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Science Math Primary/Secondary Education
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
If you had a
say in the Education system of your country, and were told "FIX IT"
what would some of the things be that you would "fix"? Class sizes?
Subjects? What is it that teachers want?
Comments
Anand Mehta
That is one
tall order and here are some quick thoughts to get the ball rolling. There are
several changes that I would like to see - given below in no particular order.
I am not sure how one would go about realising them. By the way, I am a private
tutor, not a teacher in the normal sense, and have also been a school governor
for over 10 years.
1. Ensure
that teachers, for ALL age groups, know the subject(s) that they teach. In the
UK this is largely true for many secondary schools but often not so for
primaries and rarely so for infant schools and nurseries. Ideally, they should
be enthusiastic about the subject as well.
2. Pupils,
parents and politicians to show professional respect for teachers. This will be
particularly hard for politicians who know little about education but feel they
must leave a lasting impact!
3. Get
parents involved in their children's education. This is one of the most
important factors.
4. From
personal experience, I think that class sizes are less important than they are
made out to be (I went through school with class sizes in the low 40s)..
5. Provide
extra support for children who have not mastered critical stages. Pushing them
upwards through school every year when they are missing key knowledge or skills
is more likely to result in frustration and resentment than the pupil
succeeding in learning what they previously found difficult.
6. Make
subjects more relevant to peoples' lives. Under this I include, for example,
warning secondary school pupils that Newtonian physics is an approximation. In
extreme situations it does not work and other, broader, theories are required.
Or that there are consistent geometries where Euclid's parallel postulate is
negated. Sometimes these things can hook pupils. I could not wait to see how
one could get square root of negative numbers!
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
I agree with
the all of the above...thank you Anand!
Personally I
would also add that education not be run like a "for profit"
organisation. I really do not like when money is the decider of what is to be
taught. Leaves our students out of studying subjects that they are good at. A
wide and broad education for students, I think, has been compromised because of
money. But as you say, not sure how we would realise these dreams we have...but
thank you for your thoughts.
Marsigit Dr MA
Lecturer at Yogyakarta State University
In whatever
educational context, I think we always need to reflect:
1. Its
philosophical/mindset grounds (the nature, approach and ethic/esthetic)
2. Its
theoretical/paradigm grounds
3. Its
psychological/anthropological/social/context/cultural grounds
4. Its
vision and mission
5. Its
empirical/evidences/implementation
Thank
Theophile
Theophile Kaneza
Student at Kigali institute of education
I admire the
3rd article of Anand Mehta as the prior key which can be used to reach the
teacher's target. thanks you all for your points of views
Like Reply
privately Flag as inappropriate August 12, 2013
Gene
Gene Weitzel
Dept Head & Mathematics Teacher at North
Caddo Magnet High School
If you want
the best, you have to pay for the best. You are competing with major industry
for every brilliant math, science, linguist, writer, speaker that is sent out
of our colleges and universities. In most instances one person cannot make
enough money to raise a family without spousal income as well. To get these top
minds you have to make the commitment to provide remuneration to lure them into
the educational fields. You also can poach those who are early retirees by making
it easier to be certified to bring their maturity and knowledge into the
classroom. Currently experience is given little to no credit for not only
knowledge but the ability to communicate that knowledge effectively. Virtually
every career field in the military has instructors who have to know how to
impart knowledge based on a specific syllabus daily. No credit for that
ability. Gotta learn the theory, don't care what you know or if you already can
apply the theory. You get what you pay for.
Marsigit Dr MA
Lecturer at Yogyakarta State University
From the
side of public education oriented, it is a little bit difficult to understand
the logic of Industrial Trainer and Technological Pragmatist oriented of
education. We found something important left behind the competition among
industrial education; and they are not ready and not willing to accept this as
a reality because it is beyond their mind. They left the victim of their
ambition and their ego; unfortunately their victim are their students who
really need their helps. Many notions produced whatever they do not like to
say; persistently, they are their theories/paradigm/philosophy. The question is
what next if they feel to be successful to win the competition. I see they
produce a split in-harmony life of the world.
sean
sean wilson
Mathematics Teacher at Seabury Hall
I agree with
Gene. To fix education society needs a paradigm shift. Everyone seems to
realize the value of education but nobody wants to pay for it.
As for the
original question, what do teachers want? It's not about the teachers.
Teachers
should be able to understand, communicate, and apply content knowledge
effectively.
Of course
management will want to hold teachers accountable for student outcomes and
restrict pay accordingly. So fixing education is not about becoming a business
model, but creating a new model that incorporates parents, students and
teachers in a learning vortex.
Elvis
Elvis Kwame Assumang Dip M.E Eng, PBA
Searching for job at Any where
Education
should not be free, for people dont value free things, the see it as inferior,
I will like every body to pay something for the teaching, as we say knowledge
is power, nothing is free, and what does teachers want? It not about the
teaching, but how student will understand the communication, the content and
how they will apply it in their daily life in future
Like Reply
privately Flag as inappropriate August 16, 2013
Marsigit Dr MA
Lecturer at Yogyakarta State University
If we think
about plurality, we can not approach them only with singularity. If we force to
use the singularity approach to solve the problems of plurality; there will be
many impact of reduction/simplification. You may need to have such an
experience how difficult and how grievance to be simplified.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
Have a look
at:
http://4c3d.wordpress.com/2013/03/30/the-next-step-in-education-evolution-is/
Marsigit Dr MA
Lecturer at Yogyakarta State University
Good example
from Kevin of elaborating prescription inspiring by evolutionary process. Among
the many, there are still many crucial and fundamental problems to look at. I
found a fundamental weakness of your approach i.e. you look at the educational
development only from your perspective i.e. contemporary one. The result is
that you produced a linear dimensional aspects of education. While, according
to me, education is encircle dimension of life.
Delete
August 17, 2013
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit
Thank you for your feedback. You need to follow up on that post by looking at
what I have termed Learning Quotient or "LQ". I developed this
concept to support the idea of the learner being able to manage the learning
environment to meet their needs. You can find the beginning of a discussing LQ
and what it means for teachers and learners as well as education systems at:
http://4c3d.wordpress.com/2013/08/11/learning-quotient/
By
developing an LQ based approach the learner takes responsibility for their
learning but also has the knowledge and skills to do this effectively. I spent
a long time trying to change education from within only to realise it is not in
the control of educators but rather politicians. The solution or next step in
development is not top down but bottom up. Many learners have found a way to
learn despite their formal education. Up until now this has been happenchance,
a Youtube video or podcast or a book perhaps has provided the key learning
opportunity that meets their needs. I believe education will truly evolve if we
develop LQ within the learner. In this way, so long as there is belief, there
are no limiting factors and we have true life long learning. I am writing the
student book about LQ now and hope to have it ready in the Autumn.
Marsigit Dr MA
Lecturer at Yogyakarta State University
Thanks
Kevin, I think your elaboration of LQ is inspiring others how an adult people
(e.g. like you) have a struggle to uncover and to facilitate students' need to
learn. However, I note that LQ is belong to teacher (you); and, I see that the
students will have additional burden due to the adult (your) content. Rather
than to introduce many adult contents to their students; I prefer to strive to
uncover the students' content, and then from their contents I strive to start
to communicate and to interact as well in order that they (the students) are
able to build their own (world of) life.
Delete
August 17, 2013
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit.
The concept of LQ is to empower the learner. It is not a top down model. The
role of a teacher is to be aware of LQ (including their own) and to ensure they
discuss learning needs and how to use LQ to meet those needs. I have written
the blog for Monday which covers this point in more detail but here is an
extract which seeks to make the point that the student should be helped in
building their own learning map - much as you have suggested.
"---
earlier I talked of the dangers of creating our own learning environment and
expecting others to learn within it as we do. As you read it consider how as a
teacher you would respond to the challenges of creating a learning environment
to meet diverse needs and how much easier it could be if the learner was able
to manage the learning environment to meet their own needs. Think also of how
you would respond to the challenges when a learner adopts a strategy you were
not expecting or which challenges your beliefs about learning."
Marsigit Dr MA
Lecturer at Yogyakarta State University
Thank Kevin
for the LQ references; it make me to in-depth read the related reference e.g.
of Daniel Coyle's blog http://thetalentcode.com/2013/07/01/whats-your-lq-learning-quotient/What’s
Your LQ (Learning Quotient)?
I do not
agree with Daniel Coyle that “character” and “work ethic” is an an increasingly
quantified world in education; and many use these terms to explain unexpected
patterns of success and failure. I prefer to explain and uncover them still as
a qualitative aspect and strive to look for the solution through communication
and interaction.
In my point
of view, LQ as a concept has its scheme and substance. Both has its crucial and
critical position whenever they are used as an indicator of a certain stage of
educational/life progress or achievements. It always can be questioned about
any criteria the educationist make to measure of the degree of competence.
According to LQ, you will be the best if your score is 50. I do not agree with
this criteria due it try to match between qualitative and quantitative one.
While you may difficult to identify a certain point to indicate a range of
students' competence in a relatively dynamic and movable stage of life.
On the other
hand, I do not totally agree with the approach or the ground of LQ. I
understand, because of the context of their life, most of educationist always
refer to something that is the best, the star, and the championship. In here, I
wish to urge them to calm down by looking at the reality how many people or
percentage of human life not able to be the stars, the winners, the champion,
etc? I am more concern with those who are the loser because they are the more.
And education is responsible to all of the people both the winners and the
losers.
It will be
very rough and refutable to quantify a kind of skill, process, relationship,
awareness, enthusiasm, innovations, comfortableness, refining, etc. All of
those educational phenomena we need to explain, discuss, exchange ideas rather
than just simply to quantity. So I prefer to use hermeneutics to approach
educational phenomena.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit I
make no mention of scoring LQ and see it as a failing of education to want to
grade and score LQ as a way of assessing competence. It is also a failing of
education systems to want to turn everything in life into subjects. I would
rather measure the outcome of successfully managing the learning environment to
meet learning needs, i.e. engaged and motivated learners making progress in
whatever it is they are learning (where progress and competence is what is
measured in relation to the application of LQ). The individuality of LQ fits in
with your third paragraph because it promotes the concept of being the best you
can be either despite or because of your learning environment. It is a portable
concept and can be taken through life with the learner. Each time they face a
challenge they have a strategy, an approach, on which to rely and are not prone
to being "programmed" by their success or lack of it.
Please
explain using "hermeneutics to approach educational phenomena".
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin, from
the History we may learn that the Hermeneutics means to translate and to be
translated. This tradition underwent since the time of ancient Greek (Goddess
of Hermein); however, most of currently scientists and educationist (in the
contemporary life) forgot and did not understand this very useful approach to
educate, to construct and to understand everything. Because of the impact of
Pragmatism and Utilitarian, most of them even are not able to see something
useful in the past. They are hypnotized to perform life based on capital,
investment, business, industry, ambition to uncover and create the new world,
very hard competition, quantity the qualitative aspect of life, promote quantum
learning, explore and employ environment. The logical consequences are they
define education in a very short term goal and getting return from educational
investment. They are moving like a locomotive in the sense of only looking for
the championship, the stars, the winners; and irresponsibility left the looser.
So their behavior create a partial life of the world, a partial life of people,
a split-personality of peoples, an instant of life, an immediate product of
education. Their the only slogan is arrogantly say that who will be the best
should pay the best. In my sense of life, this is a crazy currently tendency of
life because life only based on the stronger will eat the weaker, the winner
will scorn the loser; the very bad behavior is that the teacher also blame
their loser students who really they are their responsibility. In my perception
this is very bad life and unhealthy or ill educational system.
While, the
aspects of Hermeneutics are imbedded and prevalent in/at every aspect of our
life. This my long description and explanation is the result of my spirit in
the scheme of Hermeneutics. We need to communicate and exchange ideas each
other. In order to the teachers are able to communicate with their students,
they should revitalize or overhaul their mindset of thinking of every aspect of
education. They need to change their position in perceiving the nature of
students, teaching, learning, method, subject (e.g. the nature of school math
should be differentiated with the nature of Formal (university level) of
mathematics). So it is up to you how you may perceive all of my notions,
because I also wish to know your context of life/education/world.
If you start
to understand some of my notions, you may make some response.
Thank.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit -
Thank you, I think I get where you are coming from and we very much agree.
Education to
my mind has evolved to be and is being defined by what can be assessed
(easily). Subjects and content are giving may under political pressure to that
which is often referred to as "the basics" but is no more than
minimal education. This is often done under the premise of "driving up
standards", but only those of the readily assessable criteria. No matter
what examination reform has taken place the world of work and employers still
complain students are not ready or able to take their place. This should
suggest what is being taught is not what is needed.
To see
"for profit schools" being proposed is to me morally wrong and I
wrote about this on my Blog
(http://4c3d.wordpress.com/2013/07/22/for-profit-education/). I wrote
"They have delegated their responsibility for the most base of reasons –
money". The "they" being those who command and direct education
systems, often politicians. Learning in such a "toxic" environment is
not true learning. Teaching is also not teaching, merely instruction. On my
website I proposed a model of learning responsibility
(http://www.ace-d.co.uk/id5.html) ij which the responsibility of learnin
gpasses from the teacher t othe learner and thi sprocesses is shielded by
leadership. Unfortunately this does not appear to be the case in many schools.
The problem is that when under pressure the teacher takes back the
responsibility and learning stops. This then distorts the learner's perspective
on what learning is about.
In my
earlier thinking I defined education as (http://www.ace-d.co.uk/id1.html):
... there
are six aspects or functions of education. These are:
Integration:
sharing traditions, rituals and beliefs
Understanding:
to develop and share knowledge and understanding
Awareness:
to achieve an understanding of ones self, needs and desires
Evolution:
to educate the educator, to be relevant and to move forward
Objectivity:
to reflect, observe and question
Responsibility:
to understand options and consequences (physical, social, spiritual and moral)
I think
these aspects fit in with the Hermeneutics philosophy. Where we are at in
educations systems is we only learn what has been prescribed or deemed
"important" rather than pursuing learning as a journey and sometimes
not knowing where it is going.
The joy of
learning has been substituted for false reward (grades, scores) and we are not
better for it!
Marsigit Dr MA
Lecturer at Yogyakarta State University
Thank a lot
Kevin for your references. Your references indicate that education is
multifaceted and multidimensional. You do the best in striving to find the
solutions between the nature of education and its relationship with outside
perspective such as its responsibility, its profit, its rights, its obligation,
etc. Some of your notions are also inspiring. I do agree with your statement
that education is a fundamental right so let it get right. I also agree that
building learning relationship must be our first priority. I think profit
education is something that can not be dispense. However, it needs a wise
action.
The problems
are whenever we strive to in-dept thinking and implement into practice. It is
not easy to perform accountability (you said responsibility); we need to learn
how educationists at other places perform their accountability. Hermeneutics
will give its perspective a sustainable of education. Inside the sustainability
consists of evolution (your notion).
I may give
inputs to your responsibility ratio model. It seems that it contains only
linear and plane geometrical illustrations, while we know that our life has
three dimensional life. Hermeneutics approach let you to find encircle
phenomena in its interaction with straight line. As you know that our life is
in line with the straight line due we can not repeat any event in the past.
However, we always hope that we may meet again in the future the day of Sunday;
it indicates that our life is in line with circle.
I may give
additional comment in the next session. Thank.
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin, in
the case of responsibility, I see there is still a bit different with
accountability that has not covered yet in your references. My concern, because
this is the important one, is how teachers at different level and different
context are to account their teaching? What do you expect the accountability of
e.g. the teacher from other country? And what do you account of your teacher to
other context?
Further, in
your statement that the student teacher relationship is critical in ensuring
this transfer occurs in a managed way. I am worry about your term of
"transfer" because it leads to confuse about the psychology of
students way of learning. You need also to explain what do you mean by
"building relationship must be PROTECTED"?
If you don't
mind I may add the aspects of the function of education (not only six but may
seven or more). There are not only Integration, Understanding, Awareness,
Evolution, Objectivity, Responsibility; but also Constructing, Communicating,
and Reflecting.
The
pragmatists may end their thinking about "constructing" at a certain
educational prescription and the psychologist at Piaget. In fact, through
hermeneutics, I found that the "constructing" can be elaborated from
Hermein (Ancient Greek).
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit.
Many thanks for your perceptive analysis and comments. The responsibility
diagram seeks to address a key issue that occurs when education is measured by
student outcome only (grades, levels or marks). This situation is compounded
when a teacher is rated or graded according to the success of their students. I
have noticed that teachers are for the most part compliant souls. My theory is
that many compliant students who do well at school because complicity is a key
aspect of success in a grade based success environment (teaching and learning
to the test) return to the school environment as teachers. We all like to
repeat enjoyable experiences and times and perhaps this is part of the draw.
Unfortunately in a politically driven system being compliant can be the worst
thing, especially when being bombarded with new initiatives and ideas to
"drive up standards" and to "return to basics".
What I have
experienced is when pressures are applied to the school it is passed on via the
headteacher and senior team instead of shielding the learning relationship.
Instead of only allowing things through that actually support or strengthen the
relationship they pass everything down - they are compliant. This pressure is
also taken up by the compliant teacher who may see their success in terms of
being compliant and achieving whatever new target is set (even if this is
fundamentally flawed in terms of teaching pedagogy). In such circumstances the
teacher/learner relationship comes under threat,. This is because the teacher
takes back the responsibility for the learning, it is the only way they see of
achieving some of the targets. This happens even to the extent of teachers
"editing" students work, suggesting "improvements" that
were not part of the student's own original work or thinking and other efforts
to achieve the targets. The teacher can be found "teaching to the test"
or coaching responses without first developing understanding. The learner soon
understands this and like all children use it to their advantage. I have had a
student say to me about his coursework "You do it for me Sir, you know it
will make you look good." Teachers do have to account for their standard
of teaching. As one who has mentored and coached teachers I know this is
essential for professional development and successful teaching but there are
more "professional" ways of doing this than by measuring the success
of the students they teach.
If the above
model is adopted then the line becomes a "saw tooth" shape with the
teacher taking back responsibility each time a new target or initiative is
passed down. The learning responsibility ratio never passes over to the
student, they never become independent learners merely adaptive learners using
whatever strategy they can to get the outcome they want. In some ways I see
this is a negative LQ since they have adapted the learning environment to meet
their needs but not in a way that leads to independent learning. I see the role
of senior management as one of protecting this relationship so that the
transfer is more consistent and the responsibility for learning understood. In
teaching I believe building a relationship based on trust is of the greatest
importance. If this trust is betrayed then the relationship is severely
damaged, sometimes irreparably. A teacher who demonstrates enthusiasm and
passion for their subject or responsibility as a teacher should not, in my
opinion, then tell a student it is all secondary to getting a grade (either by
dead or word).
My original
list was for only three so I have no problem in adding to it! Perhaps
"Reflecting" is part of Objectivity in my list. I see Constructing as
building a "learning map", making links or as I have termed it
developing Understanding. Communicating I believe is part of Integration, to
share requires communication at a number of levels.
I hope I
have answered your points.
Marsigit Dr MA
Lecturer at Yogyakarta State University
Thank for
your great explanations Kevin. I am now more understand about your context and
philosophy of education. The more I exchange ideas with you the more I find
similarities of both our vision of education. Really, what you had explain
exist at every educational context.
In my
opinion, in a well-established educational system in which their educational
system has it long history to examine and lay their philosophical ground of
life, to uncultured intensive and extensively the nature of meaning, method and
ethics, a compliant teacher is needed. However, in a mix orientation and
developing educational system, in which different side has its different vision
and struggling to perform their best among their large compound community
through political approach, a compliant teacher can be problematic or even has
many serious consequences.
For the
second type of educational context, I may identify that a compliant teacher is
characterized as the teacher who practice: teaching based on prescription,
textbook teaching oriented, conventional way of teaching, as curriculum
implementer rather than developer, final/national examination oriented,
transfer of knowledge teaching, convey/delivery method of teaching, single
method of teaching, misunderstood of the nature of students works sheet, single
method of teaching, talk and chalk method, single knowledge for different
students with similar method and similar time, etc.
In your
context, you said the second type of compliant teacher should return to the
school environment as teachers. I totally agree with your suggestion. What do
you mean by the school environment may back to the nature of life (I use the
term of hermeneutics). I also agree with your notion that in a politically
driven system being compliant can be the worst thing. I found in a certain
educational context even the teachers being bombarded with new irresponsible,
inconsistency, partially motive of a certain clan, not research based, and just
based on personally bureaucratic experience/claim of ideas. This situation
makes the teachers in the fait a comply position; in which at every different
angle of position, decision, or policy, they always to be blamed for their in
competencies. In this kind of situation, the relationship of the responsibility
between teachers and students not only is in danger but also broken or even
vanishes. They lost the trust each other; in which I agree with you that the
trust is the most important ground of education. I do not see any side is able
to save the fate of these teachers. Whatever the best approach of getting
educational method of teaching at university, but there will be no meaning and
no impact at school because the schools are very pragmatic while the university
are still idealistically. The very bad situation is whenever the university go
directly to change their idealistic into pragmatic one.
In the case
of adding the function of education, for me, “reflecting” can be very
subjective one. Once if you state the notion of Objectivity, you should also
fairly ready to note Subjectivity, because education is not partial.
Interaction between Objectivity and Subjectivity results the nature of
knowledge after the process of publishing, criticizing, and redefinition. So I
do not agree with you to put “Reflecting” inside “Subjectivity”. Also,
“Constructing” is not just a learning map; it contains the form and substance
of knowledge. It will be very unintelligibly to put Constructing into
Understanding. To construct every single concept one should has their
Understanding, Willingness, Attitude, Skill and Experiences. The last, for me
Communicating is not just a part of Integration, to share requires
communication at a number of levels; I define Communicating as Hermeneutics
i.e. to translate and to be translate in order the students are able to
construct their own concept of life.
I appreciate
highly If you may make the responses. Thank.
(Marsigit)
Marsigit Dr MA
Lecturer at Yogyakarta State University
One more for
Kevin, you have not yet explain how a certain teacher from a certain context
may perform his/her accountability to other sides from different context e.g.
how the teacher at your context may perform his/her accountability to the
teacher from our context?
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit re
context and philosophy - it is interesting when two people realise they are
holding different ends of the same stick!
In respect
of the functions of education your three are: Reflecting, Constructing and
Communicating. What I think may be occurring here is the problem of defining
something using the limited form of language. I often wonder why we have so
many words, and apart from adopting words from different cultures to add to our
own when we need another which we feel better defines what it is we are
describing, why so few are used! Let me consider your points.
Reflecting:
You make a case for subjectivity if there is objectivity, two sides of the same
coin perhaps. I can see the case for this and accept adding subjectivity to the
list of functions to allow the learner to develop their own view based on
feelings. I do not suggest putting reflecting inside subjectivity but I see the
correlation you are making with objectivity (as I have said earlier, two sides
of the same coin). Perhaps the term Reflecting should replace Objectivity and
Subjectivity because they are functions within the process of reflecting. I
included "to reflect" in my definition of objectivity and re ordering
this and adding subjectivity, I suggest, would be a better definition.
Constructing:
I think you are suggesting that to construct a learner needs the;
"substance of knowledge", understanding, willingness, attitude, skill
and experiences. Here again the heading I chose is within your definition. I
mention to develop and to share knowledge and understanding. To do this there
needs to be the willingness and skills to do this as well as the experience on
which to base the process. Would you agree? If this is the case then we impose
the higher placed function of Constructing over Understanding.
Communication:
based on Hermeneutics principles, to translate and to be translated. In this
respect it is in addition to the six aspects I have as my working theory.
Thank you
for helping me to evolve my working theory of the function education.
Regarding
accountability, this is an area which I believe has led to limiting
professional practices because it seeks to impose a set of expectations rather
than supporting developmental ones. The process of accountability can be very
subjective, a little like a view on a picture or sculpture. Teaching is part an
art and part a science. Trying to apply scientific rigour to an art destroys
the process of art. There needs to be differentiation of the two as far as
accountability is concerned. Teaching has a single focus - the learner. The
responsibility is to facilitate learning but a difficulty also arises in that
there are different stages of learning from reliance to independence. The stage
at which the teacher and learner are at moves the focus of accountability but
if this is not understood then we have conflict when it comes to assessing the
teacher. This may be best understood by considering the role of a teacher
working with infants and that of a lecturer working with PhD students. If we
look at the more difficult area of the "art of teaching" there are
professional competencies which need to be present although harder to assess
objectively as individual elements their presence is easily seen as a whole. A
teacher who is able to build a sense of belonging with the learner, is able to
offer them choice without losing control and who can offer them a voice without
being coerced and above all makes learning fun is operating at the higher end
of their professional capabilities. Having subject knowledge is not enough,
even knowledge of pedagogy is not enough. Both must be translated into the
action of teaching. To assess any of these one must understand the art of
teaching and be able to recognise individual aspects without relying on
objective assessment of the process (or outcome - often the easier option but
so wrong).
Marsigit Dr MA
Lecturer at Yogyakarta State University
Many thank
also Kevin. I do agree with your all explanations. Your elaborations consist of
important understanding of educational aspects. It is important not only for a
single context but also universally. Due the limitation of the time, I wish to
continue raising and digging up some problems in the following session. Hope
that many peoples in the world can learn the substances of our discussion and
you are still in favor to continue the exchange . Thank.
Marsigit Dr MA
Lecturer at Yogyakarta State University
For Kevin,
specifically I am interested with your statement that trying to apply
scientific rigor to an art can destroy the process of art. Or can I imply that
applying scientific rigor to teaching learning processes can destroy the
process of learning? I am looking to hear for your explanation.
Kevin
Kevin
Hewitson
Expert in
developing teaching and learning strategies especially "Learning
Intelligence" concept.
@Marsigit I
am enjoying your challenges and the opportunity to explain my philosophy, I am
worried about boring everyone else though!
I will reply
to your latest post in the morning (BST).
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
I wouldn't
worry about boring everyone else..seems you two get on well and have similar
viewpoints and I for one have been intrigued by the discussion...thank you
gentlemen for taking the time to "thrash out" the philosophy
of/behind good teaching...
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin, I may
wish to continue to dig up, sharp, and revise as well some notions. Frankly
speaking, I am still not satisfied yet with your explanation about accountability.
May I start with your notion about two peoples hold different ends of the same
sticks? I do agree that we have similar stick (universal) of the ground of
education; and however, because of different context, we naturally always have
different ends.
Further, it
implies to get and to construct different smaller contextually sticks, with
different methods, meanings and values. Here I will show you the interval of
position or location in which different ends means also different way to
account of any aspect of educational implementations. The easiest example how
to account of teaching practice in my educational context is just inviting
others to look at directly the practices and vice verse.
Benefited
from high technology, way observe teaching in the remote places (different
context) through VTR. The crucial point is how to follow the step in such a way
that the sides are able to share or exchange (hermeneutics) constructively. The
next may be will be belong to your points, please.
Further, I
found you have still misunderstood about "Constructing". In the very
basic educational foundation, Constructing does not mean to construct the
learner meet. It means definitely to construct any kinds of
"knowledge" of in the more extended meaning it is to construct LIFE.
So any human being without any exception (including the smarter animal) needs
to construct their life. Of course, in the mean of education, constructing
covers not only knowledge but also understanding, relationship, concepts of
e.g. mathematics, skill, attitude and experiences.
On other
places of your writing, you have ever stated about "transfer" (may be
transfer of knowledge). I am not sure whether your term of "transfer"
and your misunderstanding of my term of Constructing indicate that you may
still have not understood yet about the nature of Constructing in education. In
order that I can translate you comprehensively (in the spirit of constructing
our life) you may need to explain these points. Thank you.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit.
Peer observation is a good way to assess teaching; it also supports peer
development and sharing of good practice. The problem comes when we try to
scientifically define good practice and only adhering to this definition is
acceptable. Let me put this into my context. Here in the UK we have Ofsted (the
official body for inspecting schools) who produce "Teachers'
Standards" as well as "grades" for schools. Ofsted can
"call" on a school with very little notice, days in fact, and inspect
the school. Their grading can affect the position of the Headteacher, the
reputation of the school and even its very survival. It is a "high
stakes" process and the resulting stress of an Ofsted inspection is not to
be underestimated. Even waiting for the Ofsted phone call pervades the daily
routine of many heads and they live just waiting for the call! Even when away
from the school at a conference or on a course they have their mobile, phone at
hand, just in case. When Ofsted calls each teacher can be observed by the
Inspectors and also graded and therefore they live and teach under the same
conditions daily.
I am sure no
one ever wanted this situation but that is what you get when you apply
"standards" as you would apply them in a production line model
seeking consistency of product. Perhaps we would see the process more as
quality assurance rather than quality control. A quick search of the web and
you will find "The perfect Ofsted lesson" guides and tips and tricks
for achieving "Outstanding". In my view both the rhetoric and
principle of this is detrimental to the art of teaching. For example I have
observed first hand a perfectly good teacher go to pieces when observed by
Ofsted because instead of doing what they do best, instinctively react to the
learning environment and learners needs, they tried to follow what is viewed as
the "outstanding lesson" plan. All this did was undermine their
confidence, alienate them from the class and prevent them from truly teaching.
Further the trust that had been built up with the students was now broken and
there was a great deal of remedial work to be done. The reactive behaviour of
the students during the lesson to this situation was predictable, they did not
recognise this teacher in front of them and their behaviour demonstrated their
insecurity (lack of belonging).
Is trying to
achieve consistency in education in the manner we are following in the UK a
hangover from the Victorian model of education and Industrial Revolution? Can
the same criteria for an Outstanding lesson in maths or science be applied to
music or drama or art? Is an Outstanding lesson at he start of the year the
same as the end of the year or any point in between?
It is not
just about observation, it is about response too. What works for one teacher
may not work for another. I believe it takes careful coaching to develop
teacher competencies and not all teachers in school have the time or skills to
do this. I offer, as part of my professional services, teacher coaching. The
advantage of an "independent" coach is that it is their single focus
and they are available when you need them (not when free lessons coincide or
after a long day teaching when both parties can be tired). So just what could
make that lesson even better? I am guessing the coaching process follows
hermeneutic principles as you see them. I recognise the value in peer
assessment but only when both parties have the time and approach necessary to
ensure the quality of the process and outcome. I do not see this in the high
pressure situations teachers here in the UK face. I have not touched on
performance related pay either and its effect on the profession. It is worth
asking teachers here in the uK and perhaps around the world what they think of
their lessons being videod. I would bet on a correlation between an environment
of accountability on the one hand and professional trust on the other.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
Presently I
see Construct as a function of education as building knowledge and
understanding etc but I am exploring the concept and my understanding as we
continue our discussion. In an education system I would expect the learner to
receive and develop the tools and skills to construct their own views, beliefs
and understanding so as part of the function of education for there is no other
way we will further our knowledge base surely than in helping learners
construct their own views and interpretations. "Teach a man to fish
and..." What has been proposed as a theory has in some cases been shown to
be flawed using exactly the same knowledge but constructed in a different way.
Schools need to provide the environment under which "self"
construction can take place too. An opportunity for the individual to explore
what self is and to help them in defining it in a low risk manner. An
opportunity to act out and consider the consequences of actions or beliefs. My thinking
suggests that if this is not the case then intolerance and bigotry will prevail
in society. Is constructing "life" the same as constructing
"self"?
When I talk
of transfer I am referring to the transfer of responsibility in the learning
partnership. The giving up by the teacher and the taking by the learner. This
needs to be a managed process and constantly reviewed by both partners. We do
not want over reliant learners who show no independence and we do not want a
lack of direction or guidance and support from the teacher. To be there when
they stumble rather than a crutch perhaps is a good way of describing it.
Scott
Scott Watson
Electronics-Robotics Instructor at Hunter
High School
From my
perspective the problems in education are mostly because it has become
completely disconnected from the employment (job) market. I am not advocating
running schools like a business for those who cringed when I inferred the
business world. What I am advocating is a constant evolving of education so we
aren't graduating flocks of students with skills for jobs that disappeared
decades ago. I will use my own teaching area of electronics/robotics as an
example. I can place students with good soft skills and tech skills out of
class into 50K a year Jobs. So why are my teaching areas nearly non existent in
the schools? If you think seeing this post "great" a school has this
area so the problem is being addressed...nope exact opposite the numbers in my
teaching area have dropped by over 90 percent in the past 2 decades while the
job opportunities exploded. The 90 percent reduction in programs is both
college and high school. The surviving programs are barely hanging on because
funds to keep equipment-curriculum up to date have been siphoned off to pay for
?????
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
I think you
make a valid point there...we are forever being asked by students: I need to
know this....why?? And trying to make things relevant like the theorems of
Euclidean Circle Geometry indeed becomes a challenge. (personally I find the
theorems fascinating, but will it bring bread on the table in the long run for
these students? I think not.)
Then the
curriculum developers have a hard task of what to leave in and what to take
out. On top of that, many teachers have to teach to an external exam where the
only measure of achievement or competency is really a "final mark".
Should that mark be considered "low", it's the teacher and school
that gets blamed. And further still, in some schools here they are advocating
performance based pay..so in essence: kid fails, teacher doesn't get a pay
rise.
I think for
an education system to work it must be: relevant to the era, the learning must
be a partnership as Kevin suggests, the art of teaching needs to be recognised
as such, it's an art, a skill that not many can do, society (and governments)
needs to value educators and hold them in high respect, not "hey, if I
can't get into anything else, I can always be a teacher" attitude that
seems to prevail here. Further, governments need to listen to teachers who are
actually within the classroom, not to a board of directors who "taught
once" and now seem to think that they are experts in education in dishing
out regulations that are "one size fits all" and who seem to adopt a
business style structure to education. It won't work, and our students suffer
the most then. But that's my two bobs worth!
Tracie
Tracie Passlow
Science teacher Magdalene Catholic High
School
Certainly
many things could be fixed, or possibly tweaked a little.
Class sizes,
yes previously people were taught in classes of 40 or more, but the
expectations of society were different, respect for teachers higher, and
methodology was chalk and talk.
In the
current climate, use of IT and educating the etiquette associated takes up
time.
I would much
prefer to guide students in life skills of communication and inquiry, where
they can research and discover what is relevant and expand their general
knowledge of all things in the world.
To truly
understanding our students needs and cater accordingly, may require more
teachers and therefore less number of classes rather than less number of
student per class.
Collegial
discussion time and sharing be built into the timetable. We are individuals
that keep reinventing the wheel.
Kevin
Kevin Hewitson
Expert in
developing teaching and learning strategies especially "Learning
Intelligence" concept.
I have
always found it strange that as a profession "teachers do it alone".
Where I have been able to promote team teaching, or at least an open door
policy, collaboration and professional development sored. It does bring with it
it its own set of problems though such as students trying to play one teacher
off against the other (a bit like mum v dad!). The view that teaching is only
the interaction with the student is also a problem for the profession. I most
strongly agree with Tracie when in her last paragraph she calls for discussion
time and sharing be built into the timetable. This and her other comments
reminded me that I was lucky enough to have an insightful mentor when I started
to teach and my conversations with him and watching him teach taught me so
much. He died recently, nearly making 80, and I took the time to reflect on our
relationship over 35 years. I came up with John's 12 rules. Not only did he
teach by them I discovered, in my reflection, he lived by them. One of John's
rules was "Always have a project on the go." You can interpret this
as "Be the learner you want your students to be." It is a powerful
message for teachers because it is so effective. John taught design and so
always was making something. This process brought him into contact with a wide
range of people, it caused students to stop and ask "What are you doing
Sir?" There was always a talking point, a way of engaging with people
through a project. Of course John demonstrated his skills and passion and also
the value of what he was teaching, much better than any textbook or promise of
better things if you pass the examination.
If anyone is
interested in the remaining rules let me know and I will post them here.
Marsigit Dr MA
Lecturer at Yogyakarta State University
@Kevin and
others. Still I am concerned with the case of educational Accountability. Many
points we have got from Kevin about (in my perception) his effort to show
British educational context may to indicate (not to show or perform yet) its
educational accountability. He indicated how firm possibly, one of them is
through the building of Ofsted or possibly there is still another model),
educational Accountability to be erected. We also have got additional
references of the aspect of educational Accountability from Australian context
(Maria Woodbury and Tracie); though they are different intensive and
extensively. Tracie’s indication especially, as it has indicated already also
by Kevin, proved that at each single stage of educational dimension we still
have a problem in performing educational Accountability.
In the case
of Kevin, though he strive hardly to show how firm the atmosphere of British
context in supporting to perform its educational Accountability; however and
still it is about your context. Kevin and others seem still subjectively talk
to themselves about their Stick s and the criteria how to judge theirs
goodness. That’s they called it they have already to perform their educational
Accountability. In my opinion, they are still far away in achieving the stage
of the nature of educational Accountability for the universal Sticks.
By the way,
I have found that the rigor building of Ofsted and its social context have its
points which are needed to be improved. In this scheme, I did not find the
chance for the inspected teachers to contribute fairly to perform national
level of its educational accountability. I also did not find they are able to
dig up their themselves (may in collaboration with others) the new notions of
educational theories. So in my opinion, the Ofsted building have its strength
to account of education through its top-down approach in which inspected or
monitored teachers have no say to defend their accountability. I saw this is
really the problems of educational hermeneutics i.e. how each single side in
education is to translate and to be translated. To what extent that the Ofsted
scheme is able to be translated?
Delete
August 25, 2013
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit
There was a time before Ofsted in the uK when HMI (Her Majesty's Inspectorate)
were responsible for the standards in education. This was a much
"gentler" time in education and the concept of "professional
accountability" prevailed. My experience was schools self regulated and
the focus was on your ability to teach and through this you were accountable
for the results of your students but not responsible (the student was
responsible for what they achieved or did not achieve). This is different to
the teacher being responsible for the results of the students they teach. True
different ways of teaching existed, some teachers were better than others and
some made more of an effort than others and some teachers needed to be
encouraged to leave the profession altogether. Much like now! I felt as though
there was a climate where I and others could try different approaches with much
less risk. My early teaching career was during a time of great change in Design
teaching and I worked with other teachers to develop new resources and subject
content. It was a very exciting and rewarding time and a great deal of what is
now missing in Design teaching (an called for by today's manufacturers and
engineers) was present only to be lost as we moved towards a standardised
approach to education.
I am
inspired by this debate about accountability to work on developing a model
which reflects what I would term "best practice" and present this for
review.
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
don't forget
to post those twelve rules Mr Hewitson!!!
I also think
that the move to a standardised approach to education is detrimental to our
students. Not sure that there is "best practice". My own teaching
changes as my classes and students change, what works one year will not work
the following, sometimes simply because the dynamics within the group are
different, or the "energy" of the class is different or their
cultural background is different. Teaching is an art that tunes into the subject..our
subject is the students and ensuring that they have the skills to embrace,
process and analyse, acknowledge and empathise with the world around them...and
most of all, to contribute to the betterment of the world. (At least that is
how I see teaching subjects no matter what key learning area...and although
going by my experience doesn't stand for much, I have taught such a variety of
subjects and the more I interlink them, the more the students see that nothing
stands on its one...in my early teaching days as an enthusiastic twenty year
old, I used to call it the power of association. The more a student associates
and connects between subjects, the better the grasp of the complexities of the
world around them). But I digress...
I am
interested how we do look at teacher accountability for it seems to me that
governments will always place a heavy burden on teachers, we are easy targets
these days...and not so much on the students..and yet as we know, learning is a
two way street...thank you all for posting your thoughts...(I find this forum
very much like a global staffroom and appreciate your insights)
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Maria - 12
Rules - will do! Best practice is typified by your comments - the approach
should reflect the needs of the learner. Strategies should be considered and
resources chosen according to needs. This is how my approach to accountability
is different. Accountability is linked to undertaking the professional
"duties" associated with teaching. In this way we strengthen the
teacher and achieve the desired aim - an effective and appropriate education
system. More on this later.
The 12 Rules
- to be interpreted and applied as necessary.
* your stall
out and be ready before you make a start.
* you are
going to pick something up, know where you are going to put it down.
* is no
point in struggling, remember the Egyptians!
* blunt tool
is dangerous.
* ask
questions to elicit the least number of responses.
* work out
what you want to know before you ask the question.
* because
it's broken does not mean it cannot be mended.
* custody is
not the same as stealing; you are just looking after it.
* lesson has
a beginning, middle and an end when you are leading it, at other times let the
students get on with it.
* you have
got it organised somebody else will use it.
* it home first
and then decide what you are going to do with it.
* have a
project on the go.
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
apart from
the Egyptians..which I am a bit confused about (ancient Egyptians? slavery to
do ones hard work?)...the rest are quite endearing. Thank you...will use it
some of the ideas for my teenage students in the Virtues program we run.
I am looking
forward to your accountability posts too!
Many thanks
once again!
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Maria The
reference to the Egyptians is about not struggling, rushing into things with
haste. The Egyptians were very creative in how they approached problems, many
of which we are still not sure how they solved. Stand back, review, think, look
around see who else has solved the problem before you rush in. Often the most
"beautiful" of solutions is the simplest in execution. Hope that
explains the thinking - nothing to do about slavery!
I noticed
that in the second from last rule I missed the word "Get" at the
start, sorry about that. In fact a number of the first words are missing - I
wonder why that is? They were there when I posted. I have put them on my blog
if you want to refer anyone to them. You will find it at:
http://4c3d.wordpress.com/2013/08/26/johns-12-rules/
Kev (It is a
long time since I was called "Mr Hewitson"!)
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
thank
goodness...I was perplexed by those Egyptians...???
I have found
your blog too, many good posts there on ace-d especially about LQ...amongst
other things...
thanks once
again...
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin and others,
thank for some responses, however, I still have not satisfied yet with your
elaboration of Educational Accountability. Still and still you are talking
about your Sticks; and I see it is difficult for you to look at another Sticks.
It means that it is still far away from getting universal Sticks. It is Kevin
who said about Similar Sticks. But you never and never have an idea on how to
perform Accountability for Universal Sticks. Your 12 prescriptions consist
mostly a partial way of behave i.e. from the angle of your context. If you say
you have got it organised somebody else will use it; other people can also say
the same. I can deliver a question t you based on your notion "you are
going to pick something up, know where you are going to put it down". This
is about accountability. If many sides all over the world just talk from and
for themselves, we will produce in-harmony life of the world. And currently, we
see that case is spread out and prevalent in such away that we live in
unhealthy universal society. Anybody else may help Kevin to solve my the most
important question i.e. how to perform universal Accountability of education?
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit. I
think you have confused John's 12 rules for teaching (and life) with
accountability. They are meant as a metaphorical set of guidelines.
I have
started to write a draft of what could be a universal accountability model. It
is based on the premise that we make the teacher accountable for their
professional development, involvement and strategies to aid the learner. In the
model I make a distinction between accountability and responsibility with the
latter resting with the learner. In the model I list a number of professional
responsibilities ranging from undertaking active research projects to building
learning relationships. The model moves away from measuring learner outcomes
which are seen as the responsibility of the learner. In the meantime if I did
not mention the Prezi an what makes an excellent teacher here is the link:
http://prezi.com/ffa7mnh1mldu/?utm_campaign=share&utm_medium=copy&rc=ex0share
More to come
when about the model I have had a little more time to refine it.
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin,
apologize for my last high tone for I expect highly from you. Thank for you
really gave a lot and useful ideas of developing educational accountability in
a certain educational context. In my perception, yea the normative solution for
universal accountability is universal hermeneutics i.e. to what extent a
certain educational context is able to translate and to be translated. It
seemed that, for a certain educational context, it is not easy to do so. So my
next question is to what extent you are ready to open your mind in order that
you may understand other educational context. By universal hermeneutics, it
lets you exchange ideas on all aspects of education without any prejudice and
in the spirit of free thinking to promote constructive collaboration based on
universal right and obligation. To what extent that your educational context
can be observed by others and that you are willing to observed others. Are you
ready to held a dialog on the Universally Common Stick with others. In order to
account of Similar Sticks of education you should ready for exchange ideas on
each single stage of education dimension. Without any awareness of all those
points your undergo projects surely be meaningless in term of universal
accountability. Collaboration/cooperation is the nature of human-being; even
animal need to collaborate in order to survive. So, universally educational
accountability need to explain the extent and to elaborate the kind of
educational collaboration rather than competition.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit -
Only those looking down and back do not see the opportunities ahead. I am
guided very much by my insight and feelings in all matters. I find that
discussion with others who want to explore the most rewarding. As for my
project - it is my thinking that I present - not a solution or a
"truth", only ideas ready to be refined and explored. Am I ready? -
Bring it on!
Now where
did I put my copy of Krishnamurti "Think on These Things"
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin, it is
rather difficult for me to uncover which point you started Krishnamurti and
"Think on These Things". So, from this if I continue my words it may
produce misleading. However, I am interesting with your copy of Krishnamurti,
at least..it is possibly your striving to understand our educational context.
It will be a good point to start to communicate or share cultural aspects of
education. I also praise your "Think on These Things" and possibly I
translate this as "reflection". If it does so, then thank you very
much for your wise suggestion to me. Later I may continue about Krishnamurti of
which as far as I know it is originated from India (the story of Mahabarata).
Back to
educational Accountability, I wish to learn from my above sentences
"reflection". How do you relate it with accountability? When I say
"you" may it does not usually mean as individually you, but it can be
your context or your society. My other fundamental question is to what extent
and how the teachers in your context are to reflect their teaching. For me,
still in the scope of accountability, reflection is very important both for the
teachers and the students. Are there any scheme for the teachers of doing the
process of publishing subjective knowledge of teaching, criticizing or getting
input from others and ultimately getting their objective knowledge. So, in my
perception, Accountability should consists of framework and substance. They
should interact hermeneutic-ally, dynamic and creative at all level of
educational dimension in such a way that it always produce further hermeneutics
of theory and practice, teachers and their students, students and knowledge,
school and parents, rationality and empirical, coherency and correspondence,
objectivity and subjectivity, idealism and pragmatism, intuition-ism and
perception-ism, a priori and a posteriori, rigorous and dynamic, principal and
regulation, apodictic and probability, universal and partial, etc. All that the
places you may put your copy of Krishnamurti. Please think thing in themselves.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
Here is
something to start the ball rolling on accountability. My background is as a
designer so you can see I have moved from the "Brief" stage to the
"Analysis" stage of the process of developing a model of
accountability.
Accountability
in Education: observations and questions
Observations
(to be challenged and verified)
Overall most
systems appear to be "top down" models.
The approach
to educational accountability is through the setting of educational standards.
The
standards are subject and performance level based.
There are
minimum standards, expressed as percentages, based on the number of grades
achieved in individual and a combination of subjects.
Schools are
held accountable for the standards achieved by their students.
A process of
internal accountability makes teachers accountable for the achievements of
their students.
Teaching
standards are a way of ensuring students receive good quality teaching and that
standards are met as a result.
Internally
set tests, assessments and reports are a way of monitoring student standards
and progress.
Systems are
used to determine potential performance of students. Some of these systems are
based on prior performance and some on potential (assessed through cognitive
based tests).
Question (to
find answers to and determine relevance to Brief)
On what are
the educational standards based, what forms the baseline?
What is the
rationale behind the selection and identification of a subject (and subject
combinations) when setting standards?
Are there
any examples of how accountability is achieved without the setting of subject
based standards?
What forms
of teacher assessment are there?
How do we
achieve objectivity in a primarily relationship based system?
Who else
should be involved in the accountability process other than schools and
teachers?
Should, and
can, an accountability system factor in social and environmental influences (if
indeed these are influences in terms of achievement of students)?
Can any
appropriate (see earlier discussion about the functions of education) education
system be just subject based and is this enough to demonstrate the standards of
a system?
Does holding
an organisation, a system or someone to account mean those who are doing so
have a responsibility to understand the process sufficiently enough to provide
the necessary resources to achieve whatever targets or standards are set?
Can what
works in one context be applied to another and achieve the same results?
Please jump
in and if you can provide answers to questions or add more please do.
Marsigit Dr MA
Lecturer at Yogyakarta State University
Great Kevin.
I am pleased to get your last very important references to construct the idea
of educational Accountability. Let me take a time to learn your notions. Thank.
Marsigit
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
not sure I
like this teacher accountability thing....accountable to whom? to the school
board? to the parents? to the student? to one's peers? to the government of the
time (Communism anyone?)
accountable
in what form? is it the marks or the employability of the student? surely we
want to build character in our students as well, which means should teachers be
held accountable for failing a student not only academically but also
personally?...against what standards? internationally (in Australia, governments
are forever trying to work out where Australian students lie in the global
educational spectrum...but to measure or put a number on something like that is
ridiculous because the background, culture and experience is different as you
go from country to country..wouldn't that then be ignoring this Learning
Quotient of the student?)
I always
hesitate when it comes to "teacher accountability" because it is
something that cannot be measured or accurately pinned down. Every teacher is
different, their style is different. Comparing them to one another proves
nothing. To hold them up to a set of vague standards, reviewed by a parental,
school or governing body crushes creativity of the teacher and the spontaneity
of the learning. The art of teaching dies. It's as if I asked which one, Fred
Astaire or Gene Kelly, is the better tap dancer...how do we know whether Mr A
and Miss B are good teachers or not without thoroughly looking into their
students needs, likes and resources available.
I understand
that there may be poor teachers, through inexperience or lack of mentoring or
just plain laziness...but slapping standards on teaching, I personally, don't
think, can bring any good.
I sometimes
feel that it is always because of the small group of poor examples of teachers,
that the majority of good teachers then have to jump through bureaucratic hoops
in order to obtain a pay rise or even be recognised/valued. The poor examples
are always held up as the majority, and as a consequence various bodies draft
what they deem as necessary standards for quality teaching...what would they
know?? how could they know if they are not in the class teaching that
particular group of students...When I hear a politician talk about how easy
teachers have it (holidays, finish work at 3pm etc), and how teachers are not
performing (because the students failed a nation wide
reading/writing/arithmetic test)...I tend to ask "why don't you come and
try it?"...
(Let's face
it, if governments suddenly turned around and said what a great job teachers
are doing...it would cost them...)
Sorry, I may
have missed the point you were making Kevin..and thus my rant on teacher
accountability...I will reflect a little more...
Sorry...
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Maria I
believe you have expressed the concerns of every "professional"
teacher (and I make the distinction purposefully). At the moment I am at the
"What is there?" and "What are the issues?" stage. The
setting of "standards" to my mind is the tail wagging the dog if all
we do is try to meet them. We have seen the impact of this as "teaching to
the test" etc. This leads into the spiral of claims and counterclaims that
things are getting easier etc.I think your "rant" expressed everything
that is wrong with any system that is top down and imposes
"standards" and defines some of the challenges we face in developing
a universal accountability model.
Marsigit Dr MA
Lecturer at Yogyakarta State University
@Maria, I am
very deep concern with your statement "I always hesitate when it comes to
"teacher accountability" because it is something that cannot be
measured or accurately pinned down. Every teacher is different, their style is
different. Comparing them to one another proves nothing. To hold them up to a
set of vague standards, reviewed by a parental, school or governing body
crushes creativity of the teacher and the spontaneity of the learning. The art
of teaching dies." I think it is very important to consider when we go on
teaching accountability.
So then my
question to you is with the maximum number of utterances how you elaborate if
there is an urging to perform teacher's accountability (even universally)? What
do you think about the thinking of "standard" in teaching processes?
In your point of view can the teacher stays in balance position in perceiving
and in behaving his teaching between personal matter and public obligation?
Marsigit Dr MA
Lecturer at Yogyakarta State University
@Kevin and
Maria, still I wish to pose the issues. Especially to Maria, to what extent in
your context that a certain teacher is able to be given an input by other
teachers to improve his/her teaching. So here, the next issue is (for Maria and
Kevin) what do you say about developing teacher's professional based on
teachers community/society? That is the idea of improving the quality of
teaching is from, for and by the teachers?
Marsigit Dr MA
Lecturer at Yogyakarta State University
My response
to Kevin about his notions of Observation and Question on educational
accountability is the following.
In the case
of observation, I do not agree with Kevin about overall systems should appear
to be "top down" models. The most concerns of quality improvement of
education is overall something happened at the classroom in which the
experience teachers in a well established educational context such as British
context should have their ample data of teaching learning processes; and it
follows by professional way of interpreting and reflecting the data in the
scheme of their classroom based research e.g. ethnography, as for their
paradigm that teaching is also as research activity. This is of course absolutely
different in developing countries in which classroom based research is mostly
strange. The problem is that what is the kind of bottom-up scheme of model that
can promote teacher’s initiation, creativities and art of teaching as an input
to the high level of educational policy. So in my perception, there is still a
space to develop bottom-up educational accountability model.
In the
normative way of thinking, it is a bit strange to heavy stress educational
accountability on what it is called as “standard”. This idea consists full of
unfairness due to its relationship with politics and power. They who has the
power who outlines the standard; and the tail end of standardizing of education
is economical motive. So from this point I think we are bit difficult to
develop the nature of education. This is not only about philosophy of education
but ideology of education also. My question “Can every single aspect of
teaching e.g. art of teaching be standardized?”
I agree with
Maria that it is impossible to indicate teacher’s competencies if it does not
look through into teacher’s activities of teaching in his/her classroom. Many
sides can be involved in the accountability process e.g. supervisor, students
parent, teachers club and even educational government official; in the form of
“open class” like in Japan that it is called Lesson Study. Accountability
system should be developed based on its culture development in such a way that
it serves sustainability of overall aspect of educational accountability.
I am a bit
strange to hear Kevin for he sometimes posed about Subject Based educational
system; and why he does not mention about e.g. Constructive Based Educational
system? In my perception, to relate subject-based educational system with high
educational standard of achievement is a kind of Investment-based educational
system in which it tends to meet with high technology and strong political
system; they can in the form of Industrial trainer and Technological Pragmatists
society (Ernest P).
In sum, the
model of educational accountability depends on its philosophy and ideology of
education as well as their educational context or culture. However, we should
find out the universal notions in order to perform compromise understanding of
what we called as educational Accountability. The universal notions cab be e.g.
cooperation, observation, reflection, getting input, believe in or trust in.
Japanese teachers invite many and many teachers and educationists surrounding the
world to account of their teaching by open their class to be observed and
getting input in the scheme of Lesson Study.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit I
think you have misunderstood my post, I have not made any proposals or
suggestions - I have only presented some observations to be either challenged
as inaccurate analysis of many present systems or verified as most common
practices. The questions that follow seek to address the issues and key
concepts that should be built into any universal accountability model..
I have a
particular approach I use to look as "problems" such as this one. The
early stages are very much analysis based, raising questions and preparing to
answer them through research in order to arrive at a specification. Once this
is established then I move onto ideas, potential solutions. These ideas are
then evaluated against the original specification in order to develop a
proposal.
I hope that
this makes the purpose of my post clearer Marsigit.
Actually I
agree with many of your comments about the nature and development of a
universal accountability model. If you look at this post you will see some of
my thinking on the subject of a "subject based" system.
http://4c3d.wordpress.com/2013/03/30/the-next-step-in-education-evolution-is/
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
I like that
evolution in education very much in your post Kevin....and agree, the politics
of education must be removed for education to go forward...(and must agree also
that half the battle that any maths teacher has, is to fight a long counter offensive
campaign when the student and their parents say "we were never good at
maths" in order to make any progress in that subject.
I guess the
real question is then..how do we hold teachers and the educational system
accountable?
Are doctors
held accountable? or even politicians? what about lawyers? Sure there is a code
of conduct, so I suppose teachers should have a code of conduct too...there is
also a requirement that these other professionals be aware of the latest
developments within their field, and so yes teachers should be aware of the
latest philosophies in education and the latest technologies...but that is
where we might find problems...there are many philosophies out there....and
technologies change as we speak...
I must say I
hadn't given much thought about all of this....until these posts..
The Japanese
seem to have an interesting system...my concern is that the lessons may become
a show, "who had the most fun?" "which classroom was
quiet?" and parental perceptions will become the yardstick for
accountability...schools here also have "open days" and parents can
wander in and out of classes....but I must say, making a judgement based on one
or two days and one or two classes is not very prudent. I think what we are
seeing is that teaching accountability is definitely not an easy
"thing" to grasp. At the end of the day, most parents will classify a
school according to the results the students generate at the end. The better
results and entry in to tertiary institutions, the better the school. But the
fact that some of these schools may be generating parrots and non thinkers is
overlooked. Performance based accountability is what seems to be dominant here.
As long as there is an exam at the end of the thirteen years or so of
education, accountability will be tied to performance of the student.
I will be
most interested to see what you come up with Kevin once you have asked the
questions and gathered the data. I am heartened by your post that you find the
results encouraging.
It's early
morning (5:30am) here in Sydney...so forgive me if I haven't addressed all the
issues...
I will
ponder the problems/questions throughout the coming days...
Marsigit Dr MA
Lecturer at Yogyakarta State University
Kevin, I
have split perceptions with your concept of Evolutionary Subject Based
curriculum development. I agree with you about the substances of your
evolutionary approach to develop curriculum and the way how to develop subjects.
However, your term "Subject-based" deliver very old and conventional
approach of education; at any different educational context it can not promote
any innovation in education. Even, it brings a mislead to justify that the
Subject in curriculum just very easy to be manipulated especially by powerful
agents e.g. authoritarian government.
In my
perception, what you are doing in your indicated web link and what you are
meaning is really a "Constructive" approach i.e. how to construct
subject in evolutionary approach of curriculum development. It will be very
powerful justification if you may consider to change your theme from
"Subject-based" into "Constructive-based"; because only the
West (UK, Australia and North America) who really understand the nature of
"Constructivism"; and, I see your contexts have their en-culturing
activities for a long time in developing it.
While, in my
educational context, I am still very hard struggling how to promote
"Constructivism" as a new paradigm and change the old "Subject-based"
one.
Further, I
may indicate the form of Educational Accountability in the East and South East
Asia and APEC Countries educational contexts at the following site (in which I
also have a limited involvement):
http://hrd.apec.org/index.php/Lesson_Study
Have a look
at the site. Thank. Marsigit
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Marsigit -
Definition of Constructive based system - emphasis on process rather than
content. Would you agree? Interestingly although you suggest the West
understands this model in the UK I would say under the direction of our
Secretary for Education, Mr Gove, we are reverting to a subject based approach
to education. This is, it is claimed, to "raise standards". You may
want to look at his ideas on the EBacc qualification. This is not a direction
many teachers/schools want to go in and provides a context to answer your
earlier question about teacher involvement in accountability. The freedoms to
innovate of the 1970's and 1980's have, for the majority, gone. There are
pockets of innovation taking place supported by "brave" and
enlightened heads but in many cases this is seen as too risky for jobs and careers
are at stake if it goes wrong. I have been involved in a project that has a
focus on the emotions and feelings of learning and helps young students express
this through a "Learning Line". The approach helps bring about
engagement and reassures young learners at a time of great expectation giving
them a voice. You may find this link interesting, it is a presentation on the
Butterfly Model by Roy Leighton with whom I have been working.
http://prezi.com/_eq5_saqblow/the-butterfly-model-summary-of-the-process/
I have a
further question or two! Do we develop a model of accountability based on a
subject based curriculum or a constructive based curriculum and are the two
mutually exclusive? Or do we use the developed model of accountability to
change the approach to education much the same way as the present (outcome
only) accountability model is trying to shape the curriculum?
Re your link
- I enjoyed looking through the site and seeing the approach to learning. Yes
you will find this approach in UK schools, but possibly not everyone. The issue
I have is the reaction of schools when there is pressure to perform (those who
need a different more involved approach especially) tend to "play it
safe" and revert to a didactic approach. This is an example of the
Responsibility Diagram working in a negative manner (discussed earlier). You
may be interested in "Mindful Learning", Ellen Langer is worth
reading on this subject and their is a summary to download in my Teaching
Series at: http://www.ace-d.co.uk/id10.html "A Mindful Approach to
Learning".
Look out for
todays article on my blog which is about approaching learning through design as
part of LQ. Very much in line with a Constructive-based approach.
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
Thanks for
that post on your blog...a very succinct description of how to approach
learning.
It does
appear that we do a similar thing here. We have three types of assessment that
our education department advocates: assessments "for" learning (these
are your teaching strategies), assessments "of" learning (these are
your tests and exams) and assessments "as" learning (investigations,
open ended activities). Although I am still trying to get my head around all
these various forms of "assessment" (sometimes we are baffled by the
terminology) that our Board of Studies advocates, I would put your notions in
to the assessments as learning. I don't think that such a design process be
marked formally by the teacher, but rather evaluated by peers or the student
themselves?
thank you
once again for sharing this.
Marsigit Dr MA
Lecturer at Yogyakarta State University
Thank a lot
Kevin, I strive to learn your references. Thank also to Maria and LinkedIn for
opening and carrying out this discussion. Regard. Marsigit
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
Thanks for
your encouragement Maria and Marsigit. I am trying to build a career and make a
living offering my ideas and philosophy to teachers and schools - it is slow
going! Perhaps the environment is not right just yet or perhaps it is the way I
am describing my ideas. I started this journey in 2011 after struggling to make
a difference as a teacher thinking change from outside may be easier from
within, Without the likes of LinkedIn, as Marsigit acknowledges, I would have
few options for discussing ideas and philosophies. It really is like one big
classroom! Now I just need people to buy into what I am offering.
Maria
Maria Woodbury
Head of Science at St Bishoy Coptic
Orthodox College
To change a
system...that indeed is a hard task, especially when the philosophy is so
embedded on many levels. And without proper backing (be it research or
government funded), it will become a huge strain on you.
I know of a
course from an American backed by an institution like Harvard that advocates
"Cultures of Thinking" in classrooms.
http://www.pz.gse.harvard.edu/cultures_of_thinking.php
Now much of
what the project advocates, teachers in Australia already do, (in Latin we'd
say: nihil novi sub sole)...however what I get frustrated with is all the
theory and no practical application...no resources that say: hey, here is the
lesson plan, here is the template, this is what you'll need etc. There's no
concrete "this is what you need to do" in order to teach, let's say,
"ionic bonding" or "factorisation of trinomials" in a
fashion that will endorse/encourage the student to be the designer, evaluate-r
and problem solver. Only recently did I find a lovely booklet on Energy
(American) that contained an excellent activity on renewable and non-renewable
sources of energy. The bean experiment. And it involved the student to
question, model mathematically, solve, realise, and evaluate. But it took me an
hour of trawling the internet for it.
So, if you
can come up with lesson plans/links etc on how to teach specific units of work
for various topics of the curriculum, teachers would JUMP/RUN to
them...because, as you would know, the hours spent trawling the internet for
ideas would be minimised..and we can get on with the teaching instead of the
endless trawling! You'll need teachers to help...publisher or website...but I
think it can be done...
I do
appreciate what you have done already!
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Maria -
funny you should say that, about the resources! Two years ago got involved in
developing a coaching model to help students develop their literacy and
numeracy skills. It took several months to come up with a model that would work
independently of teachers or schools and put the learner at the centre of the
activity. We set up a coaching centre and opened for business. The results have
been nothing short of spectacular. Only a handful of students have attended (we
charge for the sessions 4 x 1 1/2 hours a week for 48 weeks of the year and in
this climate its difficult) but each one has been recognised by their schools
for the progress they have made and the strategies they have employed in their
school work gained from attending our centre. I could go on at length about the
project but in case you are interested here is a link:
http://www.coachingmathsandenglish.co.uk/
Let me know
what you think.
Joel
Joel Kahn
Digital Artist
Kevin
Hewitson wrote: "Without the likes of LinkedIn, as Marsigit acknowledges,
I would have few options for discussing ideas and philosophies."
I may have
mentioned SchoolForge before, but I'll post their address again:
https://schoolforge.net/
SchoolForge
is focused mainly on educational technology; however, their online discussion
group has been the site of many interesting debates with wider implications. I
encourage you to join and bounce some concepts around.
Kevin
Kevin Hewitson
Expert in developing teaching and learning
strategies especially "Learning Intelligence" concept.
@Joel -
Thanks I have had a quick look. It does as you say focus on ed technology. I
will join and see what happens. Nothing ventured, nothing gained!
Bayuk Nusantara Kr.J.T
ReplyDelete18701261006
PEP S3
I do agree with prof Marsigit's opinion that promoting constructivism in Indonesia is a little bit hard. To construct the knowledge, teachers, students, and the environment should support. Hard does not mean can't, so let's try to change it by starting in our own class.
Dini Arrum Putri
ReplyDelete18709251003
S2 P Math A 2018
Sedikit yang bisa saya simpulkan bahwa dalam proses pembelajaran ada sebuah interaksi antara guru dan siswa yang terjadi dan interaksi antara siswa, suasana kelas dibuat semenarik mungkin untuk menimbulkan minat belajar siswa. Guru sangat berperan aktif dalam hal membuat media belajar atau metode belajar yang efektif, dan siswa dituntut untuk menjadi peran yang aktif di kelas sehingga mandiri dalam mengembangkan konsep dan pengetahuannya karena proses pembelajaran akan berhasil jika kedua belah pihak dapat saling mendukung dalam proses pembelajaran.
Nur Afni
ReplyDelete18709251027
S2 Pendidikan Matematika B 2018
Assalamualaikum warahmatullahi wabarakatuh.
Menurut saya yang harus dibenahi bukan hanya dari satu sisi, tetapi dari berbagai sisi. Bukan hanya guru yang harus membenahi cara mengajar atau persiapannya tetapi juga kebutuhan siswa, pengorganisasian kelas, dan sarana belajar yang tepat untuk mendukung pembelajaran. Yang perlu diperhatikan adalah guru harus belajar dari bagaimana siswa belajar sehingga terjadi umpan balik antara guru dan siswa. terimakasih
Fany Isti Bigo
ReplyDelete18709251020
PPs PM A 2018
Untuk memperbaiki pendidikan di Indonesia diperlukan kerja sama dari semua pihak bukan saja dari guru disekolah tapi juga dari orang tua. Lebih jauh lagi diperlukan perhatian dari pengambil kebijakan untuk memperbaiki sistem pendidikan menjadi lebih baik. Salah satu contoh perbaikan yang dapat dilakukan adalah dengan lesson study dimana mengundang orang tua siswa untuk sama-sama memperhatikan kondisi anaknya disekolah. Dengan hasil tersebut dapat disusun suatu proposal perubahan untuk perbaikan kebijakan yang dapat digunakan oleh pengambil kebijakan ke depan.
Hasmiwati
ReplyDelete18709251023
S2 Pend.Matematika B 2018
Assalamualaikum Warahmatullahi Wabarakatuh.
Pemikiran orang dewasa memang harus hati-hati terutama dalam menghadapi pendidikan. Jangan sampai orang dewasa memperlakukan siswa sebagai obyek matematika karena merekalah yang menjadi subyek dalam matematika sendiri. Jangan sampai orang dewasa menjadikan siswa sebagai korban. Pendidikan tidak hanya berlangsung pada satu waktu tertentu. Karena pendidikan tidak terikat oleh ruang dan waktu.
Umi Arismawati
ReplyDelete18709251037
S2 Pendidikan Matematika B 2018
Assalamu'alaikum, wr, wb.
Dalam memperbaiki pendidikan di Indonesia perlu kerjasama darisemua pihak, baik pemerintah, sekolah, guru, dan siswa. dari pihak pemerintah sendiri dapat dilakukan dengan membuat kebijakan-kebiajakan yang dapat mendukung proses pendidikan. Menyusun kurikulum yang sesuai untuk siswa dan telah dirancang secara matang. Serta dapa juga dengan memberikan pelatihan-pelatihan untuk meningkatkan kualitas guru.
Umi Arismawati
ReplyDelete18709251037
S2 Pendidikan Matematika B 2018
Assalamu'alaikum, wr, wb.
Salah satu hal yang sangat penting dalam dunia pendidikan adalah kualitas pendidik/tenaga pendidik. Guru yang berkualitas akan mengajar atau memberikan pembelajaran yang baik juga. Untuk itu, sangat penting untuk meningkatkan kualitas guru salah satunya dengan pemberian pelatihan atau juga bisa dengan program profesi guru yang sekarang sedang ditempuh beberapa guru. Peningkatan kualitas dengan lesson study juga sangatlah bagus karena dengan lesson study guru dapat mengevaluasi pembelajaran yang telah dilakukan sekaligus memberikan pengetahuan kepada tenaga kependidikan yang lain tentang cara mengajar.
Cahya Mar'a Saliha Sumantri
ReplyDelete18709251034
S2 Pendidikan Matematika B
Assalamualaikum wr.wb.
Mengenai pendidikan, banyak hal yang patut dibicarakan misalnya kurikulum, tenaga pendidik, fasilitas belajar, waktu belajar di sekolah, dll. Berbicara mengenai banyaknya kapasitas siswa dalam kelas tergantung sekolah yang menentukan berapa banyak siswa untuk setiap kelasnya. Banyak sedikit memang kembali kepada guru karena guru harus siap sedia menerima banyak sedikitnya siswa dan bagaimana menanganinya. Misal pada kasus kapasitas siswa yang banyak sekali, guru bisa menerapkan pembagian kelompok dan membagi tugas untuk setiap kelompok dengan bobot yang sesuai dengan kemampuan masing-masing. Sedangkan pada skala kecil guru jangan merasa tenang karena skala kecil pun bisa menjadi masalah besar bila tidak ditangani dengan benar. Sehingga, untuk kapasitas kelas banyak sedikit siswa tergantung kebutuhan sekolah dan banyaknya tenaga guru di sana.
Cahya Mar'a Saliha Sumantri
ReplyDelete18709251034
S2 Pendidikan Matematika B
Assalamualaikum wr.wb.
Perbaikan sisten pendidikan memang selalu tidak luput dari pemikiran banyak orang terutama orangtua yang semakin menuju jaman sekarang semakin menuntut pendidikan yang paling bagus untuk anak-anak mereka. Bahkan saking inginnya memperoleh pendidikan bagus bagi anak-anak, mereka mengirim anak-anak tersebut sekolah ke luar negeri, seakan-akan pendidikan di rumah sendiri kurang memuaskan. Setiap negara mempunyai ciri khas sistem pendidikannya sendiri-sendiri, tetapi bukan berarti tidak mau berkembang hanya saja proses menuju ke puncak masih susah untuk dilalui. Peran segala pihak dibutuhkan, tidak hanya peran fisik, pikiran, hati, jiwa patut disatukan. Tidak melulu berbicara tentang uang atau memperkaya diri sendiri dengan mempertaruhkan pendidikan. Keinginan guru kadang ingin merasakan sistem pendidikan seperti di luar negeri, tetapi bila dipaksakan akan berdampak pada siswa juga. Karena bisa saja siswa di sana dan di sini berbeda perlakuan sejak awal.
Deden Hidayat
ReplyDelete18709251032
S2 Pendidikan Matematika B 2018
Bukan hal yang mudah tentunya memperbaiki sistem pendidikan di Indonesia. Diperlukan kerjasama dari berbagai pihak untuk dapat mewujudkan suatu pendidikan yang diharapkan. Dimulai dari peran seorang guru yang sangat penting di kelas. Menurut saya guru pada saat ini masih disibukkan dengan administrasi-administrasi yang harus diselesaikan, padahal tugas sebenarnya dari seorang guru adalah merencanakan suatu pembelajaran yang dapat menumbuh kembangkan kemampuan yang dimiliki oleh siswa dan mendidik siswa-siswa di kelas sehingga mampu menghadapi tantangan zaman.
Cahya Mar'a Saliha Sumantri
ReplyDelete18709251034
S2 Pendidikan Matematika B
Assalamualaikum wr.wb.
Sistem pendidikan di Indonesia yang semakin berkembang, baik isi kurikulum, media pembelajaran, maupun metode pembelajarannya. Sehingga bisa dikatakan banyak kemajuan , tetapi untuk di tenaga pendidiknya lebih ke arah untuk lebih ditraining lagi karena semakin banyaknya gaya pendidikan dari luar yang digunakan maka guru juga harus latihan untuk menggunakannya sebelum diaplikasikan kepada siswa. Oleh karena itu ukuran kelas tidak menjamin juga akan semakin baik karena bisa saja kapasitas siswa yang banyak dalam suatu kelas guru mempunyai stratgei berupa pembagian kelompok besar yang bisa dihandle oleh guru, sedangkan bila kapasitas siswa yang sedikit akan lebih sulit untuk dibuat menjadi beberapa kelompok dan individualis akan lebh terasa.
Sintha Sih Dewanti
ReplyDelete18701261013
PPs S3 PEP UNY
Menanggapi pernyataan 3 dari Anand Mehta “Pupils, parents and politicians to show professional respect for teachers”. Hubungan guru dengan siswa sesungguhnya tidak hanya terjadi pada saat sedang berlangsungnya pemberian pelayanan pendidikan. Meski seorang guru sedang dalam keadaan tidak menjalankan tugas, atau sudah lama meninggalkan tugas (purna), hubungan dengan siswanya (mantan siswa) relatif masih terjaga. Bahkan di kalangan masyarakat tertentu masih terbangun sikap patuh pada guru. Namun, menurunnya rasa hormat (respect) siswa terhadap guru merupakan masalah umum yang tengah dihadapi oleh dunia pendidikan masa sekarang. Tentunya terdapat banyak faktor yang sangat mempengaruhi terjadinya masalah ini baik internal maupun eksternal.
Diana Prastiwi
ReplyDelete18709251004
S2 P. Mat A 2018
Proses belajar mengajar dan outputnya masih menjadi masalah dalam pendidikan di Indonesia. Begitu juga dengan faktor pendukung dari berlajannya sistem pendidikan Indonesia. Disamping itu, konsep link and match antara lulusan dan dunia kerja yang belum sesuai. Ini hal hal yang harus kita kerjakan bersama, perlu koordinasi antara orangtua, pemerintah, guru, masyarakat, investor serta stakeholder lainnya. Proses yang diharapkan dapat berproses, tumbuh dan berkembang menjadi suatu bentuk yang indah kedepannya.
Diana Prastiwi
ReplyDelete18709251004
S2 P. Mat A 2018
Dari artikel diatas kita dapat belajar bahwa dalam hidup kita harus berjuang dan tidak mudah menyerah. Dalam konteks kenegaraan, kita harus semangat menghadapi berbagai tantangan yang ada. Kita harus bangkit dan terus semangat menggapai tujuan citatita bangsa Indonesia. Menjadi generasi muda yang tak gentar untuk berjuang demi masa depan adalah hal yang penting penting.karena bergerak adalah salah satu tanda kita hidup.begitu pula dengan guru yangmerupakan penguasa forum kelas yang menentukan skenario yang harus dipakai untuk pembelajaran berjalan dengan baik, sertakebijaksanaan guru dalam menghadapi sifat-sifat siswa dan perilaku siswa yang berbeda2 namun harus tetap dilayani sesuai dengan kemampuan dan kepercayaan siswa. karena proses perubahan harus terusdihargai dan diapresiasi.
Diana Prastiwi
ReplyDelete18709251004
S2 P. Mat A 2018
Pyhtagoras merupakan salah satu filsuf yang membuktikan bahwa filsafat dan matematika memiliki hubungan yang erat. Ia memandang bahwa segenap gejala alam merupakan hasil pengungkapan inderawi juga perbandingan-perbandingan matematis. Peran filsafat matematika adalah untuk memberikan landasan yang sistematis dan absolut untuk pengetahuan matematika, yaitu dalam nilai kebenaran matematika. Dan asumsi ini merupakan dasar dari aliran filsafat. Oleh karenanya aliran filsafat, filsafat ilmu, dan filsafat matematika memiliki keterkaitan satu sama lain.
sintha fardu anggraeni
ReplyDelete19709251071
S2 pendidikan matematika /D
Thanks very much, Sir. This script of debate is very interesting to be studied more further. One thing that I got here is the way how to argue with others opinion politely, and I do like how Mr. Marsigit and Mr. Kevin tried to understand each other. Actually they have some same understanding, but also have different understanding.
Thank you very much, Sir. This script is very inspiring.
Jewish Van Septriwanto
ReplyDeleteS2 Pendidikan Matematika D 2019
19709251077
Saya setuju dengan pemikiran bahwa siswa jika terlalu dibebani pada kompetisi bukanlah satu ajang untuk membandingkan siswa satu dengan lainnya, terkadang penilaian dilakukan hanya sebagai tuntutan pada standar yang ditetapkan oleh pejabat-pejabat pemangku pendidikan. Disisilain ada berberapa faktor yang menyebabkan standar pendidikan satu daerah berbeda dengan yang lain. Selain itu, saya setuju apabila guru melakukan pendekatan pembelajaran yang sesuai dengan tahapan perkembangan siswa.
Annisa Nur Arifah
ReplyDelete18709251058
S2 Pendidikan Matematika C 2018
Materi pembelajaran di sekolah-sekolah juga seharusnya diperbaiki. Untuk tingkat TK, sebaiknya tidak ditambahkan materi-materi pelajaran sekolah. TK sebaiknya hanya tempat anak menikmati dunia bermain dan berteman. TK adalah tempat bagi anak usia dini mulai mengenal kehidupan bersosialisasi yang baik. Pada tingkat sekolah dasar dan menengah, sebaiknya dipastikan keseragaman materi didik setiap pengajar di setiap sekolah karena mendapat pendidikan yang layak dan sama adalah hak setiap warga negara Indonesia.
Fitria Restu Astuti
ReplyDelete19709251069
S-2 Pendidikan Matematika D 2019
Pada artikel ini saya membaca pendapat Mr. Kevin tentang the art of teaching. Mengajar memang merupakan seni. Seni yang diciptakan guru dalam menyampaikan ilmunya kepada siswa. Izinkan saya sedikit berpendapat dengansedikit ilmu yang saya miliki. Jika diberi pertanyaan manakah yang akan saya perbaiki dalam Pendidikan di Indonesia saya ingin merubah system kegiatan belajar mengajarnya. Jika dulu guru mengajar dengan memperhatikan hal-hal yang diinginkan guru maka sekarang guru harus mengajar dengan memperhatikan hal-hal yang dibutuhkan siswa. Guru menjadi seorang fasilitatordalam pmb sedangkan siswa menjadi eksekutornya. Dengan begitu ilmu yang diperoleh oleh siswa akan lebih bermakna.
Vera Yuli Erviana
ReplyDeleteNIM 19706261005
S3 Pendidikan Dasar 2019
Assalamualaikum Wr,.Wb.
Saat ini, perkembangan teknologi dan komunikasi kian berkembang dengan pesat. Maka dari itu, keadaan pendidik atau tenaga pendidik memang harus diperhatikan khususnya di Indonesia, dengan salah satunya pemberian latihan dan diklat untuk menjadi tenaga pendidik yang profesional dan berkemajuan seiring berkembangan teknologi dan informasi.
Wassalamualaikum Wr.Wb.
Latifa Krisna Ayu
ReplyDelete19709251060
S2 Pendidikan Matematika D
Berdasarkan artikel di atas, saya sangat setuju mengenai pendapat bahwa pendidikan itu tidak gratis. Untuk memperoleh pendidikan di institusi yang baik dengan tenaga pengajar yang terkualifikasi tentunya membutuhkan uang yang tidak sedikit. Proses pembelajaran yang difasilitasi oleh guru yang kompeten tentunya akan membutuhkan biaya untuk membayar guru, karena bagaimanapun juga guru tersebut harus memperoleh gaji atas kegiatan mengajar yang telah ia lakukan. Kemudian jika proses pembelajaran didukung oleh sarana dan prasarana yang mumpuni tentunya juga akan membutuhkan uang yang tidak sedikit untuk pengadaan sarana dan prasarana tersebut. Lalu apakah orang-orang yang tidak memiliki uang tidak bisa mengenyam pendidikan? Jika kita lihat dari sisi pendidikan non formal, belajar sebenarnya dapat melalui berbagai macam cara. Kita bisa memperoleh ebook atau buku teks yang cukup terjangkau untuk kita pelajari. Kita juga dapat belajar melalui video, dan lain sebagainya. Mengeluarkan uang untuk memperoleh pendidikan adalah hal yang wajar, kita tidak bisa menuntut pendidikan gratis begitu saja. Namun perlu diingat, bahwa ada berbagai macam cara untuk belajar, selama kita memiliki keingiinan yang kuat untuk terus berkembang.
Terima kasih
Hima Naili Hidayah
ReplyDelete19701251004
PEP A 2019
Proses belajar mengajar ibarat sebuah sistem yang saling terkait dan saling memiliki fungsi serta kegunaan.Untuk memperoleh hasil yang maksimalsistem itu harus dijaga dan dirawat. Manakala ada ketidak sesuaian perlu d cek disemua komponen.