Thursday, September 1, 2011

What should change with our K-12 Education/Schooling in ALberta?

Thank you to Stephen Murgatroyd for posting the following today. "Alberta Education and the ATA are engaged in a serious conversation about the curriculum in our K-12 system. One issue is that there are far too many outcomes and another is how engaged students are with what it is we are asking them to learn. What should change?"


This is a topic that I and many others have been discussing and hearing feedback and thoughts on for some time now. Recently it seems that the conversation has taken on a life of its own and people are really engaging in a thoughtful and meaningful way. I would like to try and capture YOUR thoughts and suggestions. I will also add a list of readings that have inspired me and helped me understand 'education' better. Please feel free to recommend others. I would like to host an education forum later in the Fall to share what has been captured here and figure out where we go from here...


Below is the Facebook strand that I started and Trustee Esme Comfort added to. I will create a new post with a reading list and look forward to your recommendations. 


YOUR voice here... 



14 minutes ago · Privacy: ·  · 

    • Eryn Kelly I'll start... Lets begin with standardized tests (need to go) and learning environments. No child learns best sitting at a desk the majority of a day. More physical and creative learning opportunities/experiences throughout EVRY day. Move to disciplines rather than individual subjects...oh boy, this topic gets the juices flowing :) Grading...are we really doing this to improve student learning /opportunities?
      14 minutes ago · 

    • Esmé Comfort Oh - where to begin? A core curriculum should be established for the elementary grades but flexibility needs to be incorporated through out the system so students are not fixed in place by their "manufacture dates" but by their talents and abilities. Eryn Kelly, you are right - this means a whole different way of assessment... and teaching/learning. Stop me now.






      • Eryn Kelly Nope...keep going please:) I will create a place on my blog so that we can really get this conversation going friends!!
        6 hours ago ·  ·  1 person

      • Esmé Comfort I'll link it to my blog and then send a message out to my contacts to weigh in.
        6 hours ago ·  ·  1 person

      • Connie Jensen You ladies are the best. I have a few topics to throw out there: Standardized testing has to be addressed. I don't think you will find a professional educator who would defend it. Also, there ought to be discussion about the role of computer technology in the learning process. A wonderful tool when it is used appropriately, but a terrible stumbling block when faced with a roomful of lap tops, several of which are not working, for instance.
        6 hours ago ·  ·  1 person

      • Esmé Comfort Vi SandfordCarol PicardJane Neil Janice TantonCorina CorinnaCori Fraser - for starters - what do you have to add?
        6 hours ago · 

      • Cameron D. Ansorger Basic ecological literacy: thermodynamics, carrying capacity, energetics, least-cost/end-use analysis, how to live well in a place, limits of technology,appropiate scale, sustainable agriculture/forestry, steady-state economics, environmental ethics + more time outside, moving, non-structured exploration, multi-age/generational classes. Ditto on the disciplines rather than subjects.
        6 hours ago ·  ·  1 person

      • Cameron D. Ansorger and Eryn Kelly 4 Premier :)
        6 hours ago ·  ·  1 person

      • Esmé Comfort Connie Jensen, good point. We have to find a way to address the tech part. It can be a wonderful tool, but also an obstacle. Teacher training has to transform also, if we are to transform education. All of this will take a long time... we need to be smart about how we do it. Need to give teachers and admin the training, time and resources to get there.
        6 hours ago · 

      • Eryn Kelly You are hilarious Cameron D. Ansorger and must TEACH me about thermodynamics, carrying capacity, energetics, least-cost/end-use analysis :)
        6 hours ago · 

      • Janice Tanton I think we need to reflect well on the inclusion of history in a more detailed manner. There is not enough overall context provided in the Social Studies programming. Further application of creative critical thinking (and teachers need training in how to deliver this.) MUCH more art. There just isn't enough to allow for different learning styles to begin to find ways to express knowledge without including the arts in a more well-rounded way within all aspects of curriculum.
        5 hours ago ·  ·  1 person

      • Cameron D. Ansorger A couple episodes of Star Trek and/or Macgyver will teach you all you need to know about thermodynamics, et al.
        5 hours ago · 

      • Cameron D. Ansorger ‎'The Upside of Down' by Thomas Homer-Dixon is a great way to learn thermodynamics, I recall.
        5 hours ago · 

      • Angela Paige Awesome: I am grateful to see this kind of discussion happening. I am with Sir Ken Robinson - let's give Left Brain study a helping hand... and take our education system out of the Industrial Revolution!http://www.youtube.com/watch?v=mCbdS4hSa0s (if you don't have 55 minutes: there is also a12 minute RSA Animation - it's like the Coles Notes of this talk)

        www.youtube.com
        Creativity expert Sir Ken Robinson will ask how do we make change happen in education and how do we make it last?

        4 hours ago ·  · 

      • Eryn Kelly That's a great one isn't it Angela:) He spoke in Red Deer last year adn was wodnerful. I also recommend his new book, The Element.
        3 hours ago · 



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Monday, June 27, 2011

The bigger picture

I am noticing a disconcerting trend with media and in particular social media right now. There seems to be a false understanding that if we tweet about something or paste it up on facebook then we are being 'transparent' with information. When we tweet what 'goes on' in a meeting we are, of course, only tweeting particular highlights. Although interesting, these are simply the 'bits n' pieces'  that one person feels worthy of tweeting; we can't possibly understand the full conversation or the context of that meeting from just this.  It is worth reminding ourselves that we are not being provided with the entire story and all of the necessary background information to make an informed decision. Very few people go further and discuss more than the very surface level of the possible threats and opportunities to a given situation or scenario.

It is relatively easy to tear a particular organization or system apart. It is not difficult to criticize spending;  pull apart a budget line by line and then pronounce on some aspect or another 'mis-spending'! The challenge is in having some viable alternatives and in recognizing that most human systems have something that we could learn from and keep.  Once we decide what can and should be kept we can then collectively discuss what needs to be adapted or migrated in to fit within an improved system.

Mainstream media these days is particularly guilty of this minimalist story-telling and too many of us fall for its faux-accuracy. We read something in the paper and believe that it must be fact; that the reporter must have done his/her research and the all-important fact-finding, fact-checking background work. But what if that is not the case? What is the result when a 'piece' is duct-taped together from a few non-contextual quotes, some 'numbers' and a big dollop of bias?

There are very few journalists who provide the full scope of the story. Important facts are left out and pieces of peoples interviews are chopped and made to fit into their slant on the story. So how do we fight this? Recognizing and accepting that it goes on is the first step. We need to be aware of what informs our thinking and then our opinions (I have MUCH work to do here) and ask ourselves if what we are reading, hearing and comprehending, intelligently contributes and expands on the information that we already have. Thinking about our thinking; easier said than done I know but critical if we are to improve the quality of what we ourselves post and of what we read by others. 

Thursday, June 16, 2011

Advocacy end game?


I am concerned about the ‘tone’ of the political discourse in our Province. In particular, voices of dissent. Discussions, articles and stories about people being ‘afraid to speak out’ regarding this government’s policy/budget decisions have been going on for as long as I have been paying attention to politics. I have listened to the conversations but never really thought much if it; I suppose I thought that ‘it ‘s just part of the deal’ of engaging in political commentary. I’m thinking about it now; a great deal.
On May 5th in the Edmonton Journal there was an article by Sheila Pratt called, How the Code of Silence Works . The article has stuck with me for over a month. I ran into some ‘conflicts’ myself recently during my time as a government of Alberta employee. At the same time as being an employee I was also on the Executive of a local non-profit; and on behalf of that non profit (as a parent advocate) I was speaking out publicly about education cuts. I was also very open about my membership with the Alberta Party. As a result, my blogs and emails were being tracked by government officials. Some of my posts were deemed to be ‘unacceptable’ by these government ‘watchers’. I know this because my direct employer in the public service of Alberta was contacted by PR and Communications who in turn called me to advise that my social media posts were of concern. Big Brother was on to me.
From that moment on I realized that though I believed I was performing a professional job of separating my roles with the various organizations I worked on behalf of in order to avoid any ‘conflict’; I had failed. But not because my efforts were insufficient; rather, because my ‘voice of dissent’ had appeared on the government’s radar and they felt compelled to act. 
It is more than a little daunting to have your employer tell you that you are being tracked and as a result to be very careful of what you are saying and writing. In my case I was diligent not to identify myself as a GOA employee when representing other organizations and always had a disclaimer on my blog, twitter and facebook that the views I was sharing were my own. I also had that I worked for the Alberta Government, which I removed upon their request. Shouldn’t that be enough? I notice on twitter that it is not uncommon for Government employees to have a personal twitter page where they do the same as I did and clearly state that the views are their own and also that they work for the government. The difference: they are not speaking out against any government policies. 
This is not just a government issue, I get that. I fully understand that there are companies, outside of government, who are very cautious of what their employees are saying outside of the workplace. Many of us have worked in an environment where we must be very careful of the public roles that we have outside of our employment as we can always be linked back to our place of employment. Many of us do work with non profits and sit on boards, which can become very public roles. We must decide before we accept these positions if this is a conflict for us and for our employer. But then, knowing all this and yet forging ahead and taking on various roles outside of direct employment (in other words, displaying leadership) seems to make some employers, especially government, very uncomfortable. 
To be clear, the ‘official’ discussion with me was predicated on the faux issue of whether my on-line commentary could be linked to me as an employee of the government in some fashion. But of course the reality of the online universe is that with very little effort anyone who wanted to find out could discover that I was a GOA employee.  
The bottom line is that this Conservative government did not want me to have anything on my social media pages or me speaking with media if it countered its policy/budget decisions. 
So, what is the fear? I understand that we must be respectful of our employers and the code of ethics that we agree to when we accept our positions. 
But, we are citizens first, before employees of whatever organization we choose to work in. We MUST be able to speak out against issues that we feel are hurting our democracy, our future, our planet and (near and dear to my heart), our children's education; without fear of retribution. 
No one I know wears only one hat or identifies themselves as only an employee or parent or volunteer. We are all made up of many parts and must be able to be involved with the groups and issues that inspire us and to then advocate for them. This is what contributes to strong citizen engagement and the kind of civil society we want to live in. What we want is a society that is fueled by educated, imaginative, creative, passionate and engaged people. Right?
 We cannot defend freedom abroad by deserting it at home.  ~Edward R. Murrow

By: Eryn Kelly

Tuesday, June 7, 2011

Assessment in our schools

Parkland School Division has been using 'comprehensive reporting', for elementary student assessment. They use three standards, rather than letter grades or marks. They are now rolling this out to Junior Highs. Several School divisions are moving to this type of assessment.

What are your thoughts? How important is a letter grade or percentage for your child and for YOU? Does it encourage deeper/further LEARNING or does it label and box kids in? Would you support this in your kids school? What is assessment intended for?