The End of Average!? Disrupting the green of education!
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- Опубликовано: 2 дек 2018
- Are you ready to see 'The End of Average?'
This episode builds on a metaphor shared in Todd Rose’s book, "The End of Average.” It focuses on how we can break away from the education system’s over value on standardization and homogeneity, and why it just doesn’t make sense for real life learners!
To check out Todd Rose's book, click here: tinyurl.com/ydynhbag
For episode discussion questions, activities and research connected to this episode, head over to www.fivemooreminutes.com and don't miss The Five Moore Minutes podcast where we interview the real life Todd Rose!
For recommended resources to support inclusion, including books by Shelley Moore check out: www.amazon.ca/shop/tweetsomem...
What are you already doing to end average? I want to hear from you!
i am a preschool special education teacher in an inclusion collaborative classroom. I work with two Gen Ed ECE teachers. I recently was supporting the special ed teacher supporting the mainstreaming of 6 kindergartners with autism in the GE kindergarten. I was shocked at how much the GE kindergarten in CA is auditory, and very much focused on average and conformity and following the directions. I mean the teacher was not ok with the child coloring a raccoon picture purple. all the pictures of the raccoon had to be grey. I want to move to Canada or Norway or England or Australia. I hear some good studies and approaches to inclusion there. do you know of any study abroad programs?
Does failing my practicum count? haha. I need to definitely find a better way to teach, a way that suit me, that's more in tune with my life rhythm and how I work and see things. I want to completely change reading lessons by focussing on developing love and passion towards reading instead of learning intentions and academics. But in the meantime, I am going to work on myself and on embracing my crazy ideas instead of wanting to be "green".
Now teaching elementary school, it is great to see the shift of empowering students to "fly the plane", instead of when I was a kid, I felt like it was more of, "Study the plane, fill out worksheets about the plane, and take a multiple choice test about how the plane flies, and never talk about the plane again."😯
We can design and build the plane, we can create an adjustable seat, but we have to teach our students to fly the plane and adjust their own seats. This translates to: We can teach, we can lead, we can give them all the resources and knowledge, but at the end of the day, it's not about pushing for them to practice a learning intention until they get it, it's about getting them to care about what they're learning, to care enough that they find out what they need to learn, how they're going to get there and what they need from the teacher. This is student empowerment and active learning and the way we are teaching the students now, I think is one reason why I failed my practicums. Not saying that I'm otherwise perfect and good at teaching, but the whole "one size fits all", and "guided reading" and "having to do things a certain way with disregard to what the students want to do and how they want to learn", doesn't suit me and doesn't work for me. So thank you for this. We do want to do everything for our students, don't we? We want to sit in their seats and fly the plane ourselves! But this is their learning-we can't learn for them and expect that to help them.
This was soo good. I love your personality and humor! Thank you!
and this is also the essence of leadership! wonderful WONDERFUL!
In terms of Self Regulation it's imperative that I teach, model take Data on Self Reg tools and Strategies for each individual student I support. THEN SHOW THEM where they are at and where they could be heading. It's a simple step with huge impact. Well not always that simple but it is simple in it's concept. If students can see their own success, they start to use their self reg tools independently. It's wonderful to watch them develop confidence in their social skills, then their learning and then watch them become an Inclusive part of their classroom and with their peers.
Thank you Shelley, I was so excited when I was watching this episode. I firmly agree with you that we need to teach our students how to adjust their own plane.
Thank you for sharing this. I really love your enthusiasm and message about the importance of learning about our learners so they can learn about themselves! What a powerful message! You are an engaging speaker!
I love this! I can see having grades 4-6 "adjusting their seats", but how do we teach this skill to K-3 and what does it look like?
Shelley, this is really making me think about the dimensions of my students using AAC. Lightbulb moment!
how come more people aren't watching these videos ? 'cuz if they were they'd be "liking"....have shared the BC Min of Ed link to your videos to my teaching colleagues again!
Shelley! You're the best. I'm trying to change my aim in my university women and gender studies classrooms and stop thinking about the mythical "average" student.
i loved your how inclusion is like bowling vlog. and now this one is another nugget. I love how you explain and advocate for equity in education for all learners. I am pursuing a masters and need to write a thesis. i i want to address this concept... equity in general education for all learners
any suggestions
While I am convinced of the concept of the 'adjustable plane', I am still wondering if this [concept] has an implied assumption that all individuals are ready and/or intellectually capable of flying a plane. If so, then I would start to believe that the only focus of constructing the plane is based on the physique of the pilots and therefore missing a lot of factors to consider in becoming 'eligible' to at least become a candidate to fly a plane. The point I am trying to assert here is that not all learners 'want to become a pilot'... and not all careers are designed to fit everyone's inclination.
I agree with you, and analogies only go so far. I think that if students are learning competencies and skills, they will apply what they learn to whatever they choose to do in the future.
Yes. That great point. Getting our kids ready to fly the plane instead of just fitting in it.
Question: is a year really long enough to get to know our learners?
Michelle VanB Great question! For me, I think learning is a lifelong process. It’s like asking a new parent if spending a year with their newborn is enough to learn about them. I think everyday/every moment is part of learning for us and for themselves. We’re lucky enough to be part of the process in guiding them to learn about themselves. Sometimes it’s not about the end goal of knowing/learning everything about our students as they’re not static (which makes our goal in some ways unachievable!). Hence, I think what is really important as educators to guide our students to help them understand themselves better, ie. what works/doesn’t work for them and self advocacy skills to express their needs to others.
Would love to hear others’ opinions!
Irrelevant learning environment demotivate learner to understand the theme related goal is correct
"Design a curriculum that's adjustable just for them" A fancy way to say spoonfeeding.
Students who are spoonfed would create a very dangerous mindset. For example, after graduation, they might end up believing that jobs they would soon apply for would be a pretty 'adjustable place'. Meaning, the employers would 'adjust' to the capacity of the workers... Because it's what they have seen growing up on that curriculum model..
People need to adjust to every situation/environment(airplane) - it's called ADAPTATION. A species that can't adapt, would die. Hence, homo sapiens (us) evolved because of these difficult environments.. Just like a diamond is formed through intense heat and pressure, so is the person formed under extreme challenges....