"But in the current political environment of evidence based education, I continue to be concerned that rich findings such as these will be ignored not only by politicians but also by researchers and practitioners. If so, then America and America's adolescents will be worse for it," (Allington, 2007, p.288).
I chose to start this weeks blog with a quote from chapter 18, Effective Teachers, Effective Instruction. I chose this quote because I think it highlights a major issue educators are facing in today's world. Through many of our assigned readings we are shown examples of wonderful educators. The work that these individuals are able to accomplish with their students is incredible. However, it is not seen as successful because it goes against the predetermined, packaged programs that administrators have chosen for their schools to be using. These programs don't allow much room, if any, for changes or modifications. They don't provide opportunities for critical thinking, or experiential learning. In many ways these programs oppress our learning.
In Robert Moses' work, Algebra and Civil Rights?, he quotes Ella Baker. "In order for us as poor and oppressed people to become a part of a society that is meaningful, the system under which we now exist has to be radically changed," (p.3). What does this mean? What radical changes need to occur? Moses goes on to talk about the current job market. "Sixty percent of new jobs will require skills possessed by only 22 percent of the young people entering the job market now. These jobs require use of a computer and pay about 15 percent more than jobs that do not. And those jobs that do not are dwindling. Right now, the Department of Labor says, 70 percent of all jobs require technology literacy; by the year 2010 all jobs will require significant technical skills. And if that seems unimaginable, consider this: the Department of Labor says that 80 percent of those future jobs do not yet exist," (Moses, 2001, p.9). Here is a video created in 2008 that presents some of the same issues that Moses addressed in his article about the demands of technology.
How do Moses' discussion of the oppressed and effective teaching go together? It is a teacher's job to provide opportunities for students to learn. Of course this means that we need to create literate individuals. There is a large emphasis on reading and writing. Yet we are currently in a time where math and science literacy is greatly important. Moses has created a program called the Algebra Project. This project allows students to view mathematics and their own lives differently. Through hands-on learning, students are able to explore math in a new way. They are creatively solving problems, experiencing meaningful experiences, while having fun. This program provides all students with access to the math curriculum and students are grasping mathematics in ways they hadn't before.
If we know that learning mathematics and science needs to be done in a way that is meaningful and fun, wouldn't it be logical that learning ELA should also be presented in a way that is meaningful and fun? Chapter 15 in Adolescent Literacy discusses the importance of critical thinking. Students need to be presented with real life experiences that are meaningful to them. We need provide students with opportunities to think for themselves. We can't label students in static ways that limit their learning opportunities or don't present them with appropriate challenges. "School teaches you for how you are dumb, not for how you are smart . . . and schools teaches you how you are dumb, not how you are smart," (Wilhelm & Smith, 2007, p. 238). It is important to remember that our perceptions of our students can often be interpreted by the students. They can tell when we think they can't do something and when we don't challenge them they will stop trying at all.
Lastly, it is important to remember commonsense when it comes to writing. We have to think back on our own writing styles, preferences, practices, and procedures. We can't assume that all children will want to write about the same topics or have the same writing procedures. Some students can sit down and write a paper about any topic with little or no difficulty. Other students will struggle for long periods of time, barely getting anything written down. We need to give our students the tools that they will need for success. This means introducing them to different types of literature, styles of writing, and outlets for literacy. We need to provide our students with appropriate audiences and make their learning come to life. When we do this students will enjoy reading and writing more. "Mark immediately wanted to know how to write that acceptance letter in the correct format. Students are much more willing to revise and edit their work when it is for a real audience for a real reason," (Rief, 2007, p.192).
If we can provide educational experiences that are real for students in reading, writing, mathematics, and science, students will have a better chance of fitting into E.D. Hirsch's mold of a literate American.
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