Instead of the teacher being the center of attention and leader of the classroom, the students are in the spotlight. Personalized learning gives students a voice and allows them to take ownership of their education.

For teachers who want to bring more personalized learning into their own classrooms, it can seem intimidating. Giving up control of the classroom can be scary. Teachers might wonder, will the students really get engaged? Will they learn everything they need to know for the tests at the end of the year? Will I completely lose control over my classroom?

Personalized learning doesn’t have to be all-or-nothing. Teachers can start by talking a little less and letting students have more of a voice. Allowing students to make some choices in the classroom can have a powerful effect.

Teachers can give students different options for presenting evidence of what they’ve learned. One way to go about this is to directly give students the standards they need to know and ask them to present proof that they’ve mastered the standard. Another option is to give students choices, such as writing an essay versus creating a visual representation of their learning.

Teachers can take another route and give students different options for how they learn material. This requires a little more preparation, but teachers can allow students to choose between reading and watching a video, for example. Again, this allows students to have more choices and feel that they have a voice in the classroom.

Simple changes like these are easy for teachers to make, and they empower students. When students have just a little bit of choice in the classroom, they begin to get invested in their learning.

Personalized learning also improves student and teacher relationships. In the traditional classroom, teachers are often fighting for power. In traditional classrooms, teachers have to demand that students sit down, stop talking, and look at the teacher. This automatically creates a kind of power dynamic that can cause problems. Teachers are essentially telling students, “I am more important than you.”

When teachers give students a voice, they’re telling students, “You are important.” They are giving students control over what and how they learn. Students often respond positively to this change in the power dynamic. Students who are given choices feel valued and respected. As a result, they are actually less likely to cause problems for teachers. When teachers stop demanding that students sit down, be quiet, and respect them, students are more likely to do all three of those things.

For teachers who are looking for a way to get students engaged and excited about what they’re learning, personalized learning is the way to go. Teachers who talk less and give students a voice in the classroom are empowering students and allowing them to take ownership of, and truly enjoy, their education.

Have you seen teachers talking less in the classroom? How can teachers use the power of personalized learning to give students a voice? Tell us what you think.

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: How to Choose an Alternative Strategy to Social Promotion and Retention

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

Research shows us that social promotion isn’t effective and ultimately hurts the student long-term. We know retention can do a lot of damage, too. So what, then, is the answer? The answer is nuanced and based on individual factors.

Factors for choosing an alternative strategy to retention or social promotion include all of the resources available to students and other stakeholders in their education. These stakeholders include teachers, school administrators, school counselors, parents or guardians. The social factors impacting students include emotional challenges, the strength and stability of the student’s family dynamic, and the level of the individual student’s motivation towards academic success.

Each of these factors plays an important role in determining the type of strategy that may help a student improve his or her academic performance. A child with specific learning abilities may benefit from having access to specific learning resources. Similarly, parents may benefit from having information on resources made available to them, as may children who struggle academically due to social or economic disadvantages.

In some respects, the need for alternative support strategies is as much about establishing a better process for identifying and analyzing the needs of struggling students as it is about finding alternative strategies to facilitate academic success. The Education Trust, for example, has identified key differences in the ways in which schools with “high” and “average” impact on the progress of struggling students used assessment data. The research demonstrated the advantage of using analytical data.

It showed that high-impact schools had “early warning systems” to identify struggling students or at-risk students. Some schools even went so far as to create “intervention teams,” groups of teachers and administrators specifically charged with developing learning plans for individual students. These individual learning plans, in fact, resemble individualized education plans, or IEPs, used for students with exceptionalities and GIEPs – the gifted individualized education plans used for students with above-average academic ability and performance.

Because of the necessary focus on educational strategies, teachers and administrators will likely remain key players, along with administrators in the development of alternative education strategies. There can be no progress in the education system unless key professionals agree on the target objectives and the best way to use available resources.

Finally, we must also consider ways to reestablish trust between educators, parents, and students. As most system stakeholders know, students who excel or even just perform adequately in school are likely to be relatively neutral in how they perceive the whole public school experience. Not so for those on the other end of the spectrum. Inevitably, it is the struggling, their families and sometimes even their teachers, who have the hardest time trusting the system as it presently exists.

The current system of public education is clearly undermining students who struggle the most. Efforts like Common Core and No Child Left Behind have only worsened an already bad situation, doing little but widen the achievement gaps between those students who struggle and those who excel. The approach to managing academic challenges and poor academic performance is also, at the end of the day, about reinforcing retention or social promotion, with the minimal functional application of resources to support the growth of students’ academic potential.

Click here to read all my suggestions for alternatives to social promotion and retention.

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Matthew Lynch published in Higher Education, Online Learning & eLearning, Trending Topics

The Ever-Expanding List of Online Degree Options

When online education began, students had access to precious few degree programs. Typically, only classes that required little communication and less hands-on training were candidates for digital classrooms. However, as education technology developed — and as interest in online education grew — students found more and more degrees available over the web.

Today, more than 17 percent of higher education schools offer full-time online degree programs, and the options are incredibly diverse. Nearly every student in nearly every field can find courses available online, bringing the world closer to affordable, attainable higher education. To celebrate, here is a brief history of online degree options — and what we can expect from online education in the near future.

First Came Business School

Aside from computer science courses — which only became valuable well after e-learning was established — business degrees seem the most obvious candidates for online education. First, advanced business degrees are sought primarily by adults already employed in full-time careers; thus, the flexibility of online courses is unendingly appealing to business schools’ core audience.

Furthermore, business classes rarely require hands-on attention from professors, so students can be certain of learning the correct material without bothering to journey to a university campus. Concepts like finance and marketing — as well as skills like selling, recruiting, and leading — can be acquired just as effectively through a computer screen as in a physical classroom.

Business school integrated quickly into online education sites. Today, business learning opportunities are seemingly unending; here are a few online degree options for the business-inclined:

  • Business Administration
  • Project Management
  • International Business
  • Supply Chain Management
  • Marketing
  • Finance
  • Accounting

Then, Humanities Studies

As for-profit online universities gained popularity in the late 1990s and early 2000s, they began experimenting with more programs to offer digitally inclined students. In the previous few decades, correspondence courses proved that many subjects in the humanities were well-suited to out-of-classroom students, so degree programs in “soft” subjects like literature, art, history, and religion made their way to the web.

Like business courses, humanities classes rarely require practical instruction; most often, students read materials outside of class and review those materials with peers and professors. Such experiences are easily completed through an e-learning portal. However, unlike most business courses, humanities studies fail to provide students with obvious careers post-graduation. Thus, online schools adapted to the changing needs of its student body by providing a variety of online student services, to include career preparation and placement, course counseling, and even tutoring.

Today, online humanities degree options are extensive, and giving online students access to the cultural degrees they crave, such as:

  • Biblical and Theological Studies
  • Latin American Studies
  • British Literature
  • American History
  • Music Theory
  • Creative Writing
  • Linguistics

Now, Engineering Courses

On the opposite end of the education spectrum, engineering degrees require extensive applied instruction. Engineers study complex subjects like calculus and physics and must be able to apply theories to the real world. In universities, engineers are seen to build physical projects: catapults, miniature towers, better mousetraps, etc. Yet, many online schools are integrating engineering degree programs into their offerings.

Less than a decade ago, teaching engineering online was impossible, but thanks to advances in e-learning technology, exceedingly complex programs like online biomedical engineering truly exist. The primary breakthrough was in simulations: Once schools could accurately replicate laboratory conditions in a digital environment, online engineering courses could offer legitimate instruction.

Today, all manner of engineering programs can be found online, and some of the most popular include:

  • Biomedical Engineering
  • Electrical Engineering
  • Civil Engineering
  • Engineering Management
  • Mechanical Engineering

Soon, Unlimited Options

In less than a century, classrooms have moved from chalk and blackboards to digital screens. Some experts envision a future where physical learning environments are unnecessary, and where every student attends classes over the internet. Already, 95 percent of universities offer at least one fully online course, and 17 percent of universities offer entirely digital degree programs — and that number is growing every semester as more students clamor for the flexibility and affordability of online school.

Some experts are taking the online learning revolution even farther. Former MIT dean Christine Ortiz argues that the online schools of the future will not be segmented into colleges and majors; there won’t be classrooms or even a rigid lecture structure. Instead, all information will be available online, and students will gain certifications through completed projects.

This vision might seem far-fetched, but as more and more degree programs become available online, students have more options than ever for their educations. Soon enough, online learning will be limited only by students’ time and imagination.

 

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: Mentoring To End Social Promotion and Retention

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

When parents aren’t able to bridge the gap at home when it comes to education, strong mentors can make a difference in how much students learn.

Emma came from a low-income background and struggled with family issues. She joined a mentoring program and was partnered with Sarah. They have now been friends for more than 12 years. Though the inequality inherent in mentoring has been mentioned by some as problematic, in many cases mentoring can be life-changing. In the case of Emma and Sarah, the relationship was mutually beneficial. They would often go to the local Barnes & Noble, where they would sit under a brightly painted artificial tree and read to each other for hours.

Though the relationship was certainly effective in boosting Emma’s reading skills, it had other benefits as well. At one point, when Emma was six years old, she had to call 911 after her mother’s former boyfriend broke into the house. Sarah helped Emma deal with the call and the repercussions. Later, Emma chose to leave her father’s home, where she’d lived for twelve years, and move to her mother’s home two hours away. Sarah helped her in that decision and supported her in the move.

Sarah and Emma also have a lot of fun together, eating out and visiting amusement parks. These fun times do not, however, keep Sarah, the Director of Admissions at Vermont Commons School, from maintaining a focus on Emma’s schoolwork. Emma says, “Yeah, Sarah is always asking me about school and my homework. She always tells me that doing well in school and working toward my future are the most important things. She motivates me to do my best in school.” And this focus has worked: Emma is on the honor roll and has started looking at colleges.

The benefits go both ways. Sarah says, “I don’t have kids of my own, so I have been able to be a sort of second mom to Emma in a lot of ways. And she is just so amazing and fun to be with; I can’t imagine my life without her. My parents instilled in me the importance of giving back. And although I have been on many organizations’ boards over the years, being a mentor to Emma is without question the best thing I have ever done in my life.”

As the story of Emma and Sarah indicates, mentoring can have an enormous impact on the lives of disadvantaged students and those who mentor them. Karcher identifies mentoring as a process based on concepts of attachment theory – how individuals relate to one another and what sense of connection they have based on their relationship. The related concepts also provide evidence to demonstrate the extent to which mentoring can help reengage adolescents who have detached or disengaged from the educational process. Although counseling and mentoring need not be limited to adolescent students, we can assume this is the group most at risk.

Encouraging mentoring on school campuses is one strategy for reengaging adolescent students who have become disconnected from school due to a variety of experiences. The use of mentors should be given considerable weight among the supports that can help preclude the need for retention or social promotion.

A collaborative team within the school context can also help identify students who are not performing at grade level. The collaboration of a variety of stakeholders concerned about the welfare of individual students can identify struggling students sooner and trigger remedial interventions that can prevent damage from compounding itself. Wells et al. found that counselors accurately identified those students on a school campus who were at risk, and were able to determine those who might benefit from interventions. They emphasized, however, that the mere identification of struggling students was of little use in the absence of an intervention plan.

Click here to read all my suggestions for alternatives to social promotion and retention.

 

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Matthew Lynch published in EdTech & Innovation, Trending Topics

10 Virtual Tools for the Math Classroom

It is no secret that many students are not passionate about math. Students feel disconnected from what is taught in class, unsure of the benefits of math and reluctant to pursue careers in the field. Edtech is trying to change these attitudes by providing them with new ways to engage with numbers. Many companies have developed virtual tools for math, which allow students to learn, practice, and have fun with different math concepts. We will discuss ten of the best on the market.

  1. Stepping Stones 2.0: Comprehensive Mathematics– from ORIGO Education integrates print and digital resources to give teachers flexibility in how they teach K-6 math. SS 2.0 is loaded with additional practice, effective strategies, visual models, and teacher supports. Slatecast lets the teacher broadcast a resource onto the class whiteboard to emphasize or reteach a concept. Kathy Beach, a teacher in North Thurston Public Schools, says about State cast, “What a great way to practice facts and have everyone on the computer.”
  2. Geometry Pad– This virtual graph paper allows students to draw shapes, charts, and other geometric features.  Students can change the properties of shapes, zoom in, save their work and add written notes on the side. Geometry Pad is a great application that can be used with students of any age and across mathematical disciplines.
  3. Pattern Shapes– Understanding the properties of shapes, fractions and creating precise figures is easy with Pattern Shapes. Students can use the virtual protractor to measure angles, change the dimensions and color of forms and annotate answers. It is ideal for elementary and middle school students, and the bright colored shapes can inspire creative design.
  4. Globaloria– Learning math through games is a great educational tool. Globaloria allows students to create games that test STEM subjects. With a gallery full of games, students can explore creations that were made by their peers. This application aims to promote STEM subjects on a global level through games and social networking.
  5. MathsPlayground– This collection of math-based games is perfect for younger students. Aligned with Common Core standards the games are separated by grade and topic. Students will enjoy learning while playing interesting games. The games test timetables, fractions, and other mathematical concepts. Combining education with easy to play games is what makes MathsPlayground ideal for young students.
  6. FluidMath– FluidMath is the first “pen-centric “platform that works on iPads and interactive whiteboards. Students and teachers can write, in their own handwriting, as they solve problems and engage with difficult concepts. FluidMath has won many awards, and its many features make it a great tool for both teachers and students in any math classroom.
  7. GetTheMath– The aim of this tool is to relate algebra to the real world. Through topics like “Math in Music” and “Math in Fashion,” students can learn how math is an integral part of everyday life. There are videos, exercises and other ways that students can engage with algebra in its real world setting. GetTheMath is an excellent way to combine theory with application.
  8. Dragon Box– This learner-based approach to math claims that 83% of children learn the basics of algebra in an hour. Through interactive games and explanations, students as young as five are introduced to algebra and how variables work. Students have no idea they are engaging with academic content, and the graphics are colorful and cute.
  9. Academy of Math– Aimed at children struggling with math in school, Academy of Math is a comprehensive tool that helps students get results. Videos and ongoing assessments tools put students in the driver’s seat of their own education. There are various topics to choose from, and educators can implement the resources on this platform into their teaching.
  10. Studygeek– Mathematical vocabulary is fundamental to understanding math. Study Geek is a great learning tool that has an alphabetical glossary of thousands of math vocabulary words. There is also a selection of informative videos that cover everything from geometry to algebra. The games aim is to test math vocabulary retention, and students will enjoy playing a game and learning at the same time.

So, there you have it. All of these tools push students towards self-exploration and allow them to see how math is an integral part of the world they live in. Through the use of these tools, students can also take control of their academic achievement, and foster a positive relationship with a subject that previously felt ambivalent about.

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Matthew Lynch published in EdTech & Innovation, Higher Education, Trending Topics

Why Professors Shouldn’t Ban Smartphones

As smartphones have become more common, educators have struggled with the question of what to do with smartphones in the classroom. For K-12 educators, the answer has been to ban smartphones from the classroom completely. College professors have also banned smartphones in increasing numbers. But now there’s some evidence to suggest that banning smartphones in the college classroom isn’t such a good idea.

A study conducted by researchers in Singapore found that undergraduate students who were allowed to keep their phones with them actually scored better on tasks that measured their cognitive functioning. Even when they weren’t allowed to use their phones, students who were allowed to keep their phones in their pockets performed better than students whose phones were confiscated.

In this case, researchers theorized that the poor performance by students without phones was due to a kind of smartphone withdrawal. When students had their phones taken away, they may have been anxious about missing out on something—a text message or friend request, for example. This anxiety could take students’ minds off of what they should be learning.

Smartphones could have academic uses

While professors may be quick to ban smartphones, it’s rare to find a professor who doesn’t allow laptops in the classroom. Most professors who allow laptops but not smartphones would likely argue that laptops can be used to take notes or for other academic purposes. However, as smartphones have become more powerful, they can do many of the same things.

Microsoft Office has long been the standard for productivity, and for years it was only available on PCs. Today, many smartphones can run Microsoft Office applications such as Word, Excel, and PowerPoint. Smartphone users can also find a wide variety of apps that replace old paper-and-pencil methods. There are apps for note-taking and calendar apps that students can download for free.

In some cases, smartphones are even better than laptops. In addition to being easier to carry around, smartphones have features that laptops lack. Smartphones enable students to instantly snap photos of anything the professor presents, such as charts, pictures, and diagrams that may help them understand concepts when they study.

Smartphones are also a great tool for student who like to record lectures. Students no longer have to carry around a recording device—they already have one in their pocket. Listening to those recorded lectures is a lot easier with a smartphone, too, since students are never far from their phone.

Smartphones are always handy

The fact that students always have their smartphones with them actually makes their phones a better tool. Anything that students save on their phone, whether it’s a recorded lecture, class notes, or pictures, is accessible anytime.

Cloud-based apps, like Google Drive, have made it even easier for students to access information on their phone. Students can store anything they want on the cloud using their phone, then go home and review what they saved on a laptop or tablet.

Banning smartphones might be impossible

Any professor who’s tried to ban smartphones can attest to the fact that it isn’t easy to get students to give up their phones. There will inevitably be students who try to sneak their phones in anyway or refuse to hand them over. This can lead to wasted class time, as professors are forced to argue with students or impose consequences on those who refuse to comply.

Ultimately, trying to ban smartphones is nearly impossible. When it is possible, it can end up taking up more time and effort than it’s really worth. After all, if college-aged students are so distracted by their smartphones that they aren’t learning, it may be time for them to learn a lesson about using technology appropriately in the form of a lower grade. Smartphones, like laptops, are a tool—they can be used for academic purposes or can be a detriment to learning. It’s up to students to find ways to use them correctly.

Can professors make smartphones a useful classroom tool, or are they too much of a distraction? Tell us what you think!

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Matthew Lynch published in EdTech & Innovation, Trending Topics

The Ultimate Guide to Using Open Educational Resources

The idea that knowledge is power is not a new concept, however the idea that knowledge, resources, and information should be widely available and also free might be a slightly newer concept. Before the advancement of the internet and today’s technology, the idea of access to free information, teaching resources, and even online books was unheard of. If you wanted to learn about a topic, you could pay for the materials and or books to learn about your topic of interest. If you want to teach about a specific area, you needed to develop the materials yourself or pay for them. Many educators now believe that teaching materials and other information should be free. As we begin to share our resources as copyright free materials, we also open the idea globally that teaching, learning, and research materials should be accessible to everyone.  Edutopia notes that open educational resources can also save teachers significant time, planning, energy, and resources.

Why Use Open Educational Resources (OER)?:

  1. Save time and energy – One of the most obvious reasons for using OER is to save time, energy, and also money! Teachers can search for OER on the internet, and share resources that they discovered with each other in person, on social media sites, in school meetings, and in professional development workshops.
  2. Increases flexibility – As noted by Nicole Comforto on Edudemic.com, using OER also allows teachers to be more flexible and creative with their resources. For example, a game with a map that was developed for one area or region could be easily adapted for the area in which the teacher lives, states Nicole Comforto.
  3. Adds to our existing materials and knowledge – Of course, it never hurts to expand our own resources and knowledge as teachers and also as learners! The more materials we can access for free, the more both our students and ourselves can benefit!

Our Top Recommended Resource for Educational Materials:

  1. Sharemylesson: https://sharemylesson.com/ offers abundant resources for teachers to use for students of all ages, and also offers free webinars for teacher use.
  2. OER Commons: https://www.oercommons.org/ is described on the website as being a “digital library and network.” OER Commons, as recommended by Andrew Marcinek in his article on Edutopia, states that OER Commons is the ideal database for free teacher-developed resources.
  3. Math Solutions: Looking for great free math lessons? Try checking out this website: http://mathsolutions.com/books-resources/classroom-lessons-old/ where you can find math materials for varied level learners.
  4. MIT OpenCourseWare: is a website that shares full courses and materials offered by MIT professors. View what resources are available at https://ocw.mit.edu/index.htm
  5. UNESCO As recommended by Nicole Comforto, UNESCO found at http://en.unesco.org/womeninafrica/, provides reading materials, comic books, and histories of African American women for middle-level learners.

How Can You Be Confident the Resource is Copyright Free?

If you are still concerned about using materials you find on the internet, look for resources using a “Creative Commons” license. Nicole Comforto states that if you find any resources on https://creativecommons.org/ you can be certain that you can use the resources. Creative Commons is well known for being the best guide for finding OER and materials in the world of learning. Save yourself a few of hours of searching, and start your search at Creative Commons!

Where Can You Start?

If you are still unsure about where to start searching for copyright free lesson plans, materials, and ideas, speak with your colleagues and other educators. Swap ideas with people that you know! Other teachers may already know a perfect resource or website that they use for many lesson plans. You don’t have to struggle and spread hours upon hours making the perfect lesson plan thanks to the availability of OER.  Edwige Simon, also on Edutopia, recommends looking for trustworthy resources by searching for websites that end in “.org,” or are produced by the government, or the Department of Education.

PBS and National Geographic are also excellent, reliable resources for online educational resources, states Edwige Simon. Whether you are just looking for one lesson plan, or are also interested in sharing your ideas with other educators, teachers, and students, the internet is now full of free and accurate resources. You should never have to pay for another lesson plan again if you search for OER on  Creative Commons or even on https://sharemylesson.com/! Happy searching and have fun!

 

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: Alternative Strategy Factors to the Pass/Fail System

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

If previous efforts and employing one or another of the existing alternative strategies have not been effective, we’re left with this question: what can educators do to develop alternatives to retention and social promotion that will actually work?

Several key points emerge from the existing body of research. First and foremost, research shows that alternatives to grading, retention, and social promotion must represent a multi-stage process that has been carefully planned and tested. While this might seem obvious, especially the requirement that a strategy is carefully planned, we should remember the context in which retention and social promotion occurs, a context that includes significant historical dimensions.

Indeed, one need look no further than the Common Core Standards and one of the major complaints about them: that they are woefully under-tested and embody goals and that have little to do with the real educational needs of individual students.

A second key to developing an effective alternative is the identification of those factors that are most crucial to a successful education policy. What do we need to consider when choosing among alternative strategies? What does the research tell us about the most important elements to a strategy that would replace grading, retention, and social promotion?

Most studies of the effects of grade retention and social promotion are limited in one way or another. The statistical power of many such studies is limited by a small sample size. Even the larger studies are often hampered by inconsistencies in education policy or implementation that make it difficult to interpret the results.

Logic also plays a role in showing the problems with grade retention and social promotion, as well as in determining the basic elements of alternative education strategies for failing students. One of the first points to be addressed from the perspective of logic and common sense is the basis for assigning specific grades to student assignments. We should not only consider the grading process itself but, to gain a wider perspective, we should also consider the ultimate objective of the education system, as well as how we can determine whether that objective is being achieved.

Consider the individual that America’s public education system should be producing. What should that individual be prepared for? Why are they getting an education in the first place? And, as we have suggested already, the “why” should play a big part in determining the “how.”

Whatever we decide regarding the ultimate goals of the public education system, it is clear that students must be examined to determine the knowledge and skills that they have learned in school. We do need to test their readiness for college and employment. But the other side of this coin is that the education process must be capable of transferring knowledge and skills in targeted areas.

A successful educational system must not only address student weaknesses, ensuring at least a rudimentary understanding of mathematics, science, languages, literature, writing, and reading comprehension; it must also nurture individual strengths, giving students an opportunity to develop their unique interests and gifts in preparation for a productive career.

We must also consider the non-academic costs of retention and social promotion on students and the education system as a whole. Although they are inherently difficult to gauge, we know that grade retention and social promotion have impacts that are academic, social, economic, and even emotional in nature.

The American School Counseling Association (ASCA) has offered a model for managing grade retention and social promotion that concentrates on the psychosocial aspects of student learning.

The ASCA’s model for developing academic policies and is based on standards intended to be implemented by school counselors. The ASCA’s model assumes that educators would be more effective at bringing about educational reform if they were more aware of the psychosocial factors that impact students.

Recommendations for educators have included input and supports not only from school counselors but also from teachers, administrators, and parents. This is largely because of the recognized need for as many stakeholders as possible to collaborate in support of academically struggling students.

The ASCA identified many barriers to educational reform, including several that explain precisely why collaborative, comprehensive support strategies are needed to support struggling students. Barriers include family stressors, apathy towards school and potential personal success, academic deficiencies, disabilities, poor behavior to support educators’ efforts, and limited access to resources.

Awareness of barriers to academic success can translate into an awareness of strategies for providing support. For instance, educators are in a good position to be able to resolve academic problems in collaboration with students and parents; They can provide insight into learning strategies for the individual student that may help the to help themselves achieve academic success.

Research has shown that retention causes changes in the lives of adolescents who lack coping skills to recover from the experience itself. Indeed, pressures of certain life changes and life events can be the cause of academic struggles. The intertwining of problems inside and outside the schoolroom highlights the need for a comprehensive approach to supporting students. Bullying and teasing can impact retained or socially promoted students and create additional academic struggles. The development and implementation of a comprehensive guidance curriculum by school counselors can support struggling students and minimize the recourse to retention or social promotion.

The second standard of the ASCA model includes programs that address bullying and teasing of students. Such consideration should be an element of a viable strategy for reducing the need for retention or social promotion. Another suggestion from the ASCA is that educators become advocates for students at risk of retention. Effective educators can advocate for students by making other stakeholders in a school aware of particular struggles and the potential need for more significant supports in the classroom.

Click here to read all my suggestions for alternatives to social promotion and retention.

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Matthew Lynch published in EdTech & Innovation, Trending Topics

The Edvocate’s List of 24 Must-Follow STEM Education Twitter Feeds

*The Edvocate is pleased to produce its “Best of the Best” resource lists. These lists provide our readers with rankings for education blogs, twitter accounts, influencers, products, etc. These lists are meant to be fluid, and for that reason, they are regularly updated to provide up to the moment information.*

It’s become a well-known fact that most students are woefully unprepared for careers in science, technology, engineering, and math (otherwise known as STEM). Students in the United States regularly score low on math and science tests, lagging behind other developed nations.

This is despite the fact that STEM careers pay exceptionally well—college students who graduate with STEM degrees earn quite a bit more than their counterparts with degrees in other fields. Not to mention, the demand for workers with STEM degrees is huge and continues to grow.

These facts should leave no question about the importance of preparing students for careers in STEM. The real question is, how can we get students ready for STEM careers? Well, the first step is for educators to keep abreast of what is happening in the STEM education field. This way they can be sure that they are preparing students for what’s to come.

Whatever method you use, making sure your are using reliable resources can be a daunting task. The best way of learning what to do (and what not to do) is through seeing what others have done before you. That is where Twitter can be immensely helpful – if you know where to go. The following are 24 of the best Twitter Feeds about STEM Education. Some of these are inspirational, (because that is required on tough days), infomational, and many are a combination of both.

Two things are taken into account for all entries on this list.

  • The feed must be relevant, at least some of the time. Most of these focus on STEM education, but a few of these have a slightly broader view of education, and these have a lot of other great information for those in the education field
  • They sites must be active. In other words, they should have someone posting to them on a regular basis, not just once a month or less.
  1. @TeachingSTEM: Provides readers with articles on science, tech, engineering, and math.
  2. @stemschools: Gives readers great tips on promoting STEM education.
  3. @STEMschool: Disseminates excellent tips on how to teach a STEM subject.
  4. @SciAfterSchool: A great place to find STEM resources.
  5. @crsscience: Want to liven up your curriculum? This Twitter feed can help.
  6. @STEMAhead: Follow this feed to learn about STEM Ahead, and their beautiful programming.
  7. @stemnetwork: Educator schools twitter about STEM resources and initiatives.
  8. @NSTA: The NSTA is the go-to place for resources related teaching STEM in the classroom
  9. @STEM_Works: Ran by SMU, this resource helps teachers to find information on STEM instruction.
  10. @leache: Edward Leach shares STEM-related news.
  11. @STEMConnector: Tweets out STEM-related updates, articles, and resources.
  12. @MITK12STEM: MIT-backed Twitter feed that will keep you up to date on all things STEM.
  13. @changeequation: This feed is all about encouraging STEM literacy while providing you up to date STEM resources.
  14. @ConnectMinds: A Wonderful community whose mission is to get more kids involved in STEM.
  15. @almostrocketsci: Encourages kids to consider careers in the STEM fields, and provides them the resources to do just that.
  16. @exploratorium: Allows children to explore a career in STEM, and provides educators with up to date news and resources.
  17. @STEMChallenge: Uses video games to get kids involved in STEM.
  18. @egfi: Allows children to explore a career in STEM, while providing them with information about careers in STEM.
  19. @ScienceCenters: Tweets out pertinent information about science and technology centers across the nation.
  20. @OppEquation: Ensures that kids underrepresented groups are exposed to STEM careers.
  21. @SciGirls: Helps girls explore a career in STEM.
  22. @cstemorg: Helps minority groups learn more about careers in STEM.
  23. @NCWIT: Devoted to helping more girls and women to choose STEM careers.
  24. @womenintech: Showcases women in tech careers, offers advice to women interested in tech careers and encourages young girls to become involved in tech.

Did we miss any?

 

 

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: The Need for Alternative Strategies

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

If we know that our current pass/fail system isn’t working well — for our students, teachers, families or communities — then what can we do to turn that tide?

Most of the alternatives to retention and social promotion are half measures that do not challenge the validity of the traditional concept of retention. Too many of the established alternatives merely try to mitigate impacts; retention and social promotion are retained as key elements of the educational system.

Difficult and changing ideas, including philosophies and opinions of educators and parents, have complicated the development of effective alternatives to retention and social promotion. Despite the available alternatives, retention, and social promotion remain among the most common strategies for managing academic performance in the current system.

One of the most significant problems with applying alternative strategies is that many are far from comprehensive or well thought out. Many existing alternatives do not show an awareness of the various stakeholders and their potential contributions to a student’s educational success. The fragmented nature of alternative strategies also tends makes it hard to understand the struggles of the individual student.

The so-called self-efficacy theory suggests that adolescents perceive their academic ability regarding their perception of their ability to accomplish tasks. The cognitive function of adolescents reflects the way individuals feel about themselves. Students who experience failure at school have a higher risk of self-efficacy, according to Bandura. There are various other theories, including the family systems theory, which can further explain the risks to adolescents regarding their families and their position in a system that can impact self-efficacy and academic performance.

Although counseling students can help to address problems of low self-esteem, related to poor academic performance, the best interventions do not typically involve parents because of the risk of disrupting the support system as a whole. Furthermore, supports targeting academic and even social needs tend to be limited in scope, largely because there are so many pieces to the puzzle. Most alternative supports are fragmented and limited in their availability because of the degree of specialization (for instance, the availability of resources for specialized instruction in certain areas, or for individualized counseling for students).

Identifying the problems of social promotion specifically, Labaree notes that social promotion lowers the promotional standards in schools. The National Commission on Excellence in Education suggests that this both reflects and encourages the general decline of standards in American society. Labaree also notes that within the school system, a policy of social promotion symbolizes a more general lack of commitment to student achievement.

Establishing low minimum achievement levels for promotion is also, Richard Ebel suggests, a factor that fosters lower achievement expectations. Lowering the “floor” for achievement tends to lower the “ceiling” as well. Perhaps inevitably, there are some who consider social promotion a form of academic dishonesty. It can lead to accusations that schools are rewarding students for lack of accomplishment, instilling an inflated sense of their capabilities and a poor appreciation of the importance of hard work.

Ebel suggests that more rigorous promotional standards are effective at motivating stakeholders to sustain efforts toward higher levels of achievement. Using different standards for promotion can, however, create its problems. For instance, promoting students based on age rather than demonstrated achievement creates significant differences in ability and application of students in different grades.

Disruption becomes more likely when a student perceives a risk of retention. This disruption can affect both the classroom and the student’s family. Academic problems can create severe familial tensions, and these tensions tend to be more pronounced for low-income single parent and minority families, thus becoming entwined with socioeconomic factors.

Click here to read all my suggestions for alternatives to social promotion and retention.

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