ROLE Reversal

Get students excited about their supplies

2012-03-05T05:00:00.000-05:00

Do your students come to class without notebooks or folders? (It could be that they hate what they do with them, but that's a post for another day.)

What if they took pride and ownership in their supplies? This video demonstrates a nifty project that might just get reluctant learners to bring their notebooks and folders all of the time.

Learn to learn theory

2012-03-04T05:00:00.001-05:00

The theory Nicholas Negroponte espouses in this video makes a lot of sense. Can he be right, though, that this is the only way to learn to learn?

Grades, Obama and other trending posts

2012-03-03T13:29:00.000-05:00

Here's a list of recent posts you may have missed that have sparked some interest on Twitter, on the ROLE Reversal blog and other places.

Top 5 reasons I don't give grades -a huge part of my forthcoming book
President Obama: you just lost my vote - this one almost hurt to write
Top 5 reasons I don't assign homework - this post got lots of attention on the ASCD Edge site
The evolution of a Results Only Learning Environment - honest reflection on how ROLE teaching takes patience and perseverance

Engaging reluctant learners with Diigo

2012-03-03T05:00:00.001-05:00

I have some reluctant learners, and I've spent much of the year helping them evolve into results-only learners. Since we read all of the time in my language arts class, I'm constantly looking for ways to inspire the reluctant students to read and write.

Technology is always useful in this area. Recently, I discovered the power of Diigo for educators. I created some class groups, and soon my students were surfing the Internet for articles of interest, bookmarking them on our class Diigo group and annotating the sites for their peers.

This video demonstrates how to get students started on Diigo. Stay tuned for more on this powerful social media tool and how it's helping me engage reluctant learners.

Results-only math lesson

2012-03-02T19:26:00.000-05:00

Found this very cool video over at Joanne Jacobs' blog. This is an excellent example of results-only learning in a math class (minus the test she mentions at the beginning, of course). I would recommend that Leah follow up with a collaborative activity to review and process the warm-up or even a second pass at the same activity to ensure mastery.

Overall, this is a fine example of how to get students engaged in math without boring them with worksheets.

The evolution of a Results Only Learning Environment

2012-03-01T15:54:00.000-05:00

Most traditional classes never evolve. They start stale and only get worse with each day of boring drill-and-kill routine. The Results Only Learning Environment is different, because it is constantly evolving.

Even if some activities are repeated periodically -- time for daily reading in a language arts class, for example -- the ROLE teacher is always finding new ways to engage learners. She is constantly pointing them to new technology and other sources of information.

This is especially important for reluctant learners. I have one class this year that has numerous students who are willing to sit idly by and do nothing. It's been a constant challenge to engage them throughout the year. There are days when I think maybe they need to sit and do worksheets, but I quickly realize that what they need is a new, exciting path to learning.

We work on computers often, with my students blogging and writing on private web pages. Even this typically-engaging activity seemed to be boring my reluctant learners. So, I decided to give them what they wanted -- more time to surf the Internet. I introduced them to the social bookmarking site, Diigo. All they had to do was read anything of interest, bookmark it appropriately for our digital library and provide a brief, well-written annotation.

Suddenly, my toughest class was reading, writing and bookmarking articles without extra goading from me. In fact, many started working on the project during their own free time.

Teaching in a results-only class isn't always easy, but when you persevere and find what truly gets students excited about learning, it's always fun.

President Obama: you just lost my vote

2012-02-25T12:17:00.000-05:00

Photo credit: Care2 Make a Difference

"You lost a lot more than me," Mr. President. "You just lost my vote."

Annette Bening's perfectly-delivered line during a climactic moment in the movie, The American President, is one that should resonate with President Obama, as tens of thousands of angry teachers in New York are likely saying the same thing today.

One day after New York teacher rankings were published, those educators and hundreds of thousands more nationwide are outraged, and we're not just mad at the idiots in New York who allowed this useless data to go public.

I'm certain that I speak for many of my colleagues when I say that the blame for this must fall squarely at the feet of President Barack Obama. After all, a monstrous $5 billion of Obama's education budget is intended to "tie teacher pay to performance." Don't assume for a second that "performance" means how well teachers actually teach. This is all about standardized testing -- something Obama suggested he'd fix, while campaigning four years ago.

Being kind, I'd say Obama has fallen short of his goal of fixing No Child Left Behind. Being accusatory, I'd say that Obama has flat-out lied.

If anything, during Obama's presidency, American education has gotten much worse than it was when he arrived. Not only are we still stuck with the monster that is high stakes testing, now teachers are being judged by this insidious data, which even most people outside of the profession realize is nothing short of illogical.

I proudly supported Barack Obama four years ago. I even campaigned form him. When things were going poorly his first couple of years in office, I defended him. Enough is finally enough. I can no longer support a president who has turned his back on education. I can't defend a purportedly-intelligent man, who wasn't smart enough to hire an educator to run his education department. I can't stand by a leader who values numbers over people.

President Obama has lost me as a supporter. He's lost more than me, though. He's just lost my vote.

Top 5 reasons I don't give grades

2012-02-23T18:47:00.000-05:00

One of the focuses of the ROLE Reversal blog is the elimination of grades. Like homework, there are many reasons that grading is detrimental to learning. Here are the top 5 reasons I don't give grades.

5 -- Grades are always subjective. Since the teacher decides how material is taught and assessed, it's subjective. You can argue that many activities and test questions are either right or wrong, but if you don't give students a variety of ways to show what they know, as well as chances to relearn lessons, then objectivity is compromised.

4 -- A points and percentages system discriminates. Students who are motivated by grades complete assignments. They always turn them in, earn their points and, consequently, get high grades. Students who don't see any value in the activities that garner points don't complete them. They, in turn, receive zeroes and failing grades. Hence, the grades create a culture of "good" and "bad" students. The high achievers are promoted to advanced classes, while the low achievers are placed in remediation. This sort of academic discrimination can scar a child for life.

3 -- Poor weighting of activities punishes some students while rewarding others. Most teachers struggle with weighting activities (another practice that should be banned). I've seen teachers whose tests are 75 percent of a marking period's grade, while others value homework at 50 percent or higher. Consider the student who does all of his homework but is scared out of his wits on test day. In Mr. 75 Percent's class, this kid fails. Conversely, an intelligent student, who wants to manipulate a bad system, will ignore all of the activities and projects, ace the tests, and easily pass.

2 -- Grades turn even honest kids into cheaters. In the study hall that I supervise daily, I see a shocking amount of cheating. I've often asked students copying a peer's work why they do it. The answer is always some version of the same thing: "It's due next period, and I'll get a zero, if I don't hand it in." In a class with no grades, students never have a reason to cheat. There's no punishment awaiting them, if something isn't done.

1 -- When students perform for points or letters, they lose any interest in real learning. Grades are nothing more than the carrots and sticks of education. They reward the "good" kids, whose parents browbeat them nightly to complete all activities, study hard and get those A's. Promises of Honor Roll, Merit Scholar and other elite badges await those cunning enough to maneuver the flawed system of grading. They may even get to the Ivy League, having learned very little about learning. Meanwhile, their counterparts, many of them likely impoverished, hungry and struggling to comprehend the value in the assignments and tests they see daily, face a life of remediation, retention and ridicule.

Sadly, some of these kids are the brightest of them all, but they are doomed by letters, the numbers and the grades.

Top 5 reasons I don't assign homework

2012-02-20T11:09:00.000-05:00

The homework debate is one that may plague educators for decades -- even centuries -- to come. It perplexes me, because the research is so overwhelmingly against homework's effectiveness.

After much consideration and exhaustive research, I stopped assigning homework a few years ago. Homework simply doesn't fit into a Results Only Learning Environment.

Although I could write endlessly about the deleterious effects of homework, I'll get right to the top five reasons I don't assign homework.

5 -- Virtually all homework involves rote memory practice, which is always a waste of time. In the age of the Smartphone, who needs to remember by rote?

4 -- Homework has nothing to do with teaching responsibility (HW advocates love this claim). Not only is there not one reliable study to prove that homework builds responsible children, based on what we know about responsibility, the assertion is illogical. Responsibility implies autonomy, and homework offers none of this. Students are told what to do, when to do it, and when it must be returned. Where does responsibility come into play?

3 -- Homework impinges upon a student's time with family and on other, more valuable, activities -- like play. As Alfie Kohn states in The Homework Myth, why should children be asked to work a second shift? It's unconscionable to send children to work for nearly eight hours a day, then have them go home and work for 2-5 more hours; we don't live in 19th century London.

2 -- I can teach the material in the time I'm with my students in the classroom. The endless cry of "I can't teach all of the standards without assigning homework" is a tired excuse used to hide ineffective methods. Creating engaging activities in place of lecture and worksheets, along with less testing will eliminate the need for homework.

1 -- Students hate homework. I want to help my students develop a thirst for learning. I want them to read for enjoyment and exploration. I want them to extend their learning when they choose, because they are interested in what we do in class. If I force them to do activities that they don't choose, they will hate them. If I penalize them for not completing something they see as valueless, they not only don't learn, they get a bad grade and hate learning even more.

My colleagues often attempt to persuade me that homework is an integral part of teaching and learning. I'm simply not buying. So, what's your take on the debate?

Five reasons I don't give quizzes

2012-02-19T05:00:00.003-05:00

Photo credit: QuotesBuddy.com

In my days as a traditional teacher, I loved the quiz. I informed students and parents that the quiz was a valuable tool, because it held students accountable. The "pop" quiz was an even greater weapon, as it kept students in a constant state of anxiety, always wondering when they'd be caught unprepared and their grade would be doomed.

When I converted my class to a Results Only Learning Environment, I eliminated all testing, including quizzes. Here are five reasons that quizzing doesn't work.

Most quizzes are made up of multiple choice items, which provide inaccurate results, because you never really know when a student guesses.
Many students simply don't test well, so they may know the material but get the quiz questions wrong.
There are many activities that engage students and are conducive to formative assessment, which is far less threatening than a quiz and provides much better feedback.
Quizzes create anxiety and tend to hurt students' grades.
Quizzes are designed to make students accountable for learning. Accountability makes students hate learning.

Do you know any reasons I left out?

Do your students know that you know their names?

2012-02-18T16:41:00.002-05:00

Photo credit: designscollage.com

I recently listened to a scintillating presentation from Dr. Russ Quaglia, of the Qualia Institute. In his work on student aspirations, Qualia and his people survey students and educators around the world about perceptions of one another, among other important interpersonal items.

During a lecture, Quaglia announced that 50 percent of respondents nationwide say that their teachers don't know their names. Would you ever have guessed this to be true? Even if you see 150 students daily, you certainly know all of their names a couple of weeks into the school year, don't you?

"How often do you call every student by name?" Quaglia inquired, allowing the question's impact to settle for several seconds, before continuing. If a week passes, Quaglia continued, and you don't say a student's name, wouldn't she wonder if you know it?

I try to say every student's name daily, but I'm sure there are days that I fail to do so. Would all of my 112 students answer that question the way I want?

What about yours?

I'm throwing out the ROLE

2012-02-15T16:30:00.001-05:00

Okay, not really. I am experimenting with some traditional methods in one class, though, for the sake of comparison. After a couple of particularly bad days of collaboration, I decided to remind one group of students what we have abandoned and why.

So, out came the workbooks, followed by dry instructional reading, 20 fill-in-the-blank workbook questions and a multiple-choice quiz. These activities were tiresome, and the students groaned throughout.

Reinforcing the lesson
The next day, upon reflection, I shared the more ROLE-type activity that we had done in other classes, while working toward the same learning outcome. "Hey, that's not fair," one disgruntled student shouted. "Why didn't we get to do that?" another questioned.

"Based on how you behaved last week during collaborative time," I explained, "I thought you might like the traditional way better."

They didn't. So, the Results Only Learning Environment was reinstated, and all was again right with the world.

Perseverance
This experiment reminded me that not all students adapt as easily as others to a results-only class. Constant reminding about the learning community we're cultivating is necessary. This was a "tough-love" lesson, but I think the message was clear.

Testing and homework and grades, Oh my!

2012-02-09T18:12:00.001-05:00

One of my favorite bloggers, Joanne Jacobs, has a knack for getting people riled. Jacobs' post about teachers confusing diligence and achievement got her followers ranting to what for some reason made me think of Dorothy in the Wizard of Oz. Only instead of lions, tigers and bears, I kept hearing, "Testing and homework and grades, oh my!"

Photo credit: FantasyBooksandMovies.com

Although I applaud the passion of Jacobs' readers, I often find their opinions misguided. The "diligence" post was about boosting grades for hardworking students to a minus or a plus grade, mainly to encourage them. So a hardworking F student might be given a D-. The writer Jacobs' references suggests, however, that giving away A's and B's to students who lack skills is wrong -- even "fraudulent."

This ignited numerous comments about children who were being cheated by underachievers and students with disabilities, who are passed along by a broken system. Most of these parents favor the instruments they vilify in their comments, as long as the testing and homework and grades (oh my) benefit their children and don't help the so-called underachievers.

As you may have guessed, my solution, as utopian as it may seem, is to simply eliminate all of the instruments causing the problems -- the tests, the homework and, especially, the grades.

Shelly Terrell challenges you to "reveal their strengths"

2012-02-08T05:00:00.001-05:00

In her 30 Goal Challenge, educator/presenter/blogger, Shelly Terrell, encourages teachers to improve their interactions with students and colleagues in 30 specific ways.

In Goal #4, she challenges us to "Reveal their strengths."

Are you ready to take the challenge?

ASCD 2012 TweetUp

2012-02-07T05:00:00.001-05:00

Even if you are not attending ASCD's Annual Conference in March, don't miss what's happening. Stay tuned in with the TweetUp. Learn more in the brief video below.

Anti-homework movement is growing

2012-02-05T12:07:00.000-05:00

In a recent post to his brilliant blog, Education Rethink, John Spencer grabs the reader with this opening line: "I hate my son's homework." One sentence in, and I knew I would love Spencer's post.

Unlike some of my own posts, which may come off as venting against the practice of assigning homework, Spencer's blog offers some useful advice for teachers who are interested in changing their approach. For example, he says:

"Write out a rationale regarding why you don't assign homework. One of the biggest selling points for me was the explanation that I would not waste any class time. I had seen the way teachers would waste time and say, "I'll just assign that as homework." The other big selling point was the notion of instant feedback and the potential lack of feedback at home."

A few hours after Spencer's post went live, comments poured in from supporters. One commenter links bad homework to bad teaching:

"I think teachers who want to do away with homework must also be prepared to fully engage kids in learning and guided practice for the entire class period. Sloppy homework follows sloppy teaching."

Another reader, seemingly joining the anti-homework movement, suggests some basic in-class writing, in place of something else assigned as an out-of-class activity:

"In many cases, informal writing during class is a better way of providing opportunities to engage with material than homework. Informal writing looks easy, but writing good prompts that produce learning and/or produce valid formative assessments is not easy."

It's exciting to see other educators writing about the negative impact homework has on teaching and learning.

So, are you ready to join the anti-homework movement?

ASCD presenter sounds like a ROLE guy

2012-02-03T05:00:00.001-05:00

ASCD conference presenter, Watts Wacker, sounds a lot like someone who understands a Results Only Learning Environment. Get a glimpse of what his 2012 ASCD conference presentation will look like below.

Results-only learning with Facebook

2012-02-02T16:51:00.000-05:00

By Jan Pierce, Guest Blogger

While Facebook was once discouraged and even banned frommany classrooms and schools, educators are beginning to embrace the socialnetworking tool as a way to enhance students’ learning experience.So how can teachers use Facebook in the classroom as a toolfor results-only learning? Here are some ideas.

1. Classroom Groups– This is one of the most popular ways that teachers are using Facebook.Teachers can give students Facebook-related assignments such as posting whatthey learned or questions they might have on the group “wall.” As studentsrespond to one another, this encourages collaborative learning throughdiscussion. The teacher can also post relevant links with additional materialfor the students to view and respond to.

Courtesy: uisjournal.com

The key to using a classroom group on Facebook is to make itprivate. Teachers should create separate profiles with strict privacy settingsthat they only use for school. Students can also create separate accounts orthey can simply adjust their privacy settings to limit what content the teachersees. The classroom group should also be private so that only the teacher,students, school administrators, and parents can view it.

2. Messages – Facebookis a great way to keep everyone informed. Teachers and students can sendmessages to everyone in the classroom group about unexpected absences, upcomingevents, or project updates.

Teachers can also send a private message to anindividual student or parent – these days, many people will be more likely torespond to Facebook than to an email. Students may also be more honest and openin a Facebook message than they would be in a private meeting with the teacher.

3. Sharing Content – Teacherscan post a link to an interesting webpage, article, or video that they wanttheir students to view. They could also add photos from a recent class trip orproject. They can even post notes about daily or weekly classroom activitiesfor students who miss class or parents who want to stay informed. Even studentscan get involved and post related links or photos to enhance the learningexperience.

4. Keep EveryoneUpdated – If a parent has a Facebook account, it’s easy for them to stayupdated on classroom happenings. All they have to do is check the class grouppage. If they have a specific concern, they can also send a private message tothe teacher.

5. Class Project– Facebook itself can turn into a class project. Have students make Facebookprofiles for fictional characters or historical figures and have them interactwith each other the way the characters would. The students will get into therole-playing aspect and will embrace this chance to check Facebook as part oftheir learning experience, rather than use it as a distraction when they gethome from school.

Jan Pierce is a4th grade teacher who has over 20 years of experience in the classroom. Herinterests include educational technology and online learning. She also owns thesite ElementaryEducation Degree, for students interested in earning a degree in elementary education.

Teacher meetings are deflating

2012-01-30T16:26:00.000-05:00

I've always said that faculty meetings are the place where good ideas go to die. Sounds cynical, I realize, but think about it the next time you attend one. Bring up something innovative and see how quickly it's shot down by a principal.

After a couple of grade-level meetings, led by teachers, I realized that these gatherings are just as deflating as the faculty meetings conducted by principals.

It's one complaint after another -- most of them about the same things, students not performing or high stakes testing.

In addition to eliminating the test, I'm in favor of eradicating all meetings.

Do we encourage our students to cheat?

2012-01-28T05:00:00.000-05:00

I've seen more cheating this school year than I have in the last few years combined. It seems that every other day I find a handful of students copying a peer's homework or a worksheet that is supposed to be some sort of study guide for a test.

When I inquire about this "borrowing" of other student's work, I'm usually given a strange excuse like, "Oh Mrs. so-and-so doesn't mind; it's just for review." I don't even want to know if this is true, as that would lead to an entirely different topic.

As I stroll around my study hall, I sometimes ask students about the homework or other activities they're working on, curious about what their traditional teachers are assigning. I may ask a student, "What's the purpose of this assignment?" Occasionally, I get a reasonable answer; others, I get a shrug and an, "I don't know."

If the activity is so ill-conceived that the student has no idea of its value, what incentive does he have to complete it?

Don't bad activities and homework encourage students to cheat?

Traditionalists still struggle with discipline problems

2012-01-27T09:59:00.000-05:00

Here is a paraphrased conversation I walked in on, between two long-time teachers, struggling with discipline problems in the classroom:

Teacher A: "Every time there is noise in the hallway, we need to gather the students, leave the building and walk back in again in silence."
Teacher B: "Back in my day, we used to take one kid and put him in front of the others and. . . ." (You can complete the sentence with whatever horrible, demeaning act that comes to mind.)
Teacher A: "We can't do anything too extreme now, but I'm telling you, if you make them do something over and over, until they say, 'Enough already,' things will change."
Teacher B: "I just don't know. . ."

Normally, I'll jump in on these debates; in fact, both of these valued colleagues have heard my opinion on using results-only learning strategies to solve the behavior problems that continue to plague them. This time, though, I said nothing.

I only pondered the conversation, wondering how long the traditionalists will continue to struggle.

Vote on #resultsonly chat topic

2012-01-26T05:00:00.000-05:00

Our next #resultsonly chat on Twitter takes place Wednesday February 1 at 7 PM EST. What would you like to discuss. Vote now.

&lt;p&gt;Your browser doesn't support iFrames :( Vote for this poll &amp;lt;a href="http://twtpoll.com/9gtfif" title="here" target="_blank"&amp;gt;here&amp;lt;/a&amp;gt;.&lt;/p&gt;

Why do educators out-think the test?

2012-01-25T05:00:00.000-05:00

It's no secret that I detest the test. High stakes testing undermines teaching and learning in every way. In fact, I believe teachers should be speaking out against standardized tests and do everything possible to eliminate them.

While the test is here, though, we should handle it properly. We need to stop out-thinking it.

It seems that each year in my school district, a new test-preparation system or computer program comes along to help our students improve their scores. Ironically, the scores continue to decline. Why is it so hard for decision-makers to realize that we have to stop teaching to the test.

While my colleagues bore students into submission with practice test material and computerized reading programs, my students read. They read all year. They read books of their choosing, write about their stories and share their reading with peers.

And, in the end, they outperform their peers in traditional classes.

So, why do we continue to out-think the test?

Coaching grades is a mysterious practice

2012-01-24T09:58:00.005-05:00

As a new semester and marking period began at my school, there were lots of "fresh start" lectures by teachers. Even I engaged in this activity, cajoling my more reluctant learners to reflect on the prior nine weeks and consider how they might improve in the second half of the year.

At the end of the day, a colleague was regaling me with an analogy she used with her students, aimed at enlightening them about their own performance during the second quarter of school. This science teacher compared her students to various fish. Some students were the bottom-feeders, doing very little to survive; others were sharks, feeding hungrily on every learning opportunity. She was particularly proud of strolling around her classroom and pointing out which students were sharks, a joke that I'm certain amused some while frustrating others.

As a language arts teacher, I appreciated the metaphor. Considering her anecdote later, though, I contemplated this mysterious practice of goading students into becoming sharks, nudging out the weaker fish, in order to get the few good grades that might be available. Why, I thought, don't all "fresh start" discussions simply encourage students to take charge of their learning, to increase their efforts.

Shouldn't we want our students to want to enter each grading period thinking about learning, rather than thinking about a letter on a report card?

Did Hawaii start the war against RTTT, NCLB?

2012-01-23T17:16:00.000-05:00

Teachers in Hawaii served a crushing blow to President Obama's Race to the Top initiative, when 67% of the state's teachers voted against a new contract that would require merit pay, if the state was to earn RTTT money.

Courtesy: Hawaii Tribune-Herald

If a large majority of 9,000 teachers in a state are willing to say no to $75 million in government dollars, because they are so staunchly opposed to being judged on test scores, one must wonder when other states will follow Hawaii's lead.

An even more significant question might be, is this the beginning of the war between educators and politicians that will ultimately strike down No Child Left Behind, putting an end to standardized testing once and for all?

Since NCLB's inception, teachers and researchers nationwide have complained in books, articles and at national conferences that high stakes tests are ineffective in evaluating student performance and, in fact, detract from learning. However, there has not been the solidarity necessary to make a large enough statement to get the attention of education lawmakers and of the Obama administration.

The courageous teachers in Hawaii have made a resounding statement. Perhaps their vote was the first shot fired in a war that has been a long time coming.

Maybe, in addition to saying no to Race to the Top, the teachers in Hawaii were saying good-bye to No Child Left Behind. Maybe they were saying they will no longer stand for high stakes testing. Maybe they were telling President Obama and Arne Duncan that they will not stand for a failing education system. Maybe they were saying that the testing has to stop.

Maybe they were starting a war that every teacher in America needs to join.

Traditionalists teaching the wrong lessons

2012-01-22T17:01:00.000-05:00

Traditional teachers, hammering students with homework, worksheets and tests, are teaching the wrong lessons and hindering students' ability to learn.

Although I have every confidence that students in my Results Only Learning Environment are learning, some are struggling with the progressive nature of the ROLE.

In a survey, given to my students at the end of the first semester, a surprising 22 percent of students reported that they want homework and tests. Of course, this means that 78 percent prefer the way the ROLE functions, without these traditional methods. However, having one-fifth of my students say they'd be fine with old-style teaching is a concern.

The problem, I surmise, is that students are so tuned into the traditional world of points and percentages that they don't know how to handle the freedoms of a workshop-style, project-based class that requires them to evaluate their own progress and set learning goals accordingly.

Furthermore, students are so concerned about acquiring points on homework assignments for other classes that they often disdain our projects, so they can complete the rote-memory activities my colleagues often assign. When I ask why they are doing a science or social studies homework assignment, instead of working on one of our year-long projects, I'm told that "it's due next period, and if I don't get it done, I'll lose points."

This creates a twofold problem. The most obvious one is that students aren't learning for learning's sake, when they are on a quest for points. Also, it puts me in a difficult spot, as I don't like to remove the choice that the ROLE provides.

As I continue to ponder this conundrum, I realize one thing: education's traditionalists are teaching the wrong lessons.

Survey your students about their learning

2012-01-18T17:07:00.000-05:00

Want to engage your students like never before and get them excited about your class? Try asking for their opinions about how your class is conducted and about how they learn.

The easiest way to get some quick, honest results is with an online survey. Try a tool like SurveyMonkey. With SurveyMonkey, you can have a 10-question survey, with multiple options, set up in 30 minutes or less.

Remember, though, if you are going to ask students what they want and how they want to learn, you have to be ready to make changes. It might be a bit scary, but it should also be exciting.

I'm surveying my students tomorrow. I'll let you know how it goes.

Classroom of work vs. a classroom of learning

2012-01-15T05:00:00.000-05:00

In "Students Don't 'Work' - They Learn," featured in Education Week in 1997, the inimitable Alfie Kohn discusses classrooms of work and classrooms of learning.

"In the former (work), the tasks come to be seen as - indeed, are often explicitly presented as - means to an end. What counts is the number of right answers, although even this may be seen as just a prerequisite to snagging a good grade. In fact, the grade may be a means to making the honor roll, which, in turn, may lead to special privileges or rewards provided at school or at home. With each additional inducement, the original act of learning is further devalued."

This remarkably simple notion lies at the foundation of the Results Only Learning Environment.

Incredulous colleagues often inquire about some of the tenets of the ROLE. They wonder how it's possible to teach without daily worksheets, homework or tests. "How do you measure your students?" is a popular question.

Many are shocked when I tell them that I have no desire to measure my students. I just want them to learn, I explain, and if I place numbers and letters on their activities and projects, it's only a matter of time, before my classroom of learning becomes a classroom of work.

Feedback about feedback

2012-01-14T17:44:00.003-05:00

As our second grading period draws to a close, I felt it was a prudent idea to remind students how we end the quarter. Even though we discuss reflection, evaluation and feedback often, it's never too much, I think.

A week prior to sitting down for our one-on-one discussions, when we'll reflect on the quarter and decide on a report card grade, I reminded students that they needed to begin the self-evaluation process.

"Remember, the major work we've done for the past nine weeks," I reminded them, heading into a three-day, holiday weekend. Review the feedback you've received and ask yourself how you will answer the question, "What grade should go on the report card?"

This quick reminder of how we do things in a results-only classroom will, I believe, go a long way toward making the evaluation conferences run more smoothly than if I had said nothing at all.

I meet with each student next week. Stay tuned for a report on how it turns out.

Why compete with education in other countries?

2012-01-12T16:49:00.000-05:00

I've never understood America's preoccupation with competing globally in education. Why is it so important for our students to outscore students in China or Taiwan on a standardized test? Will it raise my quality of life, if little Johnny's math grade is higher than his Japanese counterpart in the fourth grade?

Education Week's examination of how American education stacks up with education in other countries sums up the issue this way:

"Much of the debate centers on whether the U.S. education system has slipped from a position of dominance, or is holding steady, in areas deemed crucial to economic security, particularly the STEM subjects—science, technology, engineering, and mathematics—and so-called 21st-century learning and communications skills."

Let's see if I have this right. If our students' scores on an arbitrary test are substandard, according to some bureaucratic bean counter, the economic security of the entire nation may be in jeopardy. I can't imagine anything more absurd.

I wonder if we were to focus our energies on creating opportunities to collaborate with other countries on best practices just how much better off all of the world's students might be.

ResultsOnly Twitter chat link

2012-01-12T05:00:00.000-05:00

In case you missed the first, monthly, scheduled #resultsonly Twitter chat, here is a link to the chat. The first chat was about formative assessment and narrative feedback.

I'd like to offer a special thanks to the people who helped kick off what I'm hoping will one day grow into something as big as other popular education Twitter chats.

Don't miss next month's chat, Wednesday, February 1st at 7 PM EST.

The numbers don't add up

2012-01-11T18:57:00.001-05:00

While looking at students' grades in other classes, I came across several that didn't make sense. (Of course, by now, you know that grades, in general, don't make much sense to me.) Take a look at this example:

In a class with 391 possible points, a student has 195for a 50% F.

Seven of the assignments have 100% scores, which account for 73points, meaning the student is perfect on nearly 20% of the material.Obviously, this is not a completely inept kid.

Three missing assignments account for 49 points -- 13% ofthe total. How much incentive does the student have to make them up? Based onthe late penalties outlined below, I'd say there's very little incentive.

The student is penalized 25 points for several lateactivities. These penalties are harsh -- 50% of the value of the activity. Pretty tough for a 13-year-old. If I turn something in late to my principal, I certainly don't lose half of my pay.

Our sample student receives 28.5/99 on two tests, with noevidence of a retake on either. (Don't even get me started on the problem withtwo tests being 25% of the value of what a student produces in 45 days ofwork.)

These numbers simply don't add up. I got to thinking that if a report card grade is absolutely necessary, why can't we at least help students like this one taste a little success? So, I did some basic math, and here's what I came up with.

Raising the bar

If the late penalties are eliminated completely, this adds 25points to the student's total score. Assume that the teacher does some re-teaching/coachingand the student retakes both tests. If the student improves to just 60% onboth, her test total increases to 59/99.

These two simple changes (eliminating late penalties andbringing low test scores to just 60%) bring this student to a grade of C. Even if the student gets only 50% on one of the testretakes, she'll still get a C-.

I'd much prefer narrative feedback over the grade, but if some effort is made to help students perform well and embrace learning, the grades they have to get will increase. Then, perhaps they'll feel better about themselves and develop a thirst for learning.

As long as numbers exist, they might as well add up.

More bad homework

2012-01-09T16:18:00.000-05:00

My son, a third-grader, brought me a reading homework assignment on vocabulary words. In his basal reader program, the vocabulary is taught in isolation -- a complete waste of time.

This particular activity was more troubling than most. He had a list that contained several vocabulary words he didn't know. The assignment instructed students to place the vocabulary word next to its synonym. I asked him if he'd learned the words previously. "No," he replied. Hmm. Sounded strange. How are you supposed to know the synonyms, I inquired. He shrugged.

Without droning on about the uselessness of homework, let me say that the idea of asking a student to locate synonyms for words he hasn't learned, without the help of context clues, is beyond foolish.

If you agree that this is an act of futility, you'll love the coup de grâce. The words in question were, "coy" and "toil." When is the last time you heard a 9-year-old use these?

Formative assessment: topic of Twitter discussion

2012-01-08T05:00:00.000-05:00

As the inaugural #resultsonly scheduled Twitter chat approaches -- Wednesday, 1/11/12 at 7 PM EST -- I thought I'd share a few posts that will help facilitate the chat, which focuses on formative assessment and narrative feedback.

Of course, you're welcome to add any relevant ideas of your own.

Meaningful narrative feedback
The SE2R approach to feedback
Student self-evaluation
Formative assessment and intrinsic motivation

D2GZSR46SSHE

See you in the Twittersphere on Wednesday.

Harvard study misses the mark

2012-01-07T17:37:00.000-05:00

I have been known to complain about bad or misinterpreted research. Today, I came upon another flawed study, courtesy of education blogger, Joanne Jacobs.

In a post citing a Harvard study on so-called "great teachers," Jacobs reveals that lengthy research by some Harvard educators shows a connection between what the folks at Harvard refer to as "value-added" teaching and going to college and making money, among other things. The study suggests that if students have teachers who are better than average, then these students will make more money than the students who have had bad teachers.

The Harvard study is based on, brace yourself, standardized test results. A "value-added" teacher is one whose students improve their standardized test score from one year to the next. Students in the study are considered successful if they make more money than students who didn't have so-called "value-added" teachers or if the students with "good" teachers went to college or -- my personal favorite -- didn't get pregnant as a teenager.

Am I the only one who thinks this may be the biggest waste of time researchers have ever put into a study?

Grand opening: ResultsOnly Twitter chat

2012-01-06T11:13:00.000-05:00

About six months ago, I started tweeting to the #resultsonly Twitter hashtag. I created this Twitter chat stream, in order to heighten awareness about the Results Only Learning Environment and, hopefully, to begin a reform movement that encourages teachers to use more ROLE strategies.

With the new year, I have decided to launch a scheduled #results only Twitter chat -- one that will generate a conversation that focuses on ROLE strategies.

The Grand Opening of the #resultsonly scheduled chat is Wednesday, January 11 at 7 PM EST.

The chat will take place once a month at first. In an effort to avoid competition with other popular education-related chats, such as #edchat, I will narrow the discussion topics for #resultsonly.

Once the audience grows, I'll Tweet out topic surveys, so you can generate the discussions. For our first-ever scheduled chat, I think it's appropriate to discuss one of the rocks of the Results Only Learning Environment -- narrative feedback over grades.

Whether you are a traditionalist, a progressive, a homeschooler or something in between, don't miss the #resultsonly Twitter chat on Wednesday, January 11 and every Wednesday after at 7 PM EST. All parents and educators are welcome.

Remember, so all participants see your tweets, be sure to add the #resultsonly hashtag to all tweets. See you in the Twittersphere on Wednesday.

New to Twitter? You can learn more about hashtags here.

SE2R approach to narrative feedback

2012-01-03T12:59:00.001-05:00

One of the keys to a successful results-only classroom is the use of narrative feedback over grades. Although feedback isn't necessarily difficult to provide, a systematic approach can simplify the process.

The system I've created is called the SE2R approach:

Summarize
Explain
Redirect
Request resubmission

When a student submits an activity, I respond with basic summary information about what was accomplished. Following is an example of SE2R feedback for a brief writing activity.

Summarize

"You wrote a brief reflection on The Hunger Games, in which you mix plot details and your own personal connection."

Explain

"The summary information demonstrates comprehension of plot elements including characterization and conflict -- elements of fiction we recently learned. I think, however, that you misidentify the rising action. I like how you show empathy for Katniss and her plight, as she faces the prospect of killing Peeta (hint: what story element is this?). Elaborating on this part would help."

Redirect and Request resubmission

"Please review the presentation on rising action on our classroom web site. Then, revise your reflection, reworking the part on rising action, in order to demonstrate understanding of the concept. Then, elaborate on your feelings about Katniss's tough decision near the end of the story. When you have finished, e-mail me or send me a message on our private message board, telling me that you've done so."

What makes the SE2R approach integral to mastery learning is that it removes the kind of subjectivity present in grades and rubrics, while providing students with clear information about what they've accomplished and what they still need to do.

Most important, SE2R allows students to revisit activities and projects, so they can make corrections and resubmit for re-evaluation. This is what teaching and learning should look like.

Are you using anything like SE2R? What advantages and problems do you see in this system of feedback?

New Year's resolutions for teachers

2012-01-01T12:45:00.000-05:00

Do you make a New Year's resolution as a teacher? What sorts of promises should teachers be making to improve their own classes and education, in general?

My teacher resolution for 2012 is to continue to grow my year-long projects and to help my students get the most out of them. This requires a commitment to daily research and individual and small-group coaching. I will need to work closely with students to help them align their project goals with their step-by-step plans. More how-to videos will need to be created, in order to help guide students to places and tools that will generate learning opportunities.

My education resolution is to get more teachers committed to building a Results Only Learning Environment. This will take presenting at conferences, posting and commenting on blogs and social media, like Twitter, and discussing the value of results-only learning with colleagues.

So, what teacher and education resolution have you made?

Big Brother is destroying American education

2011-12-30T10:34:00.001-05:00

George Orwell's 1984 is a cautionary tale about a government that polices everything citizens do, including how they think. The term "Big Brother is watching" was popularized by this classic dystopian novel. Big Brother is the party leader, who does everything possible to eliminate individuality.

Recent comments here at ROLE Reversal, on Twitter, Google+ and other articles and blogs got me to thinking that Orwell's Big Brother and our current government may not be so different. One might argue that the notion that we're being controlled by thought police is absurd, but consider the government's role in education and its impact on educators.

The comment below, left on a blog post about the negative effects of homework, is a perfect example of the thought control that our government is creating with standardized testing:

"Sounds good, but my state says we Must finish x amount of concepts in the year, and be prepared for an end of course exam that determines if they graduate. I need every second of class time and the students need practice to get the ideas into long-term memory."

I hear similar complaints daily in my own school, from colleagues scared senseless that their students won't pass the test, subjecting the teachers to all sorts of state-mandated wrath. Don't standardized tests force teachers to behave like thoughtless automatons, handing out practice test worksheets and homework day after day, as they spout "You must pass, you must pass," mantras at their students? Or do they?

Most readers of Orwell thought his novel was, in fact, cautionary and that his plot was far too outlandish to ever come to fruition.

As we gaze into today's classrooms and see one mind-controlled teacher after another, we must wonder if Big Brother isn't alive and well today, controlling the thoughts and actions of teachers and destroying American education and the futures of our children along with it.

New Year's Challenge: stop teaching to the test

2011-12-29T20:06:00.000-05:00

I've been reading plenty of education reform blog posts and articles recently. Not that they aren't well-written or insightful; it's just that most reiterate the same refrain: achievement tests place a stranglehold on teachers, inhibiting their effectiveness.

This may be surprising, coming from someone who is well-known for railing against standardized testing, but it's time for teachers to stop complaining that they can't be effective because they have to teach to the test!

If we stop preparing students for the test and simply teach them to be efficient learners, they will perform well on the test without additional test practice. Sounds easy enough, right? Trust me, it is.

I do no test preparation of any kind in my results-only classroom. In fact, we never take any quizzes or tests. My students read daily. They discuss real-world situations that take place in both fiction and nonfiction, and they complete remarkable projects that encompass all of our learning outcomes. They ask lots of questions and we discover the answers together.

One day prior to our state-mandated achievement test, I review what they can expect. We discuss the tricks that are on the test. Apart from this, I simply remind them that they are well prepared, because throughout the school year, they have learned everything they will need to answer the questions on the test.

If we all approach the test this way, I believe the scores will increase exponentially. Maybe if students nationwide start scoring well on these insipid tests, eventually the bureaucrats will see that there is no longer any need for them.

Punished for not participating

2011-12-26T19:25:00.000-05:00

While browsing YouTube, I came across this video by a student, enlightening us on the problems with grading participation in class. Sounds about right to me. What do you think?

Merry Christmas, now do your homework

2011-12-25T06:00:00.001-05:00

My son started his winter break by walking into the house and announcing that he had homework to complete. As much as I hate homework, I thought, How much homework would teachers really assign over our two-week holiday break? Some light reading and maybe a few math worksheets won't be too damaging.

Then, my son produced two packets, one for reading and one for math, and I realized just how wrong I was.

These collections of worksheets totaled over 40 pages. If my son does some homework every day during our two-week break, including weekends and Christmas eve, Christmas day, New Year's eve and New Year's day, he'd have to complete just under three pages of homework daily.

Of course, the likelihood of him working on homework on the holidays is, well, unlikely. If he does homework for, let's say, eight days, that's five pages daily -- five pages of this homework madness on our holiday break! That's homework in place of reading, games, time with friends and family fun.

My son is a wonderful student, who completes all activities and homework, even though he admittedly doesn't like it, so he'll probably get it done. As a father, teacher and researcher who knows the negative effects of homework, I won't encourage him to complete it.

This may upset his teachers, but they should have considered this, before they sent him packing with a gleeful, "Merry Christmas. Now do your homework!"

How would you spend 71 billion dollars?

2011-12-24T16:42:00.000-05:00

Congress recently approved more than $71 billion for education for the fiscal year ending September of 2012. Of course, hundreds of millions are set aside for Race to the Top and other useless organizations like Teach for America.

I did some quick math and learned that if the government simply divided the money equally by the number of public school students, it would mean schools would have roughly $1,400 per student. Granted, this isn't a huge amount, but if we knew there would be at least this much yearly, imagine what schools could do to improve education.

Just spitballing, my first thought was to put an iPad, loaded with powerful applications, in the hands of every student. These would last a long time, so in subsequent years, the $1,400 per student could go for other useful education materials.

Keep in mind, this is in addition to the millions districts get each year from tax dollars and existing government funds.

The way this gigantic pile of cash is currently dispersed, though, most of the nearly 50 million K-12 public school students are left penniless.

So, how would you spend 71 billions dollars?

It's time to put a square peg into a round hole

2011-12-21T15:21:00.000-05:00

Photo via Flickriver.com

In a brilliant article, posted on Valerie Strauss's The Answer Sheet, San Francisco State professor emeritus Mark Phillips shares the following anecdote:

"Edwin Abbott’s classic book, Flatland, tells the story of a square that falls into a world of three dimensions. Returning to his two-dimensional world, he tries to explain his incredible experience. But how do you explain a cube to someone who can only conceptualize two dimensions? Ultimately he’s branded a heretic and jailed."

This got me thinking about my own attempts at education reform. As I share with colleagues the results-only strategies I use, I'm often greeted with skepticism. Fortunately, I've yet to be branded a heretic, but some of the dissenters have recently become vocal. Still, it seems that many of today's teachers struggle with change.

As Phillips writes, "Most teachers and administrators, dealing with the daily challenges of teaching, don’t have the luxury of thinking beyond the present paradigm."

Some, however, simply don't know when it's time to put a square peg into a round hole.

Project based learning prepares students for life

2011-12-19T19:34:00.000-05:00

While preparing a presentation for the ASCD Annual Conference and Exhibit Show, I came across this remarkable video, produced by Edutopia.org on project-based learning.

What a marvelous example of how project-based learning and assessment can prepare students for life, while helping them perform well on standardized tests -- a bonus that will keep administrators happy. The powerful quotes from great minds, like Howard Gardner, enhance a very insightful production.

Exposing bad homework research

2011-12-18T06:00:00.016-05:00

A heartfelt email from a new teacher prompted yet another post on the deleterious effects of homework.

Robert Marzano

Tony says that his school district is big into the teachings of Robert Marzano, specifically his book, Classroom Instruction that Works.

"In the book," Tony writes, "they end up saying the research shows deliberate moderate amounts of practice homework are recommended (with caveats of grading and informative feedback), so is this research wrong? Or are there exceptions to the homework idea?"

Unravelling Marzano
With all due respect, Marzano's evaluation of the research is inaccurate. In an article in Educational Leadership, Special Topic / The Case For and Against Homework (2007), Marzano and Debra Pickering cling mainly to the work of Harris Cooper, whose homework research spans decades. Marzano and Pickering carefully extract quotes from the mountains of research Cooper produced from the 1980s to the mid 2000s. Of course, they take what supports their argument and ignore some of Cooper's own admissions about the ineffectiveness of homework.

Marzano and Pickering rail against Alfie Kohn, who offers a much clearer interpretation of Cooper and dozens of others in his 2006 book, The Homework Myth. What Marzano and Pickering fail to mention, that Kohn so eloquently reveals, is that Cooper's research incessantly relates the effectiveness of homework to grades -- which are subjective measures of a student's achievement. (If I assign homework, my student doesn't do it, and I give her an F, this will easily bear out the supposition that not doing homework hurts achievement. The same scenario will obviously work in reverse.)

In a very telling study in 1998, which Marzano and Pickering conveniently omit, Cooper states that he found no significant relationship between homework and grades or between homework and scores on standardized test results for younger students. The study found only a moderate increase in grades for older students doing homework (Kohn, p. 33) and, as previously stated, connecting homework to grades is a pointless endeavor.

Marzano and Pickering also dwell on the statistics of several meta-analyses on homework by Cooper, John Hattie and others. Again, the problem with all of these, which Kohn dutifully explains, is that the proponents of homework measure it against grades and test scores. This, alone, is enough to discredit all of these researchers, because grades and tests are poor ways to evaluate learning. Continuing to evaluate the merits of homework against these useless measures only acknowledges that grades and tests are okay, in the first place.

What Marzano and Pickering offer that is useful for teachers working at schools which mandate homework is the section of the EL article that supplies guidelines for homework. For example, they suggest that it should be purposeful and involve parents in appropriate ways. If you are assigning homework, which you shouldn't, this is certainly good advice.

Summarizing
So, back to Tony. "Is the research wrong?" I'd say, as far as Marzano evaluates it, definitely. "Are there exceptions to the homework idea?" This depends on how you look at the word.

I'm fine with students working outside of class, as long as they choose when and how to do so. Reading, as evidenced here, is really the best thing students can do outside of school. This too, though, should be their choice, and it should never be connected to any grade or test. I wouldn't call these activities homework.

References

Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing.
Philadelphia, PA: Da Capo Press
Marzano, R. Pickering, D. (2007). Special topic/The case for and against homework. Educational Leadership. 64, 6. pp. 74-79.

Wait a minute; grades being used for good!

2011-12-17T08:44:00.001-05:00

I have been inspired by the work of Nancie Atwell, Stephen Krashen and Donalyn Miller -- all educators and researchers who believe that the best way to improve literacy is through voluminous reading, both in and out of classroom.

A couple of years ago, after reading Miller's The Book Whisperer then Atwell's The Reading Zone, I created the Reading All Year (RAY) project, around which my entire school year is built. My 8th grade students are challenged to read 25 books by the end of the year (most will read 30-60), and mini lessons on book structure, figurative language and writing are built into the reading.

Overcoming the naysayers
While most of my 112 students have completely bought into this program, a few students still fight it because, in most cases, they have been conditioned by bad reading systems in earlier grades to hate reading. They don't see value in it.

To fight this negativity, I meet with these kids individually throughout the school year. We discuss their interests, and I guide them to books I think they'll like and that are on their reading levels.

One more approach I use is to share data that demonstrates a connection between reading and success in school.

This is a double-edged sword, because I use report card grades as part of the data, and my students know how against grades I am. However, since they are still conditioned to think of grades as the true measure of their success in other classes, some brief research becomes very useful. I consider this a way to put the devil to good use.

The data
After our first marking period, I counted students who have read two or fewer books over the course of a 9-week quarter. I then reviewed their report card grades, and I totaled the D's and F's for all of these reluctant readers.

Then, I repeated this process for the most avid readers. For this research, I located students who had read nine or more books in the first quarter (I chose 9 books, because the total number of students who read 9 was 14, which was very similar to the number of students who read 2 or less). Then, I totaled the number of A's these students received.

When I shared the results on my Smart Board, the room fell silent.

Thirteen students who read 2 or fewer books combined to receive 39 grades of D or F -- an average of three low marks per student.

Conversely, the 14 voluminous readers combined to receive 59 A's -- an average of 4.2 per student.

Summarizing
Once the impact of the numbers settled on all of my students, I carefully make the connection between reading and success in school. "As long as schools use grades to measure achievement," I told them, "it's clear that A's demonstrate more success than D's and F's. I will never measure your learning with a letter, but if you want to be successful in the system our school has, it seems clear that reading is the way to do it."

Readers develop good habits. Readers learn more words. Readers write well. Readers perform well on most forms of assessment. Readers enjoy life.

This data exemplifies the only time there is any good use for grades; in this case, they may convince my reluctant readers to embrace our program. If this is what transforms them into voluminous readers, then this is one time I'm willing to say anything positive about grades.

What vision do grades provide?

2011-12-16T06:00:00.001-05:00

I found this cartoon interesting. It got me wondering how any student might answer a question about vision, based on grades.

Good use of a bad tool

2011-12-15T06:00:00.001-05:00

As a ROLE teacher, I am not in favor of worksheets, workbooks and the like. Very few of these tools offer any freedom to the learner. However, our students are provided with a vocabulary book, which is part of student fees, so I am obligated to make use of it.

There are many ways I could justify use of the workbook and remain true to my results-only philosophy, but I want to be sure that using the book is neither a waste of time for students nor a waste of money for parents. So, I have learned to take the best parts of the workbook and create the autonomy that my students enjoy so much.

We simply ignore the mundane multiple-choice and fill-in-the-blank items and apply the lessons to real learning. One such activity involves reviewing strategies for using context clues – a valuable skill for all readers. Instead of completing the worksheets that follow the strategies, I ask my students to return to the novels they’ve selected as part of our independent reading program and apply the strategies there.

After 15 minutes of reading, they identified previously unknown words in small groups, sharing the strategies they used to learn them. Later, they look up the words on their Smart phones to verify their meanings. This activity provides good use of a bad tool.

Angering the traditionalists

2011-12-13T06:00:00.001-05:00

It seems that I inadvertently upset a colleague. In fact, angered is a more appropriate word.

While the teacher was making students copy nightly homework into an agenda book (yawn), a frustrated student who also has me for a teacher, announced that "Mr. Barnes says homework has no value." Uh-oh.

Now, just to be clear, I do tell students when they ask why I don't assign homework that I don't see the value in it and that they'd be better off reading for pleasure. I always add that other teachers do what they believe is best, and the students should honor that.

My colleague responded with a rather pointed e-mail, suggesting that my philosophy was hurting the entire building.

My initial reaction was to reply with a cyber dart of my own, but I refrained. After further consideration, I decided that the word is finally getting out. Before today, I thought my colleagues weren't listening to my pleas for reason on homework and grades. This was the first signal that they are taking notice.

Hmm, I wonder what I can do next to anger the traditionalists.

The debate over methods continues

2011-12-12T16:38:00.000-05:00

Joanne Jacobs' blog post on Direct Instruction (DI) ignited a spirited debate. The conversation there encouraged me to post a response here.

Jacobs posted a new blog, Progressives vs. traditionalists, and that conversation, too, has snowballed.

So, is there a winner?

Are we losing the fight?

2011-12-11T09:01:00.001-05:00

An education blogger I read often, Joanne Jacobs, recently posted a link to a traditional teaching program, called DI (Direct Instruction), created by someone from the private sector.

Although I had heard of this, I only knew that it embraces everything I'm against in education: scripted lessons, rules, worksheets and tests, so I had previously dismissed it without further research. The eBook Jacobs linked to on her blog about DI confirmed my suspicions -- that DI is one more in a long line of traditional systems that provide crutches for bad teachers and turn students into mindless automatons.

I decided to share my opinion about DI in the comment section on the post; I was the first. A few days later, I returned to Jacobs' blog to find dozens of comments. I was not surprised by the opinions, most of which were directly opposite of mine. Some outraged fans of Direct Instruction thought I was crazy and defended DI and other oft-used weak practices, like lions fighting for their young.

I was not angered by the comments; after all, these people were only defending what they believe in.

Rather, I began considering how difficult it is going to be to overcome these outdated teaching methods, so we can reform American education. If programs like DI and other scripted, basal-type systems can so easily influence parents and educators, how will modern, more progressive teaching methods, like results-only learning, compete?

I wonder, are we losing the fight with traditional teaching?

Unlocking the little things

2011-12-06T19:38:00.000-05:00

I had an interesting experience today, when I taught a student how to open her combination lock. It sounds strange that four months into a school year, a 13-year-old is still struggling with a basic motor skill, but if you've ever taught middle school, you know it happens.

She had asked me to help her before, and I have always just opened the lock and returned to my classroom (you see, she's not my student, so it wasn't worth my time to do much more than open the lock).

Today, I decided to pause for a moment to see what was wrong. I asked her to attempt to open the lock, and I watched. "Your technique is flawed," I said. She looked puzzled. She was attempting to open the lock, while holding it in one hand and using the thumb on that same hand; she wasn't using her other hand at all. I asked her to hold the lock in her strong hand (the right). "Now, with your left hand, turn the knob on the lock, rather than trying to use just your thumb on the flat part of the lock."

I modeled the practice and opened the lock. Then I relocked it. She sighed. "You try," I said. "You have to do it, if you are going to learn it."

Three turns later, the lock sprang open. "You'll never need my help again," I called, as I headed back to my empty classroom. She smiled and scurried away.

In a day filled with research, web-based tools, cooperative groups, reading and many more one-on-one conversations with students, it hit me that this might have been one of the best moments of the day.

How results-only learning transforms schools

2011-12-03T17:39:00.000-05:00

This video, posted to Edutopia.org, is a remarkable example of how ROLE strategies can transform any school into a remarkable learning community.

Although the people at Cochrane Collegiate Academy, featured in the video, don't call their school a ROLE, watch and listen for the results-only concepts shared by staff and students: collaboration, rapport-building, caring, hands-on, engaged and empowered students.

What you don't hear is anything about homework and grades.

All I wonder is with a model like Cochrane, why aren't more school administrators taking notice?

Does this remind you of anything?

2011-12-01T06:00:00.001-05:00

New York state education department representatives, training principals on a new teacher evaluation system, explained that they don't understand the new evaluation method themselves.

To make the point, they showed the video below. Not surprisingly, according to the New York Times, not many people in attendance thought it was funny.

What do you think?

Which pictures apply to you?

2011-11-30T06:00:00.001-05:00

Found these pictures while browsing Google Images. Got me to thinking how they define some teachers and classrooms.

So, which of these apply to you?

Do you use traditional grades

2011-11-29T19:12:00.000-05:00

An interesting #edchat on Twitter about the impact of homework on education quickly turned to grades. I'm surprised by how many participants not only disdain homework but say that grades are unimportant.

So, what is your take on grades?

The anatomy of a year-long project

2011-11-29T06:00:00.002-05:00

In a recent post about the year-long project, I introduced MAD, or Make a Difference. It's easy to view the classroom web page about the project and understand the basics behind it. Understanding just how the project works throughout the school year can be a bit more elusive, so please allow me to clarify.

Introduction
I introduce the project to my students by showing them a trailer from the movie, Pay It Forward, which is about a teenager who comes up with a remarkable project that impacts the lives of thousands of people. I believe video is a wonderful way to launch any project, as students relate to it more readily than other methods of instruction. After the trailer, we discuss how it relates to a project called Make a Difference. At this point, I lead students to the MAD overview web page, which contains a myriad of ideas that get them talking and thinking. It's remarkable how excited students get, because they have an opportunity to do something that is entirely their own and that can impact lives.

Research
A major unit of study for 8th-grade language arts is research. Before teaching in a ROLE, this was the time of year I hated most, because I could never figure out how to get students to embrace this complex and often monotonous task. With our MAD project, research became easy and fun. Students begin the project by researching their ideas. Unlike previous years, when students agonized over gathering information about a "famous" person they likely had never heard of, they now enjoy searching for knowledge about a subject they're invested in. They complete a research proposal and rarely even consider that they're learning how to conduct research and properly add citations to an essay.

Learning outcomes
Once the research is finished, students begin creating their projects. Along the way, I mix in activities that they apply to the project, which meets curriculum objectives without making students feel like they are meeting objectives. This can feel a lot like school, which often equates to boredom. For example, one of our standards is to write explanatory texts in order to convey complex ideas. All of the ideas for our MAD project include this sort of writing, either in the research proposal or other examples of writing that are necessary to make the project a success. The presidential campaign project, for instance, calls for speeches and commercials that explain the candidates platform. Each idea includes collaboration, discussion, persuasion, and speaking -- all speaking and listening objectives that will be covered in mini lessons throughout the course of the year.

Pacing
The year-long project eliminates the need for a pacing chart -- an archaic tool that only chains teachers to traditional methods that bore students. Instead of teaching units off of a pacing chart, we operate daily in a workshop environment. Even with a small amount of time (46-minute periods), the day is broken into project work increments. If we're focusing on MAD, we'll read for 8-10 minutes (Reading All Year project), get a mini lesson, which may be a video, for 5-8 minutes, collaborate for 25 minutes with coaching from me then close. When our focus is on RAY, the collaboration time becomes independent reading and book chat, with 8-10 minutes dedicated to MAD. This system works beautifully, and you can always take a day off the schedule, if you have to work in something you feel needs more attention -- preparing for a state test, for example.

Thirst for learning
The most important aspect of results-only learning is the thirst for learning that it develops in students. A year-long project like MAD fans the intrinsic motivation that starts this amazing thirst. Students have autonomy and see the end result as something they can take pride in. Boredom is eliminated.

Learning becomes fun.

The ROLE is enveloped in the year-long project

2011-11-28T15:40:00.001-05:00

Photo credit: egiconsulting.com

The year-long project is part of a successful results-only classroom and a piece that confounds many people. "How do year-long projects work?" is a popular question among colleagues and friends.

We are in the midst of my favorite year-long project. I call it MAD, or Make a Difference. The MAD project is an extension of a three-day project I started last year called, FedEX -- a name borrowed from Dan Pink's Drive. That project gave students two days to create anything they wanted to with very little restriction. On the third day, they delivered the project in class (a la FedEX).

The FedEX project was such a hit that I decided to convert it into a year-long event that would give me a chance to teach most of our curriculum objectives while allowing students to demonstrate their skills and to create something special. You can view the basic guidelines and some project choices at this link. It may not look like much, but I cover most of our learning outcomes with this project.

More on the specifics of how I do this later.

Meanwhile, think of one project that your students can work on all year that they'll love and that will create a fantastic avenue for you to teach most of your objectives. I dare you not to drive yourself nuts, considering the possibilities.

Are you building bridges with your students?

2011-11-23T12:02:00.000-05:00

A key ingredient to the success of the Results Only Learning Environment is the sidebar, a one-to-one conversation with a student.

Skillful communicators use the sidebar to build bridges that create a student-teacher bond, which also fans the intrinsic motivation that helps students develop a thirst for learning. Kids who like and respect their teacher are always more willing to take on the learning challenges that the ROLE presents.

As a results-only teacher, I like to consider myself highly-efficient when it comes to using the sidebar. A recent issue with a student made me realize that you are never an expert at this complex part of student-teacher relationships.

I had an argument with a student in the classroom that became a disruption. It hit me later that our verbal sparring didn't settle the problem. In fact, the student wound up accomplishing nothing that day, so important project work time was lost. Even worse, our relationship was damaged.

After much consideration of what sparked the issue, I spoke to the student a few days later in a crucial sidebar. While others worked out of earshot, I whispered to her that I undestood her problems -- some pretty big ones that extend outside of school. I admitted that personal issues often get in the way of school and can ignite anxiety and frustration that can easily lead to disagreements with teachers, who are focused on their lessons.

She was somber and understanding. I asked her to do me a favor and to stop and think about this conversation the next time I did or said something that might upset her. This way, we would avoid disagreements. She promised that she would and, I believe, we built a bridge that didn't exist previously.

I left that conversation wondering what other students I could talk to in a sidebar and potentially build bridges like this one. Sidebars are time-consuming and challenging but one of the most worthwhile parts of creating a learning community.

The next time a student is frustrating you or being disruptive, ask yourself if you can build a bridge instead of tearing one down.

K12 online conference

2011-11-21T15:59:00.000-05:00

Don't miss the K12 online conference, kicking off with Angela Maiers' preconference keynote today.

Access all of the conference information here.

Texting and teachable moments

2011-11-19T20:27:00.001-05:00

This video from WRAL.com got my attention. The teachable moment comments are spot on. State educators getting involved scares me, though.

How are you using texting and other forms of social media in your class?

2011-11-17T18:13:00.001-05:00

My first mobile post. Conferences going well.

Parent-teacher conferences are not so bad

2011-11-17T15:27:00.000-05:00

The first parent-teacher conferences of the year are tonight. Believe it or not, I'm looking forward to them.

I think this is another advantage of teaching in the results-only classroom. I love talking about the freedom my students get and all of the amazing things they're doing in our workshop setting.

Mostly, I enjoy talking about stamping out traditional education and grades.

Perhaps I'll have some interesting debates.

I'll keep you posted.

ASCD Express recognizes narrative feedback

2011-11-10T17:30:00.001-05:00

Thanks to ASCD for publishing my article on narrative feedback instead of number and letter grades.

Hope you'll give some feedback of your own, by commenting at the ASCD Express article site or on this blog post.

Can you commit to the grading moratorium?

2011-11-09T18:08:00.000-05:00

I'm proud that I am part of Joe Bower's grading moratorium.

Take a look at Bower's work. Can you commit to your own grading moratorium?

What stumbling blocks do you see?

Do we owe students a good test score?

2011-11-08T16:24:00.000-05:00

While students remained home on election day, we teachers worked. As usual, our day without students consisted mainly of ubiquitous discussions of standardized tests and test preparation.

"As long as we have the test," one colleague announced, "we owe it to the kids to help them do well on it."

I pondered this briefly.

If standardized tests limit instruction, hinder learning and make students dislike school, as much research indicates, don't teachers owe students the opposite of a good score on the test?

Don't we owe them a hard-fought battle against standardized testing?

But Wait, You Didn't Tell Me I Wasn't A Disappointment

2011-11-07T19:09:00.000-05:00

Powerful, ROLE-type stuff from Pernille Ripp. Have you had any moments like the one she had?

But Wait, You Didn't Tell Me I Wasn't A Disappointment

Staying the course in the ROLE

2011-11-03T15:54:00.001-04:00

This is another installment from guest blogger and ROLE teacher, Justin Vail, a junior high social studies teacher in Indiana.

Easy Doesn’t Mean Best

Photo credit: NitroJam.com

I think it is important for people to understand the frustrations that come with a ROLE classroom. I know a ROLE classroom is better than a traditional classroom, but better doesn’t mean easier. And ROLE or PBL (project-based learning) is not a magic spell that turns an apathetic student into an intrinsic learner. Here are my main frustrations in my ROLE classroom:

Most students choose not to "dig in” to research--they are satisfied with the information in the first few sentences, which meets the requirements, but begins to resemble the traditional transfer from textbook to worksheet
As with most education settings, so many of my students are not motivated to learn anything related to content. My district is about 70% free and reduced (lunch), and with poverty comes different priorities and survival methods.
Students will spend more time adjusting their font style, text color, slide animations, and a number of other things that don’t matter—and spend a relatively small amount of time reading and evaluating content.

I am finding and experimenting with ways to address my frustrations. I accept that some things I can’t completely change, but most things can be adjusted. Can I change my students’ culture in a 50-minute class? No. But, I can change my procedures, expectations, norms, and the structure of my class to challenge and motivate my kids.

Full disclosure—some days I want to get out the textbooks, slap a worksheet on their desks, and order them to be quiet and get to work. It is OK to have these feelings, it comes with the territory, but most of us have learned that what is easy is rarely what is best.

Students trust the ROLE teacher

2011-11-02T16:50:00.001-04:00

We are always telling students that honesty is the best policy. Sometimes it's hard for teachers to be completely honest with students, though.

When I felt like I betrayed my students, because I created a project that detracted from a quarter's-worth of reading, I was forced to tell them that I had made a mistake.

"We will not continue our reading project, as I had planned," I announced at the end of the quarter.

"But, why?" they called, in an almost choral response.

"It's a mistake," I shared, as honestly as I knew how. "I want more reading, more sharing, more reflection and more book talks. The project just gets in the way of what's most important."

A few minutes later, they were back on their computers, updating their reading plans, browsing the shelves for new books and reading, as if nothing had changed.

I pondered their reaction momentarily, and it was clear to me that they trusted my judgement, because I was honest.

Are you this honest with your students?

Betraying my students with standards

2011-10-30T11:28:00.002-04:00

I just read Nancie Atwell's, The Reading Zone, a brilliant treatise on leading all students to the joys of voluminous reading.

Atwell, arguably education's top expert on teaching reading, smacked me in the face, figuratively speaking, when she explained the dangers of removing students from "the zone," by creating activities that, at best, serve only to interrupt reading. Most of these interruptions -- summaries, book reports and, yes, even projects -- are often included because teachers feel compelled to meet standards and to prepare students for high stakes testing.

Atwell's sobering words on the subject sent me scurrying off to my classroom web site, where I quickly eliminated the posted learning outcomes (standards). As a results-only learning teacher, who vilifies standards and high stakes tests as often as possible, I am ashamed that I included these in my teaching in the first quarter.

I was shocked at myself for being seduced by the inclusion of standards into project-based learning.

Next came the reading project. As a ROLE teacher, I advocate the use of year-long projects to capture objectives, in order to engage students in learning and to create autonomy. I'm still a big believer in this. Atwell, however, reminded me that reading is best taught without this sort of interruption. So, I had more work to do, the kind that would take more damage control than simply removing a project.

At the end of the grading period, my students completed self-evaluations and assigned themselves a report card grade. Much of their decisions were based on a project I assigned that involved integrating learned book structure into various web tools. (Sounds cool, I know, but after reading Atwell's book and revisiting my own goals as a ROLE teacher, I realized the project was a huge mistake.)

Now, I need to have a long heart-to-heart talk with my students and explain my error. I'll then ask them to re-evaluate their performance. You see, many students had a fine 9 weeks, filled with many completed books, excellent collaborative work and insightful in-class activities. Some of these, though, performed poorly on the reading project, for one reason or another. Based on that result, they assigned a low grade for the quarter.

I'm sure some teachers would say I should live with my error and just move on without bringing it up. Results-only learning depends on self-reflection and integrity, though, so this has to be dealt with.

I'll let you know how it goes.

The power of "Really?"

2011-10-28T18:03:00.000-04:00

Knee-deep into the second day of self-evaluation and discussion about report card grades, I realized just how powerful a word can be.

As I wrote in Trust your students to evaluate themselves, most of my students choose the grade I would have, if I were assigning the grade, instead of asking them to do it. A very small percentage of students initially ask for a grade that seems too high, based on their production. When this happens, I respond with, "Really?" Then, I pause and silence fills the air.

This pause is important, because it sends the student back to reflection and self-evaluation. A moment later, most say, "Well, maybe the grade should be lower."

It's important to note here that I'm in no way trying to manipulate students into selecting a lower grade. In fact, I tell them that I will give them whatever grade they choose. "I want you to give an honest evaluation," I say. "When that report card arrives in the mail, you need to be satisfied that you were honest with yourself."

This honest self-evaluation is one of the most important elements of the Results Only Learning Environment.

Trust your students to evaluate themselves

2011-10-27T16:09:00.001-04:00

With our first quarter officially ending this week, it is time for reflection, self-evaluation and final report card grades. Since my students have had no points or letter grades on any activities or projects throughout the grading period, they review their production, my narrative feedback and, together, we decide on an appropriate letter grade for the report card.

My first year using this method in a Results Only Learning Environment, I was a bit nervous about this process, wondering if the students would "get it right." Subsequent school years, including this one, have been no different; I enter with trepidation. As is usually the case, my students quickly allayed my fears.

One after another, they paraded up to my desk, and we discussed the quarter. At the end of each discussion, I say, "Okay, you play teacher, and based on our discussion, tell me the letter grade."

Seventy-five percent of the students land on the exact letter I would assign, if I were grading without their input. Roughly five percent assign a grade higher than what they deserve, based on their production and how they handled my feedback. Remarkably, about 15 percent of my students assign themselves a report card grade lower than I believe they deserve. Some do it with tears in their eyes, saying their parents will be disappointed.

And, yes, students do give themselves failing grades.

I am always amazed by the honesty of these 13- and 14-year-old students. One girl in an honors-level class, who had not completed a project but had done most of the other work, quickly announced that she should have an F. "Definitely," she said, when I questioned it. "I need to do better."

This is the power of the results-only learning.

Can you inspire like Mr. Holland?

2011-10-24T06:00:00.001-04:00

This is one of my all-time favorite movie scenes about inspiration. I find myself always searching for my own "Play the sunset" phrase that will inspire a student like Mr. Holland inspires Miss Lang.

So, do you have an inspirational phrase?

Are your students this smart?

2011-10-23T07:00:00.001-04:00

Here is a kid who has obviously learned a lot more than can demonstrated in simple multiple choice tests.

Feedback and mastery learning

2011-10-22T06:00:00.001-04:00

This is a guest post by Justin Vail. A junior high social studies teacher in Indiana, where fellow guest blogger, Joey Till, works, Vail, like his colleague, has committed to results-only learning this year.

How Self-evaluation Drives Students to Mastery Learning

All of my activities are either simple completion assignments or projects. The completion assignments are essentially deconstructed parts of the project.

When I grade a completion activity I sit down with the student and we scan the various parts of the document. If the basic requirements are met, the student moves on to the next activity and I put a 10/10 in the grade book. If the basic requirements are not met, we identify the problem areas and the student makes a second attempt---this is repeated until the student meets the basic requirements.

When I grade the project (most recently a Regional Geography Video Podcast over the major physical features of 8 different regions), I sit down with each student individually for a more in-depth evaluation of their work. We listen/watch the podcast together. Afterwards, I ask the student some or all of the following questions:

What do you think is the best part of your final product?
What parts of the building process will you do again (reviewing how they worked)? What worked?
What is the biggest weakness of the product?
What parts of the building process do need to change next time?
What did you learn from this whole process?
If you were to grade yourself from A+ to F, what grade did you earn?
How can I change the project to make it better?

The self-evaluation process is difficult for some kids. I sometime have to prod the students to express themselves, but eventually they are very honest about their work and their work ethic. In fact, students are often harder on themselves, than I would be. I have evaluated nearly 200 projects this year, and less than 5 times have student's suggested a "grade" higher than what I thought.

A funny look at cheating in school

2011-10-21T16:21:00.000-04:00

Love this video about how kids conspire to cheat. Anything to be learned here?

Some students need more autonomy

2011-10-19T05:11:00.002-04:00

I teach five sections of language arts to 8th graders. This year, I have one group that struggles more with independent work than the other four classes.

Recently, we were working on a reading strategy, which required some individual commitment, coupled with small-group discussion. The concept was new, and some students struggled to see the value in it. This was not one of our finest days, and I spent about five minutes explaining how we needed to improve in this area. The day ended in frustration.

The next day, we were right back to our full workshop setting. The students had all of the class time to choose what they wanted to do. This was one of our best days of the school year to date.

When I reflected on this at the end of the day, it occurred to me that some students just relish the autonomy more than others. I knew at that moment that more workshop days were ahead for this particular group.

Innovation at work

2011-10-18T07:00:00.001-04:00

The Innovation Lab at a school district in Loveland, Colorado is a remarkable place where students are deciding what school should look like. You can learn more about this very cool project at the Lab Connections blog.

The video below is an amazing look at the genesis of this project. The music alone makes the video worth watching.

New look, same thought-provoking content

2011-10-17T18:42:00.000-04:00

You may have noticed an overhaul in our appearance, right down to the subtitle, "The results-only learning blog."

Don't let the new look confuse you. ROLE Reversal will continue to bring thought-provoking content about a Results Only Learning Environment and the progressive methods that make education all that it should be.

We've got some big ideas, and a new look was in order.

Please feel free to tell us what you think by leaving a comment.

The impact of self-evaluation

2011-10-17T04:54:00.001-04:00

This is a guest post by Joey Till, who teaches math to 7th graders in Indiana. With a large amount of students on free and reduced lunch, Till is dealing with reluctant learners on a daily basis. Till has made the conversion to a Results Only Learning Environment this year.

Giving Grades. . . Without Really Giving Grades

Each student and I have a quick 2 - 4 minute conversation about what they learned from the project and how they contributed to their group (if it was a group project). The student and I talk about their grade and what they deserve. We together come to an agreement on what they deserve, (and) with the exceptions of a few cases the kids are usually dead on.

It has been amazing to see the positive things from these conversations, as opposed to handing back a piece of paper with a grade on it.

When kids have to look you in the face and say they did poorly because they didn’t do their best, you can really see the disappointment in their face. Almost every kid has shown improvement. In some cases, major improvements.

On the other hand, it is so nice to see the grin when you tell a student how great they did, especially kids that have struggled with Math in the past. I have really seen the confidence growing in many of my students, which in a Math class is always an issue.

These short conversations have been invaluable with my students. I really feel like I have a better handle on what they know and don't know through these conversations. I also feel like I know the students much better than I ever have at this point in the year.

You never know where autonomy may lead

2011-10-11T16:15:00.000-04:00

Indiana teachers Joey Till and Justin Vail are taking the ROLE Challenge. They have transformed their classrooms into Results Only Learning Environments, and the experiences are remarkable. They are sharing anecdotes periodically about the effects of going to a ROLE. Joey writes:

"Had a student not working in class. Instead of taking him in the hallway and threatening him with punishment and being confrontational and forcing him to work, I simply let him know that he could use his class time wisely or he would be doing this on his time. With the fumes coming out of his ears, I walked away and helped a couple other kids, not worrying if he was going to get busy or waste the day. . . .The next time I walked by, he was busy and ended up doing extra work that he didn't even need to do. It is enjoyable to put the responsibility on them instead of me feeling it is my responsibility."

Try giving your students this kind of choice. You never know where autonomy may lead.

Fun lessons with Voki

2011-10-08T12:37:00.000-04:00

I've written widely about using Web 2.0 and social media tools to introduce and teach mini lessons. Here is an example of using the podcasting application Voki to launch a strategic reading activity.

After the brief podcast, I place simple, short step-by-step instructions for GIST on the Interactive White Board, and the students are soon working the strategy in small groups.

There is no more than three minutes of direct instruction, not including the Voki. So, as I always tell the students, it's less from me and more from them.

Of course, they love it this way, and they learn a lot more.

Teachers can learn plenty from Steve Jobs

2011-10-06T06:33:00.000-04:00

A visionary. A powerful presenter. A creator. An innovator. Uniquely Brilliant. . .

Steve Jobs.

While we mourn his passing, consider for a moment all we teachers can learn from him. Steve Jobs always wanted more -- not for himself, but for the world.

He was driven to give "one more thing." We should do no less for our students.

What is the logic of a homework pass?

2011-10-05T16:20:00.002-04:00

Let me begin this post with the precursor that no one has yet clearly explained the logic of homework, so the idea of a homework pass is even more elusive to me.

My 7-year-old, who has more homework than some Ph.D candidates, I think, announced today that she won a homework pass, because she earned stickers for, what else? Completing homework.

Huh?

Is it just me, or is this the craziest system in education? First, teachers inundate second-graders with hours of homework, which they, of course, hate.

Then, if the students complete enough homework, the teachers hand out a homework pass, which forgives future homework, as some twisted reward for doing homework in the first place.

So, what exactly is the message?

Do boring homework. . . reason unknown.
Complete a particular amount of homework, and you can stop doing homework for a night.

I don't get the logic. I wonder if my 7-year-old does.

Getting students to collaborate

2011-10-03T19:42:00.000-04:00

A reader e-mailed me about students wanting to work just for the sake of completing a task and also not talking enough. Sounds strange, I know, but in a successful workshop environment, communication is necessary. Here's my response to her queries.

First, I don’t think doing a task for completion is necessarily a bad thing.
Many people are task-driven, which can be positive when it comes
to achieving goals. Obviously, the learning is important, and we want to
constantly do what we can to develop that critical thirst for learning that
a ROLE typically creates.

Next, If they aren’t “putting it together” and not talking, there are a few steps you can take. Start with breaking the project into smaller steps and focusing on them one at a time. The kids may not be talking because they may be struggling.

Be sure to move about after a mini lesson on the step you want completed and listen in. I often sit with a group but say nothing. (In my book, I write how difficult this is for teachers, because we’re so conditioned to simply give it to them).

After some silence, someone will ask a question. Once you direct them a bit, ask your own questions, “What would you do? What do you think is the first step? Who will be responsible for what?”

Unfortunately, students don't take immediately to collaboration, because most have spent the bulk of their school years sitting in rows and working independently. So, don't be surprised if you have to teach them how to work together.

Who are the real education reformers?

2011-09-30T06:00:00.002-04:00

Even though it was a lone comment, I was honored when a teacher called results-only learning and narrative feedback the "kinds of reforms that will make a transformation in education."

Other people who know me personally have often told me that they think the kind of progressive education that I advocate should be used in all schools. Some even wonder aloud why it isn't. Of course, that's a different story entirely.

This got me wondering, though, who are the real education reformers, and what changes are they making, if any, in American education? And how does a legitimate reform movement begin?

I know people love Sir Ken Robinson, but most of his work has been done overseas with governments and Fortune 500 companies. Don't get me wrong; I think Robinson is inventive and entertaining, but he's never even been a K-12 educator.

Some people believe Michelle Rhee is a reformer. Rhee is more of an opportunist and is not a real teacher -- her training coming at Teach for America. Regular readers know how I feel about Teach. . . .

Still others favor Salman Khan and his Khan Academy. Again, there's some good stuff here, but Khan is not and never has been a teacher. Calling his video site education reform is sort of like calling "Obamacare" healthcare reform (hold your fire, democrats; I voted for him).

Some people, although I don't know who they are, believe that Education Secretary Arne Duncan is a reformer. Duncan loves merit pay, charter schools and and more standardized testing. Is this what will improve education in our country?

So, even if it's a bit self-serving, I'm going to cast my vote for results-only learning. I think this is the best reform possible, and all it needs is a legitimate movement.

Any ideas on how to get more progressive, results-only learning in school districts across America?

What is your ROLE Story?

2011-09-29T17:26:00.000-04:00

photo credit: Scholastic.com

Please share any results-only learning, or progressive, teaching success stories on our new ROLE Stories page.

More teachers converting to a ROLE

2011-09-29T10:27:00.001-04:00

I was thrilled to get an e-mail from Joey, a Midwestern state teacher, who tells me that after many years of teaching, he's made the conversion to a Results Only Learning Environment.

Joey writes:

"My friend is the 7th grade social studies teacher and after a month of convincing, he has bought in and is also trying a ROLE's classroom.

"In my class there are no tests, quizzes, or homework. Now I have not completely stopped giving grades, but instead of me grading the kids, they are having one on one talks with me and grading themselves on individual projects and group projects. I really feel like I already know the students better and what they know in a better way. After 12 years of desks in rows, they are gone and my kids are in groups at tables everyday. I have gone to the beginnings of project based learning and navigating my way through that.

"I really have not had rules in my class. It is funny about your post a couple of days ago about rules. I actually tell my kids the exact same thing. You have been in school for 7 - 8 years and you know what is expected. I have two requests for the kids.....Do your best (which covers pretty much everything) and persistence. Other than that I am pretty laid back and just enjoy teaching."

Joey is one of many teachers who either use some results-only strategies or are taking the complete plunge and building a Results Only Learning Environment.

So, what kinds of ROLE strategies are you using?

A cool strategy

2011-09-27T19:56:00.000-04:00

Are your students blogging? Check out the possibilities.

Rapport-building in the ROLE

2011-09-26T11:54:00.001-04:00

Photo credit: ImpactLearning.com

In the post, "Dealing with reluctant learners," I emphasize the power of rapport-building with students as a way to get reluctant learners to embrace results-only learning. At the end of that post, I promised to share some examples.

The simple sidebar
Not unfamiliar to any teacher, the simple sidebar is the chat that is in some cases completely unrelated to the content of the class. It's what appears to be nothing more than small talk; questions like, "Did you have a good weekend, Erica?" or "How did your band concert go? I wish I could have been there, David." As insignificant as these sidebars appear, they go a long way to cementing good student-teacher rapport, as they show genuine care and, sadly, many students don't believe teachers care about them.

The private chat
The results-only teacher, I believe, does more with the private chat than the traditional teacher. Where a traditional classroom teacher uses the private chat to threaten consequences, the ROLE teacher pulls a student aside to re-emphasize what the student needs to be an effective part of the learning community. A private chat with a reluctant learner might look like this:

Teacher: "I think that you are socializing a bit too much, and it's keeping you and your group from meeting your project goals."
Student: "I don't like this project; I think it's boring."
Teacher: "Hmm., did you forget that you have choice in the project? Maybe you should choose a different part, or create a project of your own."
Student: "I can do that?"

Granted, the student is not this agreeable in every case and, sometimes, a subsequent private chat is necessary. The key is to keep them positive and focused on the goals; emphasize that the student plays a valuable role in a small group and a larger learning community.

Self-deprecating humor
In my traditional teacher days, I used sarcasm with students. It took me many years to learn that sarcasm never helps and, in many cases, can leave long-lasting scars on student-teacher relationships. I have since replaced sarcasm with self-deprecating humor, something all students appreciate.

I often ask students to repeat an earlier instruction -- nothing revolutionary. I usually say it in a self-deprecating way: "Someone remind me where we're meeting tomorrow; you know, when you get to be my age, the memory is the first thing to go."

Many teachers seem to be born with this easy-going style. For those of you who are not, it's easy to adapt to it. If I did it, anyone can (see, self-deprecating humor).

The best results-only bloggers

2011-09-26T06:00:00.001-04:00

I was trolling my Google reader this morning, clicking through to my favorite bloggers. Although there are many amazing educators in my reader, covering a variety of education-related topics, I'm especially partial to those who write about results-only learning (whether they use the phrase or not).

Here is a list of my favorite progressive educators. I strongly recommend that you follow them on Twitter and add them to your reader:

Joe Bower - For the Love of Learning: When I first started looking for progressive educators while writing my book on results-only learning, Joe was the first person I found, whose philosophies mirror mine. Joe writes often on the ills of traditional teaching and the evils of standardized testing. His ideas on formative assessment are revolutionary.

Pernille Ripp -- Blogging through the Fourth Dimension: I met Pernille on Twitter, and her blog (one of the coolest names ever) quickly became a must-read. Pernille runs the results-only playbook daily, which I, of course, believe is the way to do things in education.

Monika Hardy -- you blog: Monika is a truly unique thinker, who shared one of my new favorite quotes, "Get out of their way," when I was writing last summer. She is part of a remarkable teaching and learning experiment that puts learning in students' hands. You can learn more about it at Lab Connections.

Eric Sheninger -- A Principal's Reflections: Featured in major media nationwide, Eric is arguably the most progressive-minded principal you find. He embraces social media for teachers and students and enlightens educators everywhere about the power of 21st century learning.

Valerie Strauss -- The Answer Sheet: Valerie is an education journalist and blogger for the Washington Post. A true friend of the reform movement, Valerie features articles by education reformers such as Alfie Kohn and Stephen Krashen and adds her own unique spin.

Angela Maiers: I met Angela through Twitter a few years ago, and she has been instrumental in my professional growth. A 20-year classroom teacher, Angela now offers PD nationwide on progressive education and passion-driven teaching. Angela features ROLE-type blog posts weekly and is one of the most passionate educators you'll ever meet.

Dealing with reluctant learners

2011-09-25T10:01:00.001-04:00

Even a Results Only Learning Environment has reluctant learners. In most cases, they are reluctant because of the many years of traditional teaching that have made them believe school is boring and learning is not fun or necessary.

Photo credit: eHow.com

Often, reluctant learners are resistant to even the freedom and engagement that at ROLE offers. The best way to engage these students is to interact with them often and work on building rapport.

Teachers have to fight the immediate urge to discipline reluctant learners, who may also appear disruptive. They socialize more, leave their seats and resist completing class activities. I used to send these students to our Student Management Room, which is nothing short of a detention center.

My justification for using the SMR as a disciplinary tool was that reluctant learners were distracting the rest of the classes from completing activities.

Now, as a results-only teacher, I realize that anytime a student is not in my classroom, she is losing an opportunity to develop a thirst for learning. Overcoming the years of conditioning that reluctant learners have received from traditional teachers is challenging.

The best way to "turn these kids around" is constant rapport-building. Reluctant learners do not readily view teachers as their friends. More likely they see teachers as authority figures, who only desire to control students.

Be sure to watch for the next post on specific examples of how to build rapport with reluctant learners in a results-only classroom.

Spreading the word about Reading All Year

2011-09-21T11:21:00.002-04:00

Due to a wide array of factors, my school's standardized test scores in reading were down last year. Anyone who reads my blog knows that I am as much against high stakes testing as anyone, so I don't put too much stock in the test results.

When the teachers in my department met with our superintendent, though, to discuss how we could improve scores this year, I found this to be an excellent platform for me to spread the word on what I believe is an easy fix to this problem -- more reading.

When it was my turn to speak, I offered one simple declaration: "We need to read more. Put books in every kid's hands and read all year in and out of class."

This is part of my Reading All Year Program (RAY), a hybrid of similar reading programs created by experts in reading literacy, Donalyn Miller and Nancie Atwell. You can learn all about RAY in the slide show above.

I'm hoping that RAY becomes part of all language arts classes at my school. Not only will students become better readers, in general, but I know they will automatically perform better on the achievement test.

Can you empathize with parents and students?

2011-09-16T17:09:00.001-04:00

As I write in my forthcoming book, I used to be a "my-way-or-the-highway guy." I made it clear to students that they were to sit in their seats, remain silent, and don't even think of asking to leave the room.

The Results Only Learning Environment changes this. It creates a learning community that empowers students with autonomy and a passion for learning. Since converting to a ROLE, I feel like I look at students differently from how I did in the my-way-or-the-highway days. I believe that I can empathize with students and parents in ways I never did in the past.

A recent parent meeting, though, got me to thinking about my relationship with all students. These caring, insightful parents had me wondering if old ways hadn't crept into my ROLE, especially when I was dealing with their child. "She feels that you single her out," I was told.

Upon careful consideration, I knew they were right. The student felt picked on, maybe even unwanted.

I assured the parents this wasn't the case, but I had to admit that I was guilty of singling the student out by telling her I had different expectations of her, because I know her better than the rest of the class.

The key to this very successful meeting was the empathy I felt for the parents, especially the father, who told me he wanted to know that I cared for his daughter. Not so long ago, I might not have been able to empathize with him, because the my-way-or-the-highway attitude got in the way.

I won't let a lack of empathy with parents and students invade my results-only classroom again.

On Smartboards and the like

2011-09-15T12:23:00.001-04:00

My good friend, Pernille Ripp, kicked up some dust, when she asked for feedback about Smartboards. There is a long-standing debate about the value of Interactive White Boards (IWBs) around the blogosphere and Twitterverse.

Ripp was on a fact-finding mission, since a Smartboard was deposited into her classroom, even though she didn't ask for it. Soon, her quest for information turned into quite a heated debate between those for and against Smartboards.

I usually avoid the IWB argument, the same way I do politics. (I just figure you can't convince people with staunch beliefs on certain subjects to chnge.) I did weigh in on Ripp's post, mainly because I admire her as a colleague and she asked for feedback.

Pulled into the tornado
It wasn't long before the debate spilled into my Twitter stream, and another educator I greatly admire, Lisa Nielsen, shared her hardline opinion that Smartboards are, in effect, useless.

Since Lisa and I have conversed on IWBs in the past, I was not immediately compelled to respond. After a few tweets, though, I found myself so intrigued by the debate that I scurried off to this blog, so I'd have more than 140 characters to share my opinion.

Thoughts on IWBs
It's important to note that I have a Smartboard. I got it five years ago with federal funds that were supplied by my district. In all honesty, back then I wasn't informed enough to ask that the money be spent on laptops or netbooks which, admittedly, would have been much more useful.

Like Nielsen and many of my peers, I believe that any IWB is a waste of money. I would always recommend anything that gets the classroom closer to a 1:1 computer/student ratio. It's better to have all students interacting than one at a time.

In all fairness to people like me, who already have an IWB or are told they will be given one at no choice of their own, like Pernille Ripp was, it's important to make the best use of what you have. Many educators who constantly bash the use of IWBs contend that they make bad teachers. This might be true, but it might be untrue; it depends on the teacher.

Innovative educators can inspire learning with a toothbrush and a rock. Conversely, some teachers could have access to a space shuttle and make students feel like they are watching paint dry.

Summarizing
I think classrooms need to go digital as quickly as possible. The best way is through mobile learning, iPads, Web 2.0, social media and anything that gets kids to love learning. Do I recommend spending $2,500 on a Smartboard? No.

But if one is dropped in your lap, turn that sucker on and make the most of it.

Diving into the deep end of mobile learning

2011-09-15T09:21:00.000-04:00

Thanks to a marvelous Personal Learning Network, I recently stumbled upon the web-based text application, Celly.

For roughly a year, I've been casually searching for a way to have my students use text messaging for class discussions -- an easy way to introduce mobile learning. Celly is definitely the answer, as it allows administrators (or curators, as Celly calls them) to create private text rooms (cells), where students must acquire access from the teacher.

My zeal sometimes gets the best of me, when it comes to integrating new technology into the classroom; I'm not one to test something for weeks, prior to using it. So, only a few short days after discovering Celly and setting up the cells for each of my five classes, out came the mobile devices.

The most shocking discovery was that in some classes, less than half of the students had cell phones. (Some reported that they simply weren't allowed to bring them to school.) Those who did participate were genuinely excited about the experience. After a few insignificant texts -- "This is cool," "Let's do this all the time," "Wassup" -- the conversation soon turned to a spirited discussion of books and their impact on the readers.

As is the case with most new technology, there were a few glitches. Some wireless service providers did not interface with Celly. Some students had phones set to block texting, and they didn't know how to disable this security measure. Plus, like a Twitter chat, the Celly discussion moves very fast, and some students complained that it was hard to keep up.

Still, in the long run, our first experience with texting was a major success and a true example of results-only learning. I'm looking forward to doing it again.

Old habits die hard

2011-09-14T17:19:00.000-04:00

Recently, I encountered several teachers, who are stuck in their traditional world, and it hit me that old habits die hard.

One teacher announced that her students were awful at following simple directions for bell work, which included putting a proper heading on the paper. (These are 7th graders.) "So," she complained, "We spent the entire class period on bell work.

My thought? Throw out the bell work. Then, she'd have no lesson at all, but the students' enthusiasm might increase.
As students passed through the hallways, another colleague spied a young man who had a ball cap strapped to his belt loop. He was immediately dispatched back to his locker to return the head cover.

My thought? Seriously, is a cap on a belt loop worth taking a teenager's mind off of learning?

Later, a student asked me to go to the bathroom with only a minute left in class. "The bell is about to ring," I told him. He frowned, before informing me that his next teacher never lets students go. So, I told the teacher that a student said, "You never let them go to the bathroom." His response. "I don't."

My thought? What if you had to pee, and I told you it wasn't allowed?

It's remarkable to me that the simplest acts, things that build teacher-student rapport and encourage a thirst for learning, are constantly ignored by veteran teachers.

I guess old habits really do die hard.

Can you cry in front of your students?

2011-09-13T07:00:00.001-04:00

I showed the video below to my students on Patriot Day. During the video, I had tears in my eyes. Students seemed genuinely surprised that a teacher would get emotional in class.

It was a powerful, rapport-building moment. So, can you bring yourself to cry in front of your students?

Imagine your students doing this

2011-09-12T07:00:00.001-04:00

Want to get your students truly excited about creating something unique?

Show them this remarkable video, then challenge them to create a similar project.