Posts Tagged ‘ reform ’

Questions, not many answers.

Here is an example in The Atlantic of how data is used for analysis that changes strategy. Sabermetrics correlates statistical data to outcomes and has been used for strategy in baseball since Billy Beane began using them in Oakland (Moneyball). It is now as unthinkable in baseball to build a strategy without using this tool as fielding a team without a pitcher. The current controversy is about who should really get credit for the win. What if the pitcher didn’t have a single strike out for the entire game? What if the catcher made every close pitch look like a strike? Does it matter? Only if you are responsible for outcomes.

How do we develop sabermetrics for education? Do we measure outcomes for teachers or students? What’s the educational equivalent of winning the World Series? What’s the equivalent of winning a division title? How about the equivalent of winning one of the 162 games in a season? How about the outcome for each inning of each of those games?

I love baseball, the great American pastime, and the correlation of data to outcomes that sabermetrics has brought to the game make all the more effective and exciting.

More importantly I also love education, the great American ask time. A time of inquiry and discovery. The current correlation of data to outcomes is that a child’s family income is a good predictor of their test scores. Is that as deep as we can go? And once we have the data, can we use the information to change outcomes?

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It’s Only Make-Believe

Ever thought about designating a specific make-believe activity for recess at your school? Jerome and Dorothy Singer have. In this blog in Scientific American they talk about the need for pretend play to promote child development. They also mention the Root-Bernstein research indicating that Nobel prize winners and MacArthur geniuses participated more frequently in childhood games about make-believe worlds than a control group.

Perhaps the idea of a built-in ‘pretend play recess’  during the regular school day—where children can get together and explore an infinite amount of possible combinations of ideas, emotions, and perspectives—will one day be just as acceptable as traditional, but no less important, forms for recess and play.

Indeed if creativity and innovation are critical to our world, then we must create opportunities for our students to use their imaginations.

 

Thanks to Barbra Esham for making me aware of this piece in SA!

By Any Other Name

All education organizations are risk-averse. It comes with the territory. We believe that no parent will ever entrust their child to an organization that is the institutional equivalent of Fast and Furious. But here’s the thing…every parent (and grandparent) wants their child to receive the absolute best in terms of instruction. Often what that means in this day and age is innovation – at least some variation to our time-honored pedagogy.

Yes innovation is scary. But how can we teach our kids that it’s okay to fail, if we are afraid to fail ourselves? Lisa Bodell, one of my heroes, says in her latest article in Strategy + Business,

Making it safe to try new things is critical for innovation to happen.

And yes, my educator friends, we must innovate! Think about it. By the time our current fourth graders graduate from high school, it will no longer be necessary to know how to manually drive a car. Maybe “FAILURE” just has too much cultural baggage in the educational environment. We need to find another term for a temporary lack of success. Any vocabulary suggestions?

Educational Moneyball

  1. Although they require a living wage, teachers unlike baseball players are not motivated by money; if they were, they wouldn’t be in education.
  2. The real measure of a high quality educational organization should be how many of their minor league teachers can they turn into major league all-stars. Hiring effective teachers that someone else has trained is cheating. Buying the Red Sox just before the World Series, doesn’t make you the world champion. 
  3. Most educational organizations put their rookies into the starting lineup from day one. Most baseball organizations carefully cultivate their minor league players make sure they are ready for the big dance.
  4. Even the best professional baseball player doesn’t win the world series every year, and the best teacher doesn’t dramatically improve their students’ test scores every year. In fact some excellent teachers don’t even teach tested subjects!
  5. You can’t predict the winner of a baseball game by knowing which team had the highest income. And yet, academic performance and a students’ family income are very closely correlated. You can even predict ACT and SAT scores based upon this.
  6. Just like in baseball, disruptive innovation in education will not come from the big money organizations.  There are thousands of highly capable general managers (public school superintendents) in this country with low-budget educational teams in small revenue markets just like the Oakland A’s. These educational leaders will be the source of innovation. Not because they are flush with cash from grants, but precisely the opposite. There were no baseball teams using sabermetrics until Billy Beane came to Oakland.
  7. Baseball is now a statistically rich game, education (though surely more important) is statistically anemic – almost all of our performance conclusions are based upon the annual results of three to five standardized tests. This too shall pass.

The six ways teachers want to change schools

The six ways teachers want to change schools

Here is an interesting idea…if you want to improve outcomes in our schools, why not listen to the professionals? Not the administrators, but the teachers. Many businesses have made dramatic gains by listening to their staff. How about our schools?