Video & paper, on Use Data to Build Better Schools. Boom!

TEDTalks:

·      Test of truth in life, are we prepared for change, anticipate problems of new tech, info, etc.

·      Equity: Measure how that delivered. Impact of social backgrounds on education, in certain countries

·      Don’t compromise equity for excellence. Spending doesn’t mean better performance. Division of wealthy and poor country performance. (large classes)  Ex: Korea invests n professional development= better teachers. Ex: Luxemburg, same amount spent as Korea. (Small class, cost up)

·      Pre Ipad/pod studies. Education news in Germany drove public policy and education optimizing. Early childhood education became prime movement= better social economic success and career

·      High performance: value future more than compensation. Less focus on outcomes & provisions. Better outlook on education purpose. Mirrors in student behavior. Students should know what they are working for, framing intelligent pathways for students to grow. “My own investment,”-Japanese students

·      Systemic success. Best teachers, in worst schools. Consistency is important. Less complacency. Compliance by measurable goals, seeing improvements.

·      Show how high performance is successful in other education systems, rather than telling how everything is done.

The TedTalks presented by Andreas Schleicher, Use Data to Build Better Schools, was enlightening and hopeful, in that our standards for education are to set students up for success, by using high performance strategies, which I would like to discuss further. My personal reaction to Schleicher’s presentation, is that his key points, are idealistic; and yet, strongly supported by research, graphs, and studies.

First, he discusses student recognition of their “personal investment,” as a pivotal role in countries, such as Japan’s, bringing educational success. Teaching students to be aware of the educational benefits and possibilities for their life, is brilliant. Schleicher mentions students who are internally motivated by their own realization of how they choose education to impact their future, should be a goal, teachers’ express and practice in the classroom.

I remember having certain teachers who inspired me.  They pointed-out areas I excel in, to build the confidence and competence, I needed to apply in my life, which naturally fueled my desire to learn more.  Hearing Schleicher speak of “personal investments,” made me wonder if it is possible to teach all students to find their “own,” drive for education?

I think there are so many factors that effect students’ and their performance. Outside variables and influences may, or may not be noticed by instructors. That is why I think it is important, like Schleicher says, to measure equity; know our students’ backgrounds, and find ways to best deliver information, in a positive, motivating way.

Schleicher says, “not to compromise equity for excellence,” meaning, set students up for success in life, not just for the teacher and grade-readiness assessments. I think this happens so often in American schools, where performance is measured on a micro-level, rather than the big picture. Are we preparing students for careers and life?

In my experience in school, the assessment where conducted to move students to the next level, not in preparation for higher education and career opportunities. An article about the implementation of CCSS states, that “based on research by Achieve, ACT, and others which found that the core knowledge and skills in mathematics and English language arts necessary for success in college and in good jobs have converged, the CCSS make no distinction between college and career readiness.” King, J. (2011). Common Core State Standards:  An Action Agenda for Higher Education. Pg1.

This CCSS standards and Schleicher both argue that student high performance happens if we guide them to look at where the education will benefit their future.

Lastly, I would like to point out another Schleicher educational precept, which is, prepare student for change. Technology is changing how teachers organize, measure, communicate, deliver, and assess students. Preparing students for the rapid advancements and changes in our World is key. We can teach them how to teach themselves, so they can stay up to date, and have a fair chance in finding a sustainable job.

Schneider’s points are great, and the data collection helps consistency, which is realistic, and tangible tool for educators. Implementing student interpersonal excitement, drive, and motivation for high performance is something all teachers should strive to create in the classroom.

Resources:

Schleicher, A.  (2012). Use data to build better schools. TED Talks. Retrieved July 21, 2014 from http://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.html

King, J. (2011). Common Core State Standards:  An Action Agenda for Higher Education. 1-8.