The Good Life

by Lisa Hansel
December 18th, 2014

It’s not the shopping or the lines. It’s not the angst (will my sister like this color?) or the rush to get everything done. I truly enjoy the holidays, so none of these things bother me. What gets me during the holidays is the fact that so few people have had the opportunities that have been given to me.

I’m going to spend Saturday shopping, picking up the last few things on my list. I could do it online, but then I wouldn’t get to see the decorations (yup, I’m a sucker for twinkling lights). Along the way, I’ll wish happy holidays to dozens of seasonal employees—people trying to work their way through college, to save for their children’s education, or just to get by in today’s economy. I’ll also see dozens of people fixated on getting the biggest, best, hottest gadgets out there.

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Image courtesy of Shutterstock.

It’ll remind me what an extraordinary gift my education is (thanks mom!). Because of my education, I have the economic benefit of a white-collar career and the philosophical benefit of reflecting on the good life. I have both the capacity to buy a hot gadget or two and the insight that gadgets don’t bring happiness.

In the quieter moments this holiday season, I’ll be wondering: How can I help more children get a broad, rich, knowledge- and skill-building education? Will the Common Core give content-rich curriculum a fighting chance? Why do children from lower-income homes still have to fight to learn things that those from higher-income homes take for granted?

Early in the year, we read about Sonia Sotomayor’s fight. During her freshman year at Princeton, Sotomayor’s roommate made a reference to Alice in Wonderland. Sotomayor says:

I recognized at that moment that there were likely to be many other children’s classics that I had not read … Before I went home that summer, I asked her to give me a list of some of the books she thought were children’s classics, and she gave me a long list and I spent the summer reading them.

That was perhaps the starkest moment of my understanding that there was a world I had missed, of things that I didn’t know anything about … [As an adult] there are moments when people make references to things that I have no idea what they’re talking about.

I think about this anecdote frequently, especially when people ask me how Core Knowledge decided what kids should learn. The fact is, neither E. D. Hirsch nor Core Knowledge decided. History decided. Like it or not, there are many things that people in the US are expected to know—things that news anchors and blog writers and all literate adults refer to without explaining. To have a decent shot at a good life, all children need to learn these things. Many of us want to change our culture, to bring more diversity of peoples and values into the sphere of what’s taken for granted. But to do that, we first have to be able to understand each other, and that means we have to learn those things that are currently taken for granted. We need not fear learning those thing; one of the many beauties of knowledge is that you can always learn more.

Thanks to the Fordham’s Upward Mobility conference, I now have a couple more anecdotes along these lines. I highlighted one last week from Robert Pondiscio’s paper: Cedric Jennings, who studied hard to get from one of Washington DC’s poorest neighborhoods to Brown University, was at a loss “when a Brown professor asks his class how many of them have ever been to Ellis Island. Cedric has never heard of it.” I’m pretty sure I learned about Ellis Island in elementary school. It’s not a “mere fact”; it’s a major landmark at the heart of what makes America unique.

The other anecdote, courtesy of Hugh Price’s keynote, is about Maya Angelou. The following version is from his book, Achievement Matters:

Ms. Angelou told me that when she was growing up on her grandparents’ farm, she often went to the little store they owned. She would gaze at the shelves and spot, say, a can of Boston baked beans…. She told me she would say to herself, “I know what baked beans are, but what is Boston?”… Ms. Angelou told me she would then head to the library to learn all about Boston and its history…. Just imagine the potential of the Internet to feed the endless curiosity of the young Maya Angelous of today!

While I appreciate Price’s enthusiasm, I have a different take on Angelou’s self-education. First, why hadn’t she learned about Boston at school? Why didn’t she even mention school as a place to learn about it? Second, can we expect the Internet to be as educational as the library? I think not. Libraries have librarians, who are especially helpful for children. Just as important, libraries have selected contents. Even if the librarian did not help her, when Angelou went looking for information on Boston, she would have found a relatively small array of appropriate resources. The same cannot be said of the Internet.

Once you are well educated, the Internet is a marvelous resource. Broad knowledge and vocabulary are necessary to look things up and seek out trustworthy sources. Seeking out trustworthy sources is not a skill—there’s no such thing as “media literacy.” I don’t judge the websites of National Geographic, the Centers for Disease Control, the BBC, etc.; I rely on them because I’ve been taught that they are reliable. Since I’m almost always using sites like these to explore topics I don’t know much about, I don’t have the capacity to judge the information I find. I have to trust it. Would a little Angelou, who has never heard of Boston, even know which site to rely on? Would she get lost in page after page of sensationalized Boston news and sports? Would she ever learn about the Boston Tea Party or William Lloyd Garrison?

Angelou, Jennings, and Sotomayor all had to claw their way to the good life. Mine was practically handed to me. What a gift it would be for all children to have an opportunity to learn that which our society expects them to know.

 

Children Don’t Know How to Close the Vocabulary Gap

by Lisa Hansel
December 3rd, 2014

Most children don’t even know there is a vocabulary gap. They don’t know that reading about a wide variety of topics is the best way to acquire new vocabulary. They don’t know that books (even children’s books) use a wider variety of vocabulary than adults’ conversation. They don’t know that reading several texts on the same topic—and thus staying focused on that topic for two to three weeks—can make vocabulary learning up to four times faster.

Nor do they know what they need to learn. They don’t know what science, history, geography, civics, art, and music content they will be asked to master in later years (if they are lucky enough to attend schools that have a rich curriculum). They don’t know how much more fulfilling their lives would be if they “had a dream” or asked “What’s in a name?” or grasped “one giant leap for mankind.”

What children know is what they’ve been taught—at home, by commercials, at school, by neighbors…. Fortunately, virtually all children do share a wonderful quality that makes them eager to learn: curiosity.

To close the vocabulary gap, adults must do a better job of capitalizing on that curiosity to broaden children’s knowledge. And we must do it early, while the curiosity is so strong and the vocabulary gap is relatively small.

Since you’re reading the Core Knowledge blog, you already know that the first thing to do is write a content-rich, carefully sequenced curriculum for preschool through at least the elementary grades. What else can we do? One thing I think teachers and parents should consider is more carefully curating the books that children have to choose from. With a little gentle guidance, children can become curious about a great variety of topics. Take archeology for example. What kid would not be fascinated by digging in dirt and excavating tombs to find ancient people, stories, and treasures?

For resistant readers, let’s get creative about branching out from their current interests (which, don’t forget, are rarely “natural”; they’re often induced by commercial enterprises). Star Wars could be a great invitation to some astronomy books. Perhaps Sponge Bob could lead to marine biology. Especially if these subjects are introduced with read-alouds by a parent or teacher, kids can get hooked—and get the crucial introduction to a topic that makes comprehension easier—before they try to read about these topics  on their own.

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Child in need of guidance courtesy of Shutterstock.

Susan Neuman and Donna Celano provide an excellent example of curated choice vs. free choice in their decade-long study of two Philadelphia libraries: Chestnut Hill, in a high-income area by the same name, and Lillian Marrero, in the low-income Badlands area.

In the Chestnut Hill library, children always seem to enter the preschool area accompanied by an adult—most often their mother but occasionally a father, a nanny, or a grandmother. In comparison, in the Badlands, young children almost always enter alone, sometimes with a sibling but very rarely with an adult. Occasionally, an older brother or cousin might help locate a book or read to them. But more often than not, we see short bursts of activity, almost frenetic in nature. With little to do, children wander in and out with relatively little focus. Rarely are books checked out.

For children in Chestnut Hill, the activities are highly routinized. Invariably, the accompanying parent takes charge, suggesting books, videos, or audio books to check out. Sometimes the parent might pull a book down and let the child examine it or ask a child what types of books to look for. But the parents are clearly in charge: in a very authoritative manner, they sometimes note, “That book is too hard for you,” “That is too easy,” or “This one might be better.” Parents steer children to challenging selections, sometimes appeasing them with a video selection as well. Visits are brief, highly focused, and without exception, end with checking out a slew of books and, often, DVDs.

Inside the spacious preschool area at Lillian Marrero, separated from the rest of the library by “castle walls,” we find bins and baskets, crates and shelves full of books, and small tables with computers…. A mother sits 10 feet away in a chair marking her book with a yellow highlighter while her 6-year-old son explores the stacks alone. He forays several times for books, returning with selections to show his mother for her approval. “No, we’ve already seen them,” she says, sending him back to find something new. He returns several minutes later. Collecting what appears to be one, two, or three items from him, the mother gathers the rest of her belongings. Before she heads for the door, she points to the librarian who is now sitting at her desk. “Say bye to the lady,” the mother says to the little boy. “Bye-bye, lady,” he dutifully responds….

For early literacy, these differences have profound implications. In the spirit of concerted cultivation, toddlers and preschoolers in Chestnut Hill appear to be carefully mentored in selecting challenging materials; in contrast, those who experience the process of natural growth in the Badlands receive little, if any, coaching. Left on their own, these children resort to playful activity of short bursts, picking books up and putting them down with little discrimination and involvement. In Chestnut Hill, activities are carefully orchestrated to encourage reading for individual growth and development; in the Badlands, no such mentoring is available—the children are on their own.

Ending the Cultural Divide

by Lisa Hansel
September 24th, 2014

It is possible to enjoy NASCAR and polo, FX and PBS, Homer Simpson and Homer’s epics—but it is not always easy. As much as we Americans claim to value diversity and multiculturalism, we tend to shun the idea that one person can embrace and embody more than one culture.

This struggle, writes Vicki Madden (an instructional coach in New York City) in the New York Times, is a reason why many students from low-income homes do not complete college:

Once those from lower socioeconomic backgrounds arrive on campus, it’s often the subtler things, the signifiers of who they are and where they come from, that cause the most trouble, challenging their very identity, comfort and right to be on that campus. The more elite the school, the wider that gap. I remember struggling with references to things I’d never heard of, from Homer to the Social Register. I couldn’t read The New York Times—not because the words were too hard, but because I didn’t have enough knowledge of the world to follow the articles. Hardest was the awareness that my own experiences were not only undervalued but often mocked, used to indicate when someone was stupid or low-class: No one at Barnard ate Velveeta or had ever butchered a deer.

We know that Core Knowledge narrows the knowledge gap. Students in schools using the Core Knowledge Sequence have Homer covered, leaning about Winslow Homer in kindergarten and sixth grade, and reading The Iliad and The Odyssey (or adaptations of them) in sixth grade.

That alone should help students feel that they belong on their college campuses. Explaining how to butcher a deer may be a point of pride for those who can also weave Franz Liszt and Duke Ellington (both studied in the seventh grade via the Sequence) into their conversations. But let’s be honest; it’s the unique student who is resilient when faced with insidious, frequent reminders that grandpa’s fishing boat can’t get you to St. Martin.

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Grandpa’s boat courtesy of Shutterstock.

Just as important as the academic challenge is the personal one students face when they find the strength to stay and earn their degrees. Madden relays her own experience, summing up that of her students:

In college, I read Richard Rodriguez’s memoir, “Hunger of Memory,” in which he depicts his alienation from his family because of his education, painting a picture of the scholarship boy returned home to face his parents and finding only silence. Being young, I didn’t understand, believing myself immune to the idea that any gain might entail a corresponding loss. I was keen to exchange my Western hardscrabble life for the chance to be a New York City middle-class museumgoer. I’ve paid a price in estrangement from my own people, but I was willing. Not every 18-year-old will make that same choice, especially when race is factored in as well as class.

As the income gap widens and hardens, changing class means a bigger difference between where you came from and where you are going. Teachers like me can help prepare students academically for college work. College counselors can help with the choices, the federal financial aid application and all the bureaucratic details. But how can we help our students prepare for the tug of war in their souls?

To this I’d like to add two more questions: Is there a way to prevent students from feeling such a tug of war? Educators in Core Knowledge schools—and any schools that focus on closing the knowledge gap—have your students experienced similar challenges?

Maybe it’s just my own very fortunate experience—I grew up in West Virginia, yet attended rigorous schools and had close friends at “regular” schools—but my hope is that these challenges are minimized by an educational environment that values home culture and academic culture from the very first day of school. In passing, I’ve heard of Core Knowledge schools that have book clubs and study groups for parents, as well as cultural festivals in which families share the rich, varied heritages that make up their school community. I’d love to learn more about such opportunities for whole families to grow together. Please submit a comment below, or email me at lhansel@coreknowledge.org. Thank you!

Buckling Down (Not Under): Thoughtfully Embracing the Common Core

by Lisa Hansel
September 18th, 2014

Over the past few years, the Common Core standards have been hailed and reviled. But do these standards merit such passion? For great schools—with rigorous curricula, collaborative educators, and supportive administrators—state standards make little difference. For schools that need to improve, the Common Core standards offer some useful guidance—but it takes far more than standards to provide a sound education.

What really matters is how the standards are interpreted and implemented. Amidst the cacophony of voices weighing in, I found three level-headed pieces this week.

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One courtesy of Shutterstock.

Let’s start with what just might be the Common Core’s biggest bugaboo: close reading. It’s the perfect example of a pedagogical strategy that can be useful if used occasionally to focus students’ attention, and harmful if taken to extremes. Daniel Willingham of the University of Virginia (and Core Knowledge’s board) weighed in to remind us that reading without drawing on prior knowledge is not possible—nor is comprehension without sufficient knowledge:

Writers count on their audience to bring knowledge to bear on the text…. Things get [tricky] when it’s not plain to the reader that he lacks information that is important to understanding the text. Researchers Eli Gottlieb and Sam Wineburg offered a wonderful example…. They asked Clergy, scientists, and historians to read George Washington’s Thanksgiving Proclamation of 1789. Clergy and scientists focused on Washington’s invoking the “providence of Almighty God,” and other religious phrasing, with clergy applauding the Christian tone, and scientists upset by it. Historians, in contrast, focused on what the document did not say; it did not mention Jesus, nor salvation, nor Christianity. They saw the document as Washington’s self-conscious attempt to craft a statement that would be acceptable to the diversity of religions practiced in the United States.

Willingham concludes that attending to language and word choices and rereading make sense. But if students lack the knowledge needed to fill the inevitable gaps in language, then the text alone will not foster learning. (For yet more sage advice on close reading, see this post by Harvard’s Catherine E. Snow.)

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Two courtesy of Shutterstock.

Next up is a brief report on exactly the kind of Common Core implementation I’d love to see all over the country: teachers working together, using the standards as a guide to create a more rigorous, knowledge-building curriculum. Last week, Robert Pondiscio (who is now at the Fordham Institute) had the pleasure of visiting Washoe County, Nevada, where Aaron Grossman is leading the homegrown Core Task Project. Obviously impressed, Pondiscio writes:

Those who see Common Core as a curricular monoculture, a boondoggle for publishers, or a violation of local control would do well to come to Reno. They’re doing it all without enriching an army of publishers or consultants—and with regional flair. Like children everywhere under Common Core, Reno kids will be expected to cite evidence in their reading and writing. But unlike anywhere else, they’ll be doing so by studying Nevada mining, conflict, and compromise among native tribes in Northern Nevada, and Nevada statehood and the state’s role in the Civil War—Common Core units developed by the Core Task Project. “We’re able to explain to the electorate that everything we’re doing is in-house, matched to our community values and to things we think are important,” Grossman observes.

Among the many resources the Washoe teachers are drawing on is Core Knowledge Language Arts. By thoughtfully crafting their curriculum, they have found that they have plenty of time for both the broad knowledge all students need and the knowledge of Nevada that they cherish.

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Three courtesy of Shutterstock.

Lastly, in a wide-ranging podcast, Linda Darling-Hammond of Stanford offers sound advice on how the Common Core (or any college- and career-focused standards) can improve teacher and student learning. She also highlights research on assessments and suggestions for more productive accountability policies.

Do We Underestimate All Learners?

by Lisa Hansel
March 21st, 2014

Last week, Dan Willingham asked if we underestimate our youngest learners. It seems we do, given the research he reviewed showing that seven- and eight-year-olds can understand a concept as complicated as natural selection. Willingham clarifies that, “No one would claim that these children have a complete understanding of natural selection. But they got much farther along in their understanding than I think most would have guessed.” He also noted one way in which it might be easier to teach complex ideas to younger children than to older children: “The authors speculate that … explaining natural selection at a younger age may have worked out so well because they were not old enough to have developed naïve theories of species change; ideas that would become entrenched and potentially make it more difficult to understand natural selection properly.” And he ends with an important question: “whether we do students a disservice if we are too quick to dismiss content as ‘developmentally inappropriate.’”

Almost everything Willingham writes sticks with me, rolling around in the back of my mind. This piece on young children kept coming to mind as I read a couple of articles in the spring American Educator. Could it be that our tendency to underestimate our youngest learners sets us up for a lifetime of underestimation? I think so.

It was a short step from Willingham’s piece to Daisy Christodoulou’s Educator article. Adapted from her book, Seven Myths about Education (now out in paperback), it’s all about how little knowledge is systematically and coherently taught to students:

In 2007, I trained as a teacher and started teaching English in a secondary school in Southeast London that enrolls students between the ages of 11 and 18. One of the first things that struck me when I was teaching was that my pupils seemed to know so little. Even the bright and hard-working pupils seemed to me to have big gaps in their knowledge….

I was born in East London to a working-class family. My father’s parents were immigrants from Italy and Cyprus. My father said that when he was in school as a child in England, he very often felt as though he was on the outside of a conversation. He didn’t know what the conversations were about, and he couldn’t go home and ask his parents because they didn’t know either. He was very determined that I wouldn’t have that experience, and I didn’t want my pupils to have that experience. Middle-class children pick up a lot of knowledge from home, from books, from programs on the radio, and so forth. Working-class children and the children of immigrants don’t always get those advantages. A lot of the pupils I taught were just as bright and hard-working as the pupils at private schools, but they lacked crucial knowledge, and this deficit held them back in their studies….

Too often, people think that teaching knowledge is somehow right wing and elitist. But this isn’t the case. The kind of powerful knowledge that’s in the Core Knowledge curriculum in the United States doesn’t “belong” to any class or culture. The great breakthroughs of civilization were made by a whole range of people from different classes and cultures, and if they belong to anyone, they belong to humanity. Teaching these insights to children isn’t elitist—not teaching them is! …

When we commit facts to long-term memory, they actually become part of our thinking apparatus and have the ability to expand one of the biggest limitations of human cognition…. Long-term memory is capable of storing thousands of facts, and when we have memorized thousands of facts on a specific topic, these facts together form what is known as a “schema.” When we think about that topic, we use that schema. When we meet new facts about that topic, we assimilate them into that schema—and if we already have a lot of facts in that particular schema, it is much easier for us to learn new facts about that topic.

Critics of fact learning will often pull out a completely random fact and say something like, “Who needs to know the date of the Battle of Waterloo? Why does it matter?” Of course, using one fact like this on its own would be rather odd. But the aim of fact learning is not to learn just one fact—it is to learn several hundred, which taken together form a schema that helps you to understand the world. Thus, just learning the date of the Battle of Waterloo will be of limited use. But learning the dates of 150 historical events from 3000 BC to the present day, and learning a couple of key facts about why each event was important, will be of immense use, because it will form the fundamental chronological schema that is the basis of all historical understanding….

Factual knowledge is not in opposition to creativity, problem solving, and analysis. Factual knowledge is closely integrated with these important skills. It allows these skills to happen. In a sense, these important skills are the functions of large bodies of knowledge that have been securely committed to memory.

I don’t know about you, but I’m seeing a devastating double whammy. We start the early years with an unwarranted belief that sophisticated content is developmentally inappropriate. Then, we continue through elementary and secondary grades with the misconception that skills can be developed without extensive knowledge. The result is that we systematically underestimate what our children are capable of learning. Such underestimations seem to become self-fulfilling prophecies, with especially long-lasting, truly harmful consequences for our least-advantaged learners.

With Willingham and Christodoulou on my mind, I dove into the next article in the spring Educator: Jennifer Dubin on the three-week summer institute for K–12 teachers at the Dallas Institute of Humanities and Culture. These institutes—which require teachers to read 2,000 – 3,000 pages of texts like Prometheus Bound, Antigone, Hamlet, Crime and Punishment, and Beloved just to get ready to participate—are described by teachers as “divine” and “some sort of heaven.” In contrast, teachers often complain bitterly about typical professional development. Mind-numbing and time-wasting are descriptions I’ve heard frequently. It seems we’re underestimating our adult learners too.

At the Dallas Institute, teachers aren’t given tools for increasing students’ test scores. Teaching is hardly ever mentioned. Teachers are immersed in many of humanity’s most profound works and are trusted to apply these works to their professional lives in their own ways:

“Teachers work with human material, and the best way traditionally to gain access to human things is through the humanities, which are the foundation of a liberal arts education,” says Claudia Allums, who directs the Summer Institute. But a liberal arts education encompasses more than literature or philosophy or history courses, she says. It’s a particular spirit with which one approaches any discipline. “If a teacher has a broad, strong liberal arts education, then he or she is going to have a broad, strong foundation in human sensibilities. That’s the foundation we believe is important for any teacher’s wisdom.” … “The institute is where you recover what it means to be a teacher.”

It appears to be working. As the article states, “In a survey of participants from 2008 to 2013, nearly 70 percent said the program transformed the way they think about the teaching profession.”

It’s a sad state of affairs to see our education systems continually underestimating their learners, from preschoolers to experienced teachers. Perhaps the Dallas Institute—and teachers everywhere who know the joy of challenging studies—can end such fruitless practices by showing how high they, and their students, can reach.

 

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Prometheus courtesy of Wikimedia Commons.

 

Educators: Don’t Assume A Can Opener

by Guest Blogger
March 11th, 2014

By Paul Bruno

Paul Bruno is a middle school science teacher in California. This post originally appeared on his blog: www.paul-bruno.com.

There is a famous joke about the way economists often undermine the usefulness of their conclusions by making too many simplifying assumptions. Here’s one of the older formulations:

There is a story that has been going around about a physicist, a chemist, and an economist who were stranded on a desert island with no implements and a can of food. The physicist and the chemist each devised an ingenious mechanism for getting the can open; the economist merely said, “Assume we have a can opener”!

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(Imaginary can opener courtesy of Shutterstock.)

It’s probably not fair to pick on economists in this way when the abuse of simplifying assumptions is at least as widespread in education.

For instance, arguably the trendiest thing going in education today is ‘grit‘: “the tendency to sustain interest in and effort toward very long-term goals”.

We all agree, I suspect, that a tendency to persevere is desirable, and that we should prefer that students have more of that tendency than less of it. So it is perhaps not surprising that since the term was popularized by researcher Angela Duckworth many teachers and schools have begun reorganizing their work to better promote and instill ‘grit’ in their students.

And yet, here’s Duckworth being interviewed by Alexander Russo last month:

Can you talk about how to teach grit in the classroom?
AI don’t know that anybody’s totally figured out how to teach it: What do you do exactly, even when we do have insights from research? How do you get your teachers to speak in ways that support growth mind-set? That’s why, through a nonprofit I helped cofound called the Character Lab, we’re organizing some lectures for teachers about self-control, grit, and related topics. It’s not totally prescriptive, because the science is still developing.

Not to put too fine a point on it, the world’s leading expert on grit is saying that educators who are substantially altering their work to better teach grit are doing so without much in the way of scientific backing or guidance.

In other words, in their excitement over grit many teachers and school leaders have simply assumed – without justification – that it is a trait that can be taught and that they know how to teach it.

This is by no means a problem limited to grit. Before grit it was “21st century skills“, “social-emotional learning”, “critical thinking”, or “scientific thinking”. What unites these fads is that they all, to varying degrees, suffer from a lack of rigorous scientific evidence indicating that they can be taught at all, let alone that we have reliable ways of teaching them in schools. (“Fluid intelligence” may be next.)

Meanwhile, we have good evidence indicating that schools today are reasonably – if imperfectly – effective at teaching kids the less-glamorous knowledge and skills – e.g., in math, science, and history – that we associate with “traditional” education.

So while it’s a good idea for researchers and educators to experiment with methods for teaching other, “higher-order” or “non-cognitive” abilities, it’s also important to remember that it is probably premature to ask schools to move away from their core competencies if we can’t also give them a clear alternate path forward.

 

We Teach Beauty

by Lisa Hansel
February 27th, 2014

What is the purpose of our public schools? It’s a question some answer quickly—too quickly, and too easily—with “college and career readiness.” I’m not against those things, but they seem to me to set the bar too low, so low that many of our students don’t buy in. It’s all utility, no passion, a monotone call to hop on a conveyor belt toward becoming a worker bee. (I’m not saying that’s what the adults intend, but the teenager in me remembers it that way.)

There is a loftier goal, one that would appeal to many youth but that, sadly and wrongly, tends to be reserved only for our most privileged: classical intellectual and character education—the type of liberal education that opens the door to the highest forms of freedom. This form of education gets the college and career part done by intentionally embedding necessary knowledge and skills in humanity’s enduring questions.

At Ridgeview Classical Schools (a charter with an elementary, a middle, and a high school), the curriculum is so carefully planned that even simple grammar lessons are infused with a higher purpose. I haven’t (yet) had the pleasure of visiting, but I feel like I have after reading a terrific new policy brief on the school by William Gonch. Gonch, with the American Council of Trustees and Alumni, wrote the brief for AEI’s Program on American Citizenship. Here’s Gonch:

One important element of the Ridgeview approach is the way in which texts and assignments are made to do double duty, so that assignments teach grammar and logic while introducing students to profound ideas and artistic beauty. T. O. Moore, the founder and first principal of Ridgeview, describes the way in which the school integrates skills and core knowledge:

A classical education requires more than functional literacy, however. It teaches students high standards of grammar, precision in word choice, and eloquence. Throughout his education, the student will be exposed to the highest examples of eloquence attained by the greatest writers in the language.

“. . . I come to bury Caesar, not to praise him.” Shakespeare

“These are the times that try men’s souls.” Paine

These sentences are entirely grammatical. They could just as easily be used to teach grammar as “I come to help Jane, not to hurt her.” By preferring Shakespeare to an anonymous “See Jane” sentence we teach three things rather than one. We teach grammar. We teach cultural literacy. We also teach beauty. Our purpose is to introduce students to the masters of the language so they will begin to emulate them.

Actually, that’s just one of their purposes. As Gonch explains, Ridgeview uses Socratic, discussion-based classes in which “students spend their time interpreting texts and interrogating arguments and assumptions.” In K–8, its curriculum is guided by the Core Knowledge Sequence, and throughout K–12, the “Hirschean idea that Americans are defined by certain shared ideas and ideals, and that a school is the main vehicle for passing on those ideas, is central to Ridgeview’s understanding of civic education.”

Education for freedom is invigorating, but not easy. As readers of this blog know well, the critical thinking it takes to interrogate a text depends on having extensive relevant knowledge. Ridgeview’s curriculum is intentionally designed to build that knowledge starting in the early grades:

Ridgeview’s faculty have designed their curriculum as a coherent whole; ideas and approaches that are introduced when students are six or eight years old are developed, expanded, and drawn into increasing complexity as students turn 12, 14, or 18. One parent described this as a “cycling back process:” the curriculum introduces young children to a simple form of an idea, an intellectual method, or a story, and then brings it back recurrently in increasingly complex forms. A student might read a picture book of Greek myths in first grade, Edith Hamilton’s Mythology in sixth grade, and Euripides’s Medea in ninth….

The climax of the Ridgeview experience comes when students write their senior theses. The thesis is a 25–32 page research paper that asks students to sum up and reflect on their education. Students often describe the paper’s question as “What is the meaning of life?” or “What is the good life?” Students draw on texts that they have read throughout their schooling, especially the landmarks of their 11th­ and 12th­grade literature classes: The Scarlett Letter, Huckleberry Finn, Moby Dick, The Apology of Socrates, Nietzsche’s Thus Spoke Zarathustra, Crime and Punishment, and Heart of Darkness.

Because the thesis is the climax of students’ work, students begin thinking about it early in high school. Whether or not they talk about it explicitly, they know that the questions they ask about the nature of honor in the Iliad, the law of consciousness in Emerson’s Self-Reliance, or the nature of the American political community in Lincoln’s Gettysburg Address will return in their final papers and that they will have to draw from those texts a theory of the good life that they can defend before their parents and peers….

But the senior thesis, the final product of a self-conscious community of inquiry, might be the most individual thing that any student does. John Herndon, a high school history teacher who frequently advises thesis writers, urges students to address the question by asking, “Given everything I’ve seen in my education up until this point, what can I actually put stock in?” Students … have read Augustine and Plato but also Nietzsche and Joseph Conrad’s Heart of Darkness. Necessarily they must pick and choose, rejecting some texts (at least partly), while making others their own. And they must do it in full view: Herndon says that, standing in front of their peers and fielding questions from their teachers, “They can’t hide anymore.”

As a result, students have a unique freedom to interrogate their own lives and experiences.

If there were one thing I wish all educators would understand about classical education, it is the dedication to questioning. All too often, I see specific traditional content derided as indoctrination. But I never comprehend this point of view. It seems to me that all of the works that have stood the test of time push readers to question themselves, to juxtapose ideas, to see that things are never as simple as they may seem, to see that a good life is one of striving toward ideals, not meeting concrete goals. I understand and agree with those who say traditional content alone is too narrow, that students benefit from more recent and varied perspectives. That’s a yesterday-plus-today approach that can create great challenges for students. It stands in stark contrast to those who wish to toss yesterday out of the curriculum, to leave students anchorless, without the power to use longstanding questions and ideals to keep pushing humanity to better itself.

“We teach grammar. We teach cultural literacy. We also teach beauty.” Now that’s a Core Knowledge school!

Ridgeview

Ridgeview’s homepage. Seems far more gripping than “Where Will You Work Someday?”

Knowledge Is Sticky Stuff

by Lisa Hansel
February 20th, 2014

Earlier this week, I highlighted a terrific new book, Make It Stick: The Science of Successful Learning. Today’s post is a short follow-up to point out just how sticky Core Knowledge’s approach is.

By intentionally introducing topics in early grades and then deepening and extending knowledge of those topics in later grades, Core Knowledge exemplifies several of the highly effective practices explained in Make It Stick. Lucky us, we get to see them at work in Heidi Cole’s second grade classroom using Core Knowledge Language Arts.

In this 5-minute video, we see Cole engaging her students in the last read-aloud in the Early Asian Civilizations domain. It’s about the Chinese New Year, and it gives students an opportunity to recall what they learned about the phases of the moon in their first-grade Astronomy domain.

 

Cole Chinese New Year Fall 2013

Click here to watch 5 minutes of Cole’s read-aloud on the Chinese New Year.

 

As you watch, you’ll see six well-established methods for learning, all of which are explained in Make It Stick:

1) Retrieval practice: Recalling information strengthens memory. Cole pauses her read-aloud to give students time to share what they recall about the phases of the moon.

2) Feedback: Retrieval works even better with feedback; accurate memories are reinforced, while failed or inaccurate recall is corrected. Cole engages students in conversation, asks questions, and provides feedback about the moon.

3) Spaced-out practice: Having time pass between recall and feedback sessions results in longer lasting memories than cramming. This example with the phases of the moon is just one of hundreds of instances in which information is intentionally repeated and expanded within and across domains in CKLA.

4) Prior learning: As stated in Make It Stick, “all new learning requires a foundation of prior knowledge.” For Cole’s students growing up in rural North Carolina, the Chinese New Year is likely a totally new concept. The read-aloud makes it easier to learn about by comparing the Chinese New Year with New Year’s Eve celebrations that are more common in America. In addition, drawing on their knowledge of the moon helps them make sense of a celebration that is wonderfully different from their personal experiences.

5) Elaboration: Discussing new information in your own words and connecting it to things you already know makes learning more efficient and longer lasting. Cole engages her students in elaboration by frequently pausing during the read-aloud to ask them questions.

6) Larger context: Similar to prior learning and elaboration, being able to tie something new to a larger context with which you’re already familiar facilitates learning. The key here is that the larger your store of information is—i.e., the larger the context you already have in memory—the more you learn. Cole’s read-aloud is not an isolated exercise; it is embedded in the much larger context of the many history and science domains that build on each other. By the time Cole’s students begin the third-grade domain Astronomy: Our Solar System and Beyond, they will have a rich scientific and cultural understanding of the moon. That larger context will be sticky indeed, making the new information much easier to learn.

 

UPDATE: For those who would like to see more of Heidi Cole’s read-aloud, here’s a 33-minute video.

 

Memory Is the Mother of All Wisdom

by Lisa Hansel
February 18th, 2014

Aeschylus’s pearl, “Memory is the mother of all wisdom,” is the epigraph to a profoundly important new book: Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger, III, and Mark A. McDaniel.

It’s extremely rare to find a book that everyone should read, but Make It Stick deserves such praise. You could consider it a book of cognitive psychology or education policy—I think it might be the ultimate self-help guide.

Facts, skills, concepts, knowhow—Make It Stick will make you more efficient and effective in every aspect of learning. It’ll even boost your perseverance. And if you follow its advice, soon your critical thinking, problem solving, and creativity will improve, since these are knowledge-driven skills.

Throughout the book, stories—like a mid-flight engine failure—are used to explain well-established findings—like the necessity of practicing in realistic settings. From a struggling medical student, we learn that rereading and highlighting are not effective studying techniques, though they are often the only techniques students know. And from baseball players and math students, we learn the importance of “interleaved” practice—practicing with a mix of pitches or problems so that you not only have to hit the ball or solve the problem, you have to figure out what type of pitch or problem is coming at you.

shutterstock_4501807

Curveball courtesy of Shutterstock.

One highly effective way to learn is with “retrieval practice,” which boils down to quizzing. Quizzing yourself as you read, using flashcards, taking classroom quizzes—anything that dredges your memory. Retrieval practice is explored through multiple stories, including one middle school that opened its doors and minds to the benefits of storing facts in long-term memory:

In 2005, we and our colleagues approached Roger Chamberlain, the principal of a middle school in nearby Columbia, Illinois, with a proposition. The positive effects of retrieval practice had been demonstrated many times in controlled laboratory settings but rarely in a regular classroom setting. Would the principal, teachers, kids, and parents of Columbia Middle School be willing subjects in a study to see how the testing effect would work “in the wild”?

Chamberlain had concerns. If this was just about memorization, he wasn’t especially interested. His aim is to raise the school’s students to higher forms of learning—analysis, synthesis, and application, as he put it. And he was concerned about his teachers, an energetic faculty he was loath to disrupt. On the other hand, the study’s results could be instructive….

A sixth grade social studies teacher, Patrice Bain, was eager to give it a try…. The study would be minimally intrusive by fitting within existing curricula, lesson plans, test formats, and teaching methods. The same textbooks would be used. The only difference in the class would be the introduction of occasional short quizzes. The study would run for three semesters (a year and a half), through several chapters of the social studies textbook, covering topics such as ancient Egypt, Mesopotamia, India, and China….

For the six social studies classes a research assistant … designed a series of quizzes that would test students on roughly one-third of the material covered by the teacher…. The teacher excused herself from the classroom for each quiz so as to remain unaware of which material was being tested….

There was concern that if students tested better in the final exam on material that had been quizzed than on material not quizzed, it could be argued that the simple act of reexposing them to the material in the quizzes was responsible for the superior learning, not the retrieval practice. To counter this possibility, some of the nonquizzed material was interspersed with the quizzed material, provided as simple review statements, like “The Nile River has two major tributaries: the White Nile and the Blue Nile,” with no retrieval required. The facts were quizzed for some classes but just restudied for others.

The quizzes took just a few minutes of classroom time…. [Afterward, correct answers] were revealed, so as to provide feedback and correct errors….

Unit exams were the normal pencil-and-paper tests given by the teacher. Exams were also given at the end of the semester and at the end of the year….

The results were compelling: The kids scored a full grade level higher on the material that had been quizzed than on the material that had not been quizzed. Moreover, test results for the materials that had been reviewed as statements of fact but not quizzed were no better than those for the nonreviewed material…..

In 2007, the research was extended to eighth grade science classes, covering genetics, evolution, and anatomy. The regimen was the same, and the results equally impressive. At the end of three semesters, the eighth graders averaged 79 percent (C+) on the science material that had not been quizzed, compared to 92 percent (A-) on the material that had been quizzed….

What about Principal Roger Chamberlain’s initial concerns about practice quizzing at Columbia Middle School—that it might be nothing more than a glorified path to rote learning?

When we asked him this question after the study was completed, he paused for a moment to gather his thoughts. “What I’ve really gained a comfort level with is this: for the kids to be able to evaluate, synthesize, and apply a concept in different settings, they’re going to be much more efficient at getting there when they have the base of knowledge and the retention, so they’re not wasting time trying to go back and figure out what the word might mean or what that concept was about. It allows them to go to a higher level.”

Knowledge does indeed enable thinking at a higher level. As Make It Stick points out, switching from ineffective to highly effective instructional and studying techniques can be done right away, at very little cost, and with great benefits.

 

History: Taught Poorly or too Little?

by Lisa Hansel
January 13th, 2014

It’s one of those days when Jaywalking, Leno’s bit on the street that often pokes fun at ignorance, is worrying me. I have to remind myself that he probably has to stop a lot of people to get those silly answers to basic questions like “What is the name of the ship the Pilgrims came over on?”, that people must be nervous, and that the bit would not be funny if the audience (i.e., millions of people) did not know the answers.

Still, why does the bit resonate? Because there are far too many people who really don’t know basic facts. It’s easy to chuckle, but hard to stop worrying about them and their children.

Apparently readers of Education Week are worried too. As I was catching up on my end-of-year reading, I was surprised to see that a piece on students’ lack of history knowledge was #2 in a list of the 10 most-viewed Ed Week commentaries of 2013. The author, Vicky Schippers, claims that we’re teaching history wrong—as “a litany of disconnected names, dates, and events to be memorized before an exam” instead of as “a study of struggles, setbacks, and victories.” If that’s true, it’s a shame. I see history as a fascinating web of stories, and I’ve purposefully memorized key names, dates, and events to help anchor those stories in time and place—and to reveal connections.

Schippers, who tutors students, focuses on a dedicated young man struggling to pass the history regents’ exam in New York so he can get his diploma:

What astonishes me about Tony, as it does about any of my students, is how little he knows about the world. The five or six blocks he travels between his home, school, and work circumscribe his entire life….

When we first started to study together, Tony, like all my students, had no sense of U.S. presidents, the sequence of wars in which the United States has been involved, the U.S. Constitution and the structure of government, and the central issues over which our democracy has struggled since we separated from England more than two centuries ago.

He knew the name Abraham Lincoln, but drew a blank when I asked him which war Lincoln was associated with. He was unfamiliar with Adolf Hitler and the Holocaust. Segregation and civil rights were not concepts he could articulate.

Is that Lincoln crossing the Delaware? If your exposure were limited to the six blocks around your home, how would you know?

It could be that all of Tony’s history classes consisted of terribly boring facts that Tony decided not to memorize. But I’d guess that at least some of Tony’s teachers delivered the facts along with the struggles and stories—and I’d guess that Tony’s listening and reading comprehension were too limited to follow along. Rather than making a spectacle of himself with strings of clarifying questions, Tony probably sat in the back of the class, with confusion understandably leading to disengagement.

With Schippers tutoring him, in contrast, Tony asks questions. Schippers doesn’t have a full class to handle; she answers each question directly, making connections between Tony’s life and the content he needs to learn. She’s clearly helping him—but we should ask: What could have been done to prevent Tony from needing a tutor?

Schippers could be right that Tony got very unlucky with his history teachers. But I have reason to believe that there’s more than one cause of his devastating lack of knowledge. I’d bet that Tony received little to no history instruction in elementary school, leaving him with little to no historical knowledge and vocabulary, and little to no chance of comprehending history classes in later grades.

Consider this table from the Report of 2012 National Survey of Science and Mathematics Education:

Average Number of Minutes per Day Spent Teaching Each Subject in Self-Contained Classes, by Grades

Number of Minutes

Grades K-3

Grades 4-6

Reading/Language Arts

89

83

Mathematics

54

61

Science

19

24

Social Studies

16

21

(Source: Report of 2012 National Survey of Science and Mathematics Education, Chapter 4, Table 4.2, page 54.)

One to two hours per week on social studies between kindergarten and sixth grade?! That’s shockingly low—but Tony could have had even less since these are averages.

In the 2010 NAEP Civics assessment, teachers of fourth graders were asked how much time they spent on social studies each week. Three percent reported spending 30 minutes or less per week; another eighteen percent reported 30 – 60 minutes per week.

So maybe Tony doesn’t know any history not because it wasn’t taught well in secondary school, but because it wasn’t taught at all in elementary school.

 

Part 2: The High Cost of Ignorance