I hadn’t thought about it this way:
So, if you want to be a boring, bad writer:
- Never ever learn new words.
- Be afraid to say interesting things.
- Read as little as possible.
- Always play on your laptops.
- Never touch a dictionary.
- Never make [the reader] see the action.
- Never revise your writing.
- Definitely take the easy way.
Since I want to be a better writer, I should practice 1) using new words, 2) saying interesting things, 3) reading as much as possible, 4) leveraging technology to enhance learning, 5) using available resources, 6) striving to be unique and citing my sources, 7) presenting a good story, 8) repeating a revision cycle several times, and 9) understanding to “embrace the struggle.”
I wonder if the same set of ideas can be applied to PBL. How to avoid PBL:
- Never ever learn new applications and strategies.
- Be afraid to try interesting, complex problems. It might take too long.
- Read and research as little as possible. Don’t read and watch Edutopia, Apple’s Challenge Based Learning, or It’s About Learning resources or ideas from 12k12.
- Always use technology for one-way communication. Just tell them what to do. Don’t offer students the opportunity to have voice and choice in learning.
- If you try PBL, and it doesn’t work; just give up. Never seek additional support and resources.
- Never collaborate with others on projects and problems that integrate ideas and/or concentrate on community-issues.
- Avoid applications and real-world experiences. Never offer the opportunity to present to an authentic audience.
- Never say “I don’t know,” or “let’s find out together.” Answer every question asked in class, or better yet, don’t allow questions.
- Definitely do the very same thing you did this time last year. It’s easy. Take the easy way. Remember…the E-Z-way!
How about applying these ideas to balanced assessment? How to be single-minded about assessment:
- Never ever try new techniques, methods, and strategies.
- Be afraid to try alternate forms of assessment: performance based assessment, portfolios, etc.
- Read and research as little as possible. Don’t read anything by Tom Guskey, Jan Chapuis, Bob Marzanno, Dylan Wiliam etc.
- Always use assessment to generate grades. Never try non-graded assessment to make adjustments to learning that improve achievement.
- If you use rubrics or standards-based grading, and students don’t respond; just give up. Don’t allow students to revise their understanding and assess again. Let them learn it next year or in summer school.
- Rely on results from standardized tests to compare students. Just follow the model set by adults that have not met you and your learners.
- Never assess for learning and reteach prior to a summative assessment. Think that you are teaching a lesson if failure occurs with no chance to revise.
- Never offer 2nd chance test or other opportunities to demonstrate learning has occurred.
- Definitely use the very same assessment you did this time last year. It’s easy. Take the easy way. Remember… E-Z-way!
I find this approach connected the anti-innovation ideas from Kelly Green in her 2/21/2012 ForbesWoman article I found by reading Bob Ryshke’s post, What schools can do to encourage innovation. It also reminds me of Heidi Hayes Jacob’s style in her TEDxNYED talk I found by reading Bo Adam’s “What year are you preparing your students for?” Heidi Hayes Jacobs #TEDxNYED post.
I like the provocation of the video and the anti-ideas. I appreciate the challenge of rephrasing these ideas as statements of what I could do to get better. I wonder how we should practice to become better at PBL, balanced assessment, innovation and creativity, etc. In the comment field below, will you share how would you answer this prompt?
Since I want to be a better ___________, I should practice 1) _____, 2) _____, 3) _____, 4) _____, 5) _____, 6) _____, 7) _____, 8) _____, and 9) _____.