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I'm thinking about how education has failed so miserably during this pandemic, and it makes me think of how it's connected to the general American habit of refusing to advance for the common good because we focus on the short-term hurdles and ignore the long-term gains.
The education profession doesn't like big changes and doesn't embrace them until there's absolutely no other choice. And by the time decision makers implement a change, it's too late for it to be maximally effective.
The technology has long existed to revolutionize teaching and learning; however, the supply side pigheadedness that poisons national economic progress also seeped into education.
When GWB famously (and stupidly) asked "Is our children learning," the solution was on using one-size-fits-all assessment as the ultimate measure of progress.
Resources and energy went into test development and not real instructional strategy.
Resources and energy went into test development and not real instructional strategy.
Teachers were left in the lurch when it came to preparing their students for these tests, but as they figured it out, the tests changed putting everyone back at square one.
They were expected to differentiate how to instruct and assess many different students only for those same students (who were used to adaptability if they had an effective teacher) had to take a cookie cutter exam that told them whether or not they learned anything.
Imagine how backwards that is. Why does it make sense to say make hard tests to measure growth instead of saying let's develop varied, inclusive, and engaging pedagogy to improve learning?
With so many things at the disposal of the policy makers, with the environment being rife for a major shift, the decision back then was tests.
It's the same thing today. The pandemic was a second chance to do something big.
It's the same thing today. The pandemic was a second chance to do something big.
Instead of thinking about how to make sure learning really captivates students regardless of locale, we collectively went with virtual meetings and screen sharing. And, once again, teachers are just expected to make it work.
What the fuck is wrong with us!?
What the fuck is wrong with us!?
We always seem to look at a big task and pick a solution that gives the illusion of progress or change. And that's motivated by not wanting to actually put in the work and accompanying growing pains that are associated with radical shifts.
