Student Centered Teaching

One of the key elements of a 21st century education is the shifting of focus from a teacher-centered classroom to a student-centered classroom, a classroom that gives students “voice and choice” as they engage in real world problem solving through creative critical thinking, collaboration, and use of technology. According to Weimer (2013) there are five elements of the learner-centered classroom, they are lessons that focus on students as active learners   rather than passive receptacles that teachers need to fill. They empower students by giving them control over their learning, teaching that encourages collaboration. In the student-centered classroom students have the opportunity to reflect on their learning and engage in explicit learning skills instruction.

In the article New Learning Environments for the 21st Century: Exploring the Edge , Brown points out that 21^st century schools should be cross disciplinary in nature. That today’s learners need access to multiple ways of knowing and that a one size fits all curriculum is counterproductive, as today’s learners have been conditioned to expect choice in the things they consume. Today’s students want to create and learn at the same time, and by doing this they will bridge the gap between knowledge and knowing (Brown, 2006). One of the best pedagogical approaches to create the learner centered classroom is the implementation of project based learning or PBL. In a study of the educational outcomes of PBL, Pedro Hernandez-Ramos and Susan De La Paz found that students who engaged in project based learning activities in a middle school social studies classroom learned more than students in a traditional classroom setting (Hernandez-Ramos and De La Paz, 2009). Project based learning requires students to engage in real-world 21^st century skills and elicits greater overall learning. In addition students learn the skills they will need to be competitive in the modern economy. A 21^st century education must take advantage of the revolutionary changes brought by computer technology and the internet. According to Harry Pence (2010) teachers must become acquainted with the technological environments of which their students are familiar. This approach will enable teachers to connect with their students and build upon their interests using technology. This approach will not only hook students, but will engage them throughout the lesson leading to greater student learning.  

                  My educational system is still rooted in the industrial error but is desperately trying to move forward. Unfortunately, one of the biggest problems facing my school district are teachers who do not recognize the need for change. Many teachers I know, still cling to antiquated notions of education such as the need to cover tremendous amounts of content, overreliance on multiple choice tests, and lectures. These approaches are not serving the needs of our students as students want a more active role in their education. However, I believe that a paradox exists in that our school district wants to see growing participation in advanced placement courses, which are often taught in a rote way, but emphasize the  need for 21^st century skills and approaches this raises the question is the advanced placement curriculum and 21^st century approaches compatible? Is it possible to teach the AP curriculum in a PBL or other student-centered format?

Brown, J. S. (2006). New Learning Environments for the 21st Century: Exploring the Edge.

            The Magazine Of Higher Learning, 38(5), 18-24.

Hernandez-Ramos, P., & De La Paz, S. (2009). Learning History in Middle School by Designing

            Multimedia in a Project-Based Learning Experience. Journal Of Research On

            Technology In Education, 42(2), 151-173.

Pence, H. E. (2010). Teaching in the 21st Century. Journal Of Educational Technology Systems,

            38(2), 103-110.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San
            Francisco, CA: Jossey-Bass.

Why Schools Must Change

The Clark County School District, the fifth largest district in the nation, resembles in many ways the factory system of the industrial era. In the 19^th century, industrialist experimented with ways in which to make their factories more productive, thus lowering costs and raising profits. At the same time, they had to contend with assimilating immigrants who had little experience of industrial and urban life. Work was structured around a bell system that signaled workers when it was time to start, break for lunch, and when it was time to end the workday. Complex tasks were divided into parts, so that each worker was responsible for only a small part of the finished product, they had very little autonomy and were under the constant supervision of their immediate supervisors. The factory system worked well for the time in which it was implemented. Educators, faced with the same challenges of assimilating immigrants and educating large populations of students turned to the factories for inspiration as to how to most efficiently educate their students. Schools were structured around individual subjects, students were grouped by age, and a bell system let students know when it was time to change classes. Schools and factories operated in a similar fashion for the last one hundred and thirty years or so.    

Unfortunately, the schools designed for a 19^th century economy are still ubiquitous today.  These factory school are anachronisms that seem woefully out of place in our modern technologically rich environment. One of the most problematic vestiges of the old factory model of education  is the teaching of subjects in isolation. A century ago an educated person was someone who had memorized massive amounts of information and could recall it at will, in an age when access to knowledge was reserved for a small minority of educated elites, this made sense. But today, thanks to personal computing and internet technology, students have instantaneous access to information once only dreamed of. This has called into question the relationship between learners and knowledge (Wiles & Bondi, 2014, p. 65). In addition, schools still function like factories in that they have standardized almost every aspect of education. While most education leaders talk about the importance for differentiation of instruction and giving students voice and choice, the school’s infrastructure impedes these very things. Teachers are locked into teaching by quarters and semesters, they must teach in such a way that denies the interdisciplinary nature of knowledge. Teachers themselves continue to work in the isolation of their classrooms, interacting with their colleagues intermittently or not at all.

While many schools across the country approach education in the manner previously described, there are some innovative schools that are forging ahead and reimagining what school could be. One such school is High Tech High located in San Diego California. What makes HTH different is that they base their curriculum on Project Based Learning, students work collaboratively to solve problems and design projects across the curriculum (Robinson & Aronica, 2015, p. 129). At HTH teachers are facilitators of student learning, not the sole source of all knowledge. Students are encouraged to take risks, ask questions, collaborate, evaluate and think outside of the box, all traits that will help them be successful in the world of work and college in the 21^st century economy.    

  

Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that's
            transforming education. New York, NY: Viking.

TED Conferences, LLC (Producer). (2010). Ken Robinson: Changing education paradigms
            [Video file]. Retrieved from
            http://www.ted.com/talks/ken_robinson_changing_education_paradigms

Wiles, J.W., & Bondi, J.C. (2014). Curriculum development: A guide to practice (9^th ed).
            Boston, MA: Pearson.

Why I oppose AB 303 and Support the Common Core State Standards

My name is Jeff Hinton, I am a National Board Certified Teacher, 2014 Nevada Teacher of the Year, and 13-year veteran teacher in the Clark County School District, I currently teach U.S. History and Government at the Advanced Technologies Academy.  I support the Common Core because I know that higher education standards are needed if we want our students to be competitive in the 21^st century knowledge economy.

Earlier this year, in his state of the state address, Governor Sandoval outlined an ambitious plan to move Nevada forward, he spoke optimistically of a “New Nevada” a Nevada that would diversify and modernize its economy by attracting high tech businesses to the Silver State, businesses such as the Tesla Gigafactory. This is exactly what we need to do to make Nevada a better place to live for our families and students, however recently the Brookings Institute published a report indicating that despite the fact that Nevada is quickly growing jobs in the STEM fields of Science, Technology, Engineering and Math we are unfortunately not producing enough workers with the necessary skills to fill those jobs. In a recent article Tom Skancke  of the Las Vegas Global Economic Alliance pointed out  “This last year, of the 251 opportunities of new businesses to locate here, 35 percent of those businesses chose not to come here because of workforce availability and education,”

As a veteran teacher I have taught both the old Nevada Content Standards and the Common Core Standards and I would like to take a few minutes to tell you why I believe, in my professional opinion, the Common Core Standards will help student acquire the skill set necessary for the New Nevada economy. Due to the unprecedented changes brought about by the digital revolution, teacher’s  have the incredible task of preparing students for jobs many of which don’t currently exist. The old Nevada Content Standards were appropriate for the time and purpose for which they were created but today seem anachronistic and outdated. Due to the proliferation of internet connected devices, memorization and regurgitation of  information no longer can be considered the pinnacle of a high quality education. Instead, students need to be able to think critically and analytically. Because data is so ubiquitous, they must be able to evaluate sources for validity, content and meaning, they must be able to ask probing questions and more importantly find answers to those questions. Students must be able to evaluate multiple sources of primary and secondary evidence and draw conclusions based upon their interpretation and evaluation of the evidence. Our students must be effective communicators both orally and in written language across a variety of platforms. They must learn to be expert collaborators, because the innovations that will move the New Nevada forward will not happen in isolation. This is what the Common Core does. 

I know there are some fantastic educators present who don’t share my enthusiasm for the Common Core, and certainly the standards are not perfect, and I believe we should have a conversation about the number of standardized tests students take, but let’s not confuse the issues. The Common Core and the number of required tests are two different conversations. In the market place of ideas the Common Core has already prevailed, we have decided that these standards are indeed the best we can do for our students that repealing them will have a detrimental effect not only on our students but on our teachers as well.  The truth is teachers are suffering from reform fatigue, repeal of the standards will only reinforce what many teachers already believe, “give it enough time and the Common Core will just go away just like every other reform before it.” This state needs to prove to teachers, students, parents, and stakeholders once and for all that she is serious about improving our schools, that a New Nevada is possible but only with a commitment to higher more rigorous Common Core standards.

Educational Edutopia

              American history is full of examples of philanthropists who enjoyed incredible financial success and then committed themselves to giving their fortunes away in the pursuit of making the world a better place. Andrew Carnegie, John D. Rockefeller, and Bill Gates loom large in this pantheon of humanitarians whose work improves the lives of millions through their charitable giving. Institutions of higher learning, libraries, concert halls, and disease eradication are but a few of the philanthropic ventures undertaken by these remarkable benefactors. There is another philanthropist whose work is not as widely known, but whose impact on the world may be just as significant, particularly in the field of education. Director and writer George Lucas is the founder of Edutopia, an organization dedicated to education research and dissemination of ideas and practices that give all students the tools they need to be successful in the 21^st century economy.

George Lucas founded Edutopia with the understanding that education is the key to improving the human race. Edutopia works to accomplish its mission through research and dissemination of its findings through their free website http://www.edutopia.org/ . Edutopia contains articles, videos and blog posts dedicated to improving education through a variety of innovative approaches, what Edutopia calls its core strategies. Strategies include comprehensive assessment, integrated studies, and project based learning. Combined, these approaches have the potential to reshape education and improve the lives of children all over the world.

            A significant way in which Edutopia is affecting education is through its research into comprehensive assessment. Traditional formative and summative assessments that rely on multiple choice bubble tests are not effective in measuring the wide range of learning outcomes associated with higher-level thinking. Edutopia espouses an assessment approach that advocates authentic assessments that differentiate the ways in which a student’s learning can be measured. These assessments focus on the creation of real-world products that support social, emotional and academic achievement. As an educator, I have incorporated comprehensive assessment strategies in my own classroom and with outstanding results. Through authentic assessments I have a better understanding of my students learning while at the same time fostering critical thinking and creativity.

            Edutopia is improving education by advocating for integrative studies. George Lucas understands that technology has profoundly changed the way we work and live. The internet has democratized knowledge to the extent that anyone with web connectivity can instantaneously access information, any time and any place. As a result, students must acquire a skill set that is radically different from the industrial age system of the past. Students must be able to integrate a variety of information and synthesize academic content. Learning should no longer take place within the silos of rigid academic subjects, but students should have the opportunity to see how English, history, science and math converge and make connections across academic disciplines.

            Modernizing education so that it better prepares students for the realities of the 21^st century workplace requires students to think critically, problem solve, work together in teams and communicate across a variety of mediums and networks. Traditional curriculum approaches such as lectures do not adequately educate students in these dispositions. Edutopia advocates instead for project based learning. Project based learning is a learning strategy in which students explore real-world problems and challenges while at the same time acquiring a deeper knowledge of the subject through hands-on projects. This approach to education gives students the opportunity to learn the skills and dispositions necessary for them to be successful. My own experience with project based learning has shown me that students, even reluctant learners, respond positively to this learning approach. Students enjoy exploring ideas and subjects more when they can make the connection to real-world situations. They also benefit greatly from working in teams to solve problems.

            George Lucas and Edutopia are making the world a better place by giving educators the information and tools necessary to prepare their students for the modern world. Anachronistic teaching strategies do little to promote the skills and dispositions that students need to compete in the modern technological world. Comprehensive assessment, integrated studies, and project based learning are but a few of the strategies that Edutopia advocates for improving education. While many philanthropists have spent their fortunes creating structures and institutions to promote the general welfare, George Lucas and Edutopia are disseminating ideas that will significantly change the way students the world over are educated creating a legacy that will be felt far into the future.

Why Teacher Voice Should be at the "Core" of the Education Policy Debate

“I hate history class, it’s boring!” If I had a nickel for every time I heard a student utter that sentiment I could retire by now. Nevertheless, before we condemn our students for their historical illiteracy and lethargy, we should acknowledge that there may be some truth to their protestation. Since time immemorial, teachers have taught history by giving lengthy lectures requiring students to memorize long lists of names, dates and events. In many history classrooms the textbook is the only thing students read, despite the preponderance of rich source material. Section after section, chapter after chapter, students endured what has become known as the “Bataan Death March” to finish the thousand plus page tome before the end of the school year. I don’t blame teachers, they are simply doing what they needed to do to cover the antiquated academic content standards required of them. To assess those standards teachers tested what students learned by giving “fill in the bubble” multiple guess tests. This “memorization and regurgitation” approach requires little to no higher level thinking and most students forget the material they crammed into their heads after they take the test. No wonder student’s find history boring.     

Thankfully in Nevada we have Common Core standards, which provide a fresh and intellectually invigorating  approach to how we teach and learn. Good history instruction should be less about “drill & kill” and more about analysis, interpretation and understanding the complexities, decisions and points of view of historical actors. As the Common Core points out the best way to do this is through an analysis of original documents. When students analyze and interpret document they have the opportunity to interrogate the past by asking questions, proposing claims and counter claims and deriving meaning directly from the source material. What makes this approach particularly powerful is the fact that teachers don’t tell students what to think, but how to think. Teaching history in this way is by far much more intellectually stimulating and rewarding, and requires students to think at a much deeper level than the traditional “one damn thing after another” approach. Common Core standards bring my classroom alive as my students debate the past and think critically about important events in American history.

Our technological world necessitates that we change the way we teach and the way our students learn. As the new Nevada economy brings high tech jobs to the Silver State our students must graduate with the skills and dispositions sought after by the 21^st century economy. Students need to be able to think critically about information and make judgments based upon evidence. They need to be able to answer their own questions through research, and they must be able to effectively communicate across a variety of platforms and networks. This is what the Common Core requires and why I support the standards.

Unfortunately, not everyone believes the Common Core standards will raise student achievement in Nevada, and there has been movement within the state to repeal them. Last week Citizens for Sound Academic Standards presented a forum to debate the Common Core Standards. Speaking against the standards was Sandra Stotsky, a professor emerita of English at the University of Arkansas and James Milgram, a professor emeritus of math at Stanford University. Supporting the standards was the Nevada Deputy Superintendent of Education Steve Canavero. The “debate,” unfortunately, was little more than the professors making spurious attacks against the standards, oftentimes making statements that have been proven to be untrue such as the claim that the Common Core was not a state led effort, but was the creation of the federal government. The highlight of the evening came when Aaron Grossman, a curriculum specialist with the Washoe County School District, gave his articulate and passionate support for the standards. Despite Mr. Canavero’s, Citizens for Sound Academic Standards forbade other teachers, from giving their opinions. According to the Nevada Appeal "One point of order that caused controversy in the meeting was the eventual decision not to allow teachers to talk about their experience with Common Core. Stotsky and Milgram said that wasn't appropriate for the forum, with Stotsky saying the Department of Education could hold its own forum. But Nevada Deputy Superintendent Steve Canavero disagreed.” and went on to say that "This is the only time I've had teachers silenced," he said. "I find that appalling, personally." It defies common sense that the “experts” would not want to engage with, and hear teacher’s points of view, I found it to be insulting and condescending. As a National Board Certified Teacher, teacher leader and Nevada’s 2014 Teacher of the Year my experience and knowledge of the Common Core and the positive impacts it has had on my teaching and my student’s learning should have been part of the conversation. Dale Erquiaga, Nevada’s Superintendent of Education, released the following statement “I consider our educators to be the most credible and knowledgeable speakers about Nevada’s standards.” At least our Superintendent has the sense to know that teacher’s voices matter. I sincerely hope that in the future any conversation involving Nevada’s academic standards involve the people who know them best our teachers.              

Accomplished Teachers Helping to Shape Policy

On Monday February 2^nd  the 78^th Nevada Legislature will convene, and our elected officials will begin the arduous process of lawmaking. Many of our elected officials ran on pro-education platforms and promised to improve Nevada’s education system. Nevada’s Governor,  Brian Sandoval, pledged to make education one of his top priorities this session and plans to move Nevada from the bottom of the state education rankings by implementing such reforms as “read by three” expansion of zoom schools,  school choice to include “opportunity scholarships” and the growth of charter schools among others. No one doubts that our Governor and lawmakers are dedicated to improving education outcomes in the silver state, our economic future depends on it. The way in which to effect educational change, however, is the subject of spirited debate between free market corporate reformers and those who support traditional education policies. Regardless of one’s political ideology, it is imperative that teachers are informed of the issues. We cannot passively sit on the sidelines and have things happen to us, we must demand a seat at the table and share our knowledge and experience with those who will be making important decisions about our educational future.

The recent midterm election significantly changed the political make-up of the state. The “red wave” saw Republicans swept into every state Constitutional office as well as gain majorities in the senate and the assembly for the first time since 1929. In the Nevada legislature, there are 21 state senators led by Senate Majority Leader Michael Roberson (R) and Senate Minority Leader Aaron Ford (D) and 42 assemblypersons led by Speaker John Hambrick (R) and Assembly Minority Leader Marilyn Kirkpatrick (D), the legislature is sometimes referred to as the “gang of 63.” As teachers we will want to develop good working relationships not only with senate and assembly leadership of both parties, but with education committees in both houses, the senate Committee on Education is led by Becky Harris (R), and is co-chaired by Scott Hammond (R). The assembly Education Committee Chairwoman is Melissa Woodbury (R).

Nevada has a “citizen legislature” because it meets every odd numbered year for only 120 days beginning in February. Legislators in both the assembly and the senate are limited to serving a maximum of 12 years (3 terms in the senate and 6 in the assembly). Due to their short tenure, representatives will want to make a name for themselves very quickly, especially those who aspire to higher political office and leadership within their caucus.  In addition, the “red wave” saw Republicans pick up a total of 17 seats in both houses, this means that many of our representatives are freshman with relatively little political experience. In addition, due to the short session there will not be a lot of time for legislators to learn about the issues, this is where we can help. Accomplished teachers understand the realities and day-to-day challenges of working in our public schools and therefore can help legislators understand the “real world” impact education policy will have on our state.   

    

As I mentioned before accomplished teachers must have a seat at the table, but we must initiate the conversation. The first step is to know who your representatives are. You can use this interactive map to find out http://mapserve1.leg.state.nv.us/whoru/  Once you have identified your representatives you can you can then use the state legislative website to track legislation that is important to you, the Nevada Electronic Legislative Information System can be found here https://www.leg.state.nv.us/App/NELIS/REL/78th2015  I

You can become an advocate for our profession by learning about the issues that impact our field. Legislators need your professional judgment and insight on a variety of issues like charter schools, vouchers, merit pay, class size reduction, read by three, zoom schools, Nevada Performance Framework, Common Core, all day kindergarten, TFA, among others. 10 things to consider when lobbying your legislator (NEA)

1. POLITICS IS CONSUMER-DRIVEN

Help your legislator understand why your position is important to his or her constituents. Fight where the legislator lives through grassroots organizations at home.

2. DO YOUR HOMEWORK

Know your stuff. Understand your issue, the bill you support or oppose, and the legislative process before you approach your legislator. Know who the players are, who decides what, and which issues are hot at the moment.

3. INFORMATION IS POWER

The secret is the distribution of information to legislators and their constituents. Be prepared to give the legislator information he or she can use, including what you are hearing from other legislators and from people back home.

4. A LITTLE PROFESSIONALISM GOES A LONG WAY

Be credible, honest and trustworthy. Never threaten, lie or conceal facts. Stay calm — if you lose your cool, you lose the case.

5. BE POSITIVE

Always make your case without being critical of others' personalities or motives.

6. THERE ARE NO PERMANENT FRIENDS AND NO PERMANENT ENEMIES

Don't take your traditional friends for granted. Never write off a legislator just because of party affiliation. Don't make enemies of legislators — you may need them as friends in the future.

7. BUILD A BOND, NOT A GAP

Research things you might have in common with the legislator. Use shared values to create easy, friendly, frequent communication with legislators.

8. BE A PARTNER

Build coalitions and look for allies among other organizations. Be accessible to legislators and other lobbyists if they have questions or need follow-up information. Become known as a reliable resource.

9. ROME WASN'T BUILT IN A DAY

Aim for consensus rather than for a "victory." Be willing to settle for making progress toward your goal, getting the bill passed, and fine-tuning it in future sessions.

10. STAY COMMITTED

Remember — you are the expert!! You have a compelling, energizing reason to keep fighting until you get what you need.

One of the best sources of education news, in my opinion, is Education Week   http://www.edweek.org/ew/index.html  I also like http://www.realcleareducation.com/  for the education news of the day. New York Times education http://www.nytimes.com/pages/education/index.html Huffington Post Education http://www.huffingtonpost.com/news/education-news/ Nationa Public Radio (NPR) Education http://www.npr.org/sections/education/  

There are a number of education think tanks and policy institutes that publish studies and white papers regarding various education policy to include the Thomas B Fordham Institute  http://edexcellence.net/  The Hoover Institution http://www.hoover.org/  National Network of State Teachers of the Year (NNSTOY) http://www.nnstoy.org/ Center for Teaching Quality (CTQ) http://www.teachingquality.org/  Students First https://www.studentsfirst.org/ The New Teacher Project (TNTP) http://tntp.org/  Nevada Policy Research Institute (NPRI) http://npri.org/ Nevada Succeeds http://www.nevadasucceeds.org/ The Guin Center for Policy Priorities http://guinncenter.org/ National Center for education Statistics http://nces.ed.gov/  National Education Policy Center http://nepc.colorado.edu/ Education Sector http://www.educationsector.org/  the sources provided are not exhaustive they can help to get you started in understanding the educational issues of the day.

Accomplished teachers knowledgeable about the issues can play an important role this coming legislative session. Our experience and passion can help legislators make the right decisions when it comes to moving the state forward.