The big deal in education right now is data. We want to measure how well students are meeting standards and learning the curriculum. But what do we measure? What do we want students to achieve? What do they need to know? What should they be able to do?
How much of a high school education do students retain? If much will be lost, why are we pounding so much into them? Why all the hoopla if a vast majority of what we are fussing about will wash away or, worse, become obsolete?
Because they need to pass the tests. Because high school prepares them for college and life. Does it? Is an undergraduate education only preparation for graduate studies or employment? Do students’ experiences in high school (and college) have any intrinsic worth or they only stepping-stones to the next stepping-stone or items on a test?
If high school is simply pre-college, we could approach it as many students approach college admission testing. Students could just study for those areas they intended to pursue. They could have short term cram classes that gave them what they needed to succeed in highly specific coursework. Who needs all of the graduation requirements if they have no connection to a future college course of study? Why should a student who wants to study political science take calculus or biology? Why should a future engineer take literature? Many would argue that such discipline diversity is necessary and appropriate. Why?
Because students are still developing and their talents and interests are still emerging. Because most kids don’t know what they want to do for a living at fourteen or eighteen. Even the few who are clear about their goals often change their minds. And although not everyone is going to be a scientist, mathematician, or writer, everyone deserves to taste a wide variety of subjects. Not only for a possible career, but to experience the beauty and breadth of human accomplishments. The journey through high school is one of magnificent change.
Which brings us back to the question, what should students learn in high school? College preparation and an exposure to a variety of academic areas are two areas, but they are not enough to fill or justify four years. If what kids learn in high school must be measured using objective testing, then we are doomed to make high school irrelevant, boring, and soon, expendable.
Think back to high school. What sticks? For many people, some of our first thoughts (and second and twenty eighth) aren’t about the curriculum. We remember the moments, activities, and social experiences. Memories of the classroom are often focused on feelings and relationships: we loved a book or respected a teacher; we were inspired, challenged, or excited by a lesson or idea.
What did I really learn in high school? Yes, I learned content in subject areas. I learned how to speak another language (although I can’t really speak it today). I read some good books and had some great discussions. But I really learned about myself. I really learned how to approach school and studies. I learned what I liked and didn’t like, even if that has changed since. I discovered some passions. I learned how to make, maintain, and end friendships. I tried on different selves and found which ones fit.
How do we measure these things on a test? Which core competences do these fulfill? Where are maturation, reflection, socialization, and identity on the high stakes tests? Are we analyzing the important data or just collecting the data we can measure?
Education reform has become more about turning educators into calculators and students into test takers. We need to refocus on high school’s real core curriculum and make education truly meaningful – even if those lessons can’t be measured on a multiple-choice test.
Thursday, October 27, 2011
Monday, October 17, 2011
The College Search Process: Part 3
The part of the college process with which I feel the most comfortable is the completion of the application. I have been working with college essays, applications, personal statements and recommendations for almost two decades. I felt like this part of the process should be a breeze for us. And for the most part, I was right. What I didn’t realize was that this part of the process was going to be the fulcrum. It has been during the application process that my daughter has made the college search her own and used it to refine and develop her college needs.
She leisurely began writing her essays the summer before her senior year. One essay was nearly complete prior to the beginning of the school year and a few others were on the way. Fortunately, many of the tips I give other students, I did not need to tell my daughter. She is a strong writer who values the writing process; she has a distinctive and authentic writing voice. Her work was focused and well structured. The mechanics and grammar did not need my attention.
We did need to brainstorm about topics. She leaned toward some of the traditional dead end topics: camp, grandparents, even dead pets. However, as we discussed the application questions, especially the Common Application, we were able to identify holes: parts of her that were not fully explored in the rest of the application. These holes became the focuses of her essays.
She started writing and sharing. She would write a draft or two and eventually read it to her mother and me. We would ask questions and she would revise. She was wonderfully open and relaxed in this process. I advise students to write without thinking about word limits and then, once their essays are nearing completion, to deal with editing. My daughter is a stubborn editor; she often refused to cut much of her work. She became very attached to her writing.
Our daughter knew that some short answer questions were not as open ended as they seemed. On the “why our college” questions, she knew she needed to demonstrate not only her interest but also her knowledge about the school. This forced her to do some more research on the schools (and to really consider WHY she wanted to go there).
As the process continued, she prepared several short pieces on co-curricular activities and professional goals. She added application deadlines to our home calendar so we all knew the timeline.
Her organizational and people skills have been significant assets during the application process. She spoke with her counselor and two teachers about recommendations. She was able to build relationships with admissions counselors at some of the colleges. The application process really forced her to look more deeply into each institution and examine them more critically.
It was fascinating that, at the beginning of the process, our daughter was going along with her overeager parents. Now she is undisputedly in control. She decided on which topics she would write. She began to remove and add schools to the list. She decided we still have one more college to visit – and we are.
As she has researched and written about each school, and made the last few visits, she further refined her needs, priorities, and even the fields she wants to study. Soon, she will press the submit button and the applications will leave her hands. However, the process will not stop there. She is more knowledgeable about schools and that has made decision-making even more complex.
She leisurely began writing her essays the summer before her senior year. One essay was nearly complete prior to the beginning of the school year and a few others were on the way. Fortunately, many of the tips I give other students, I did not need to tell my daughter. She is a strong writer who values the writing process; she has a distinctive and authentic writing voice. Her work was focused and well structured. The mechanics and grammar did not need my attention.
We did need to brainstorm about topics. She leaned toward some of the traditional dead end topics: camp, grandparents, even dead pets. However, as we discussed the application questions, especially the Common Application, we were able to identify holes: parts of her that were not fully explored in the rest of the application. These holes became the focuses of her essays.
She started writing and sharing. She would write a draft or two and eventually read it to her mother and me. We would ask questions and she would revise. She was wonderfully open and relaxed in this process. I advise students to write without thinking about word limits and then, once their essays are nearing completion, to deal with editing. My daughter is a stubborn editor; she often refused to cut much of her work. She became very attached to her writing.
Our daughter knew that some short answer questions were not as open ended as they seemed. On the “why our college” questions, she knew she needed to demonstrate not only her interest but also her knowledge about the school. This forced her to do some more research on the schools (and to really consider WHY she wanted to go there).
As the process continued, she prepared several short pieces on co-curricular activities and professional goals. She added application deadlines to our home calendar so we all knew the timeline.
Her organizational and people skills have been significant assets during the application process. She spoke with her counselor and two teachers about recommendations. She was able to build relationships with admissions counselors at some of the colleges. The application process really forced her to look more deeply into each institution and examine them more critically.
It was fascinating that, at the beginning of the process, our daughter was going along with her overeager parents. Now she is undisputedly in control. She decided on which topics she would write. She began to remove and add schools to the list. She decided we still have one more college to visit – and we are.
As she has researched and written about each school, and made the last few visits, she further refined her needs, priorities, and even the fields she wants to study. Soon, she will press the submit button and the applications will leave her hands. However, the process will not stop there. She is more knowledgeable about schools and that has made decision-making even more complex.
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