Knewton Infographic - Flipped Classroom

I've never heard of a flipped classroom, until this semester. So in my research to find out more I ran across this very cool infographic explaining what a flipped classroom is and it compared a high school before it flipped and after. Very interesting results. As far as I know classroom flipping is not used in my school district. I feel this method of instruction would benefit many students especially the students who learn better by active learning or learning by doing rather than teacher-centered instruction.
Knewton Infographic - Flipped Classroom 

Teaching Methods for Inspiring Students of the Future

Teaching Methods for Inspiring Students of the Future - Joe Ruhl - TEDxLafayette

Ruhl talks about how he changed his teacher-centered way of teaching to a student-centered way of teaching. He calls the move from front and center to a guide on the side.  Ruhl has been teaching for 37 years and teaches high school biology. Ruhl believes there are 6 Cs regarding important 21st Century skills, with the first C being Choice. Give students a choice in their learning process, then you have the 4 Cs of Collaboration, Communication, Critical thinking and Creativity and the sixth C is Caring. If students know the teacher cares about them it will be one of their most effective, motivating, powerful and inspiring tools.

https://www.youtube.com/watch?v=UCFg9bcW7Bk

Distance Education Trends

Alpers, Jessica

IL-Information Literacy and 21st Century Skills

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.

Summary: The beginning of this article discusses technologies that are used in distance education, such a blogs and podcasts. Seven principles are given to describe how technology should be used in distance education. It should “encourage contact between students and faculty, develop reciprocity and cooperation among students, use active learning techniques, give prompt feedback, emphasize time on task, communicate high expectations, [and] respect diverse talents and ways of learning.” After discussing these seven principles, the article discusses how distance learning is changing.

Evaluation: I found this article very appropriate as we are all distance learners. We are very involved in technology as part of this class. The article was interesting to read to evaluate how this class and others use technology. For those who may run online classes as educators, this article would be a very valuable resource.

Co-Teaching without Boxes or Boundaries

Alpers, Jessica

CO-Collaboration

Stein, E. (2017, January 30). Co-teaching without boxes or boundaries. Retrieved from https://www.middleweb.com/33987/co-teaching-without-boxes-or-boundaries/

Summary: The purpose of this blog post is to encourage teachers to “allow their thinking to be stretched and empowered” in the area of co-teaching. The argument is made that two teachers who are “in-synch” with each other will have a wonderful co-teaching experience. The advice Stein gives is to express the expertise of both teachers, make sure to co-plan, create a log, communicate with post-is and email, and be resilient.

Evaluation: What I like about this blog post is that it is concise but gives really good advice about co-teaching. Some educators are afraid of co-teaching, due to the fact that collaboration is required. But two experienced educators can create such a valuable experience for both themselves and their students. The advice Stein gives is easy to follow and helps create a path to success.

Co-teaching Relationships among Librarians and other Information Professionals

Alpers, Jessica

CO-Collaboration

Medaill, A., & Shannon, A. W. (2012). Co-teaching relationships among librarians and other information professionals. Collaborative Librarianship,4(4), 2.

Summary: The article begins by discussing librarians as teachers and then delves into collaboration. A table is presented showing attributes of successful collaboration. This is followed by a discussion of co-teaching, with an explanation. Much information is given on the topic, including factors for success. The article goes on to describe methods for co-teaching, and explain what works and does not work. Following this discussion is a set of guidelines for successful co-teaching.

Evaluation: This is a good article describing co-teaching between librarians and teachers. For someone who may not have a lot of experience co-teaching this is a good resource to begin with. The tips and guidelines are very easy to understand. For those who have more experience, it is a good resource to help strengthen your understanding and performance as a co-teacher.

Legislation Influences Curriculum Development

Alpers, Jessica

CA-Curriculum Assessment

Robinson, G. (1961). Legislation Influences Curriculum Development.Educational Leadership, 19, 26-30.

Summary: This article begins with a discussion on how “authority for regulating both the content and conduct of public education in the United States resides in the state legislatures.” Most states have given power to the school boards, however. These bodies all give input in what subject matter is taught in public schools, especially in history, health, and safety. These bodies also set rules to prohibit the teaching of certain subjects, such as subjects that are religious in Utah or the facts of birth control in Michigan. The discussion continues by describing how some states set lists of subjects that must be taught, then gives a history of how curriculum legislation evolved in the first half of the 20th century. The second half of the article gives a long discussion about financing and finance legislation.

Evaluation: While this article is over 50 years old, I believe is gives some good information. It is a good article for beginning research in this area as it gives good background knowledge. I felt that the finance section was a bit off topic, but that is because I was primarily looking for information about curriculum and subject matter. The discussion was still very informative.

From Behaviorist to Constructivist Teaching.

Alpers, Jessica

ET-Educational Theory and Practice

Scheurman, G. (1998). From Behaviorist to Constructivist Teaching. Social Education, 62(1), 6-9.

Summary: Scheurman begins this article by explaining that in a given subject, when the constructivist view is applied deep understand of the topic develops and rigorously defensible beliefs about important disciplinary issues are developed. This is enhanced because student view the problems from different perspectives, and come to develop their own views. This is where knowledge is constructed. Teachers are able to be both transmitters and managers of knowledge. Transmitting occurs when a lecture is given, textbooks are read, and then that knowledge is used in an activity. Managing might looks more like “chunking” information, and helping students to build connections and their own thinking processes. Scheurman further describes the teachers as facilitators or collaborators. This means monitoring the “classroom learning and participate actively with students in its evolution.” Ending with some connections and concerns, one being how the movement to constructivism abandons the traditional instruction and assessment models. It is a challenge that would need to be overcome.

Evaluation: This is a good article that describes different ways teachers can teach. For those wishing to be more involved in their classrooms, and less lecture driving this article gives a good explanation of how to begin. This article is primarily directed at social studies classes, but it can be applied to any number of subjects.

Coteaching and the Learning Comons

Alpers, Jessica

ET-Educational Theory and Practice

CO-Collaboration

Loertscher, D. V., & Koechlin, C. (2015). Coteaching and the learning commons: Building a participatory school culture. Teacher Librarian, 43(2), 12.

Summary: The focus of this paper is to inform on how to build a school culture with emphasis placed on participation. The two strategies used to accomplish this are creating a learning commons and instituting collaboration and coteaching with the librarian and teachers. Dr. Loertscher defines coteaching as “the art of two or more mentor adults who plan, teach, and assess a learning experience together.” This is then supported with a study he conducted. A learning commons is then described, much like we have described in our workshops. Adding to this, the collaboration is described. One specific not is the use of the 18 think models, and moving past “bird units.” The paper concludes by stating that this movement will strengthen the school as a learning force.

Evaluation: This paper is a wonderful source for a summary of what many of our workshops have discussed. None of the information is new, however it is a good review and a good resource. For those wishing to have a written form of what we have discussed, or a compiled summary, I would highly recommend this article. It does not hurt that it was written by our very own Dr. L.!

Implementing Learning Commons

By: Amy Bush

Implementing Learning Commons

Kolod, L. & Ungar, B. (2016). A collaborative journey: The learning commons. Teacher Librarian. 43(4).

This was a very interesting article about how a school library went through reconstruction to become a learning commons. Kolod and Ungar discuss the process that the school went through including; grants, planning, physical transformation and curricular change. This article also addresses the importance of co-teaching and how it is an intricate piece of this school’s learning commons. I highly suggest reading this article because comprehensive and concise. 

A Collaborative Journey: The Learning Commons

Amanda Rude

ET, CO

KOLOD, L. k., & UNGAR, B. b. (2016). A Collaborative Journey The Learning Commons. Teacher Librarian, 43(4), 22-27. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=114825284&site=ehost-live&scope=site

This article takes the reader though one school's Journey from a traditional library to a 21st century learning commons.  Outlined in particular is the planning, research and collaboration that went into the process.  the end product is truly amazing and is an idyllic representation of the the learning commons.

Deeper Learning, Inquiry and the Teacher Librarian

Amanda Rude

ET

Loertscher, D. V. (2016). Deeper learning, inquiry, and the teacher librarian Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=119117881&site=ehost-live&scope=site

This article proposes two new ideas for inquiry. First, a framework for teachers to self-check for areas of proficiency and deficiency according to the  Digital Promise organization's website.  Deficiencies are then to be addressed through Micro Credentials.  Secondly the article discusses how  teacher's and students can utilize a learning commons to deepen their own learning.  An example is provided along with the UTEC maker model.

The Flexible "Curriculum" of the Library Learning Commons

Amanda Rude

CO, CA

Loertscher, D. V. (2016). The flexible "curriculum" of the library learning commons Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=113222022&site=ehost-live&scope=site

The article is a proposal for a flexible curriculum that Teacher Librarians can offer for consideration in planning with content area teachers.  The hope is that the proposed LIIITE model will be utilized not only for creating dynamic lessons but also as a demonstration and justification  of the importance of a TL in a LLC setting.  Pretty important model in these days of budget cuts, library closures and layoffs.

Standing on a Corner

Amanda Rude

IL, CO

HARLAN, M. A. (2014). Standing on a corner Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=98973023&site=ehost-live&scope=site

This article explores the various  accessibility issues of rural schools and proposes possible interventions to address them.  These issues contribute to the problem of a growing digital divide between these students and students from more urban areas.  This article addresses the equity issues created by geography.  But, it is interesting to note that many of these same issues could be encountered by students from low-income areas as well.

Inventing Products with Design Thinking: Balancing Structure with Open Ended Thinking

Amanda Rude

IL, ET

Fontichiaro, K., font@umich.edu. (2016). Inventing products with design thinking Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=120783529&site=ehost-live&scope=site

Fontichiaro discusses the notion that makerspaces are not as effective in their purpose without structure.  Specifically, Librarians need to incorporate design thinking phases into making. Fontichiaro goes on to argue that just leaving students to use makerspaces without design thinking will eventually kill the movement and widen the achievement gap.

MENTAL SCRIPTS FOR NURTURING STUDENT DISPOSITIONS OF INQUIRY

Amanda Rude

IL

DONHAM, J. (2016). Mental scripts for nurturing student dispositions of inquiry Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=113222014&site=ehost-live&scope=site

This article discusses strategies for teaching inquiry specifically  for the Teacher . Donham refers to 6 dispostions of inquiry and explains each one.  Donham also provides scripts for the Teacher librarian to model to help students habitualize these dispositions.

Project Based Learning + Technology = Deeper Learning

Project Based Learning + Technology = Deeper Learning

This article was a blog post by Bob Lenz & Sally Kingston on the P21 Partnership for 21st Century Learning website. The post is about the benefits of integrating project based learning with technology to make learning meaningful, relevant, and rigorous resulting in deeper learning. The benefits of deeper learning, which is the goal, include academic achievement, critical thinking, problem-solving, collaboration, self-directed learning and an academic mindset. Technology can increase student engagements and motivation and so can project based learning. Kids love creating projects and they love technology. If these two are combined and done well you will have deeper learning which is the ultimate goal!

The development of science process skills in authentic contexts

Easbey, Margaret

IL-Process skills

Roth, W. & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. The Journal of Research in Science Teaching, 30(2), pp 127-152.

This article discusses research conducted in 8th, 11th, and 12th grade science classes concerning the development of science process skills in an open collaborative classroom environment. In these settings, the researchers (one of whom was also a teacher in the classroom) found that for the most part students preferred this arrangement to a traditional teacher-led class and that students would develop process skills spontaneously as they pursued their own inquiries through tinkering and guided exploration.

The article is clear and very interesting. What I find most interesting about it is that it was written in 1993 and it references many other works reaching back to the 1960s all of which reach similar conclusions to what we have been discussing in class. The notion of 21st century skills has deep roots it seems!

Stretch Students Logical Thinking

I always like to find fun ways to get students to think logically. I was looking for teaching strategies and I ran across these puzzles with links to more. I got them from Mind/Shift KQED News. I love this website for news and great articles.
I've always enjoyed logic puzzles. Have fun and share these with your students.

Two Puzzles to Stretch Students’ Logical Thinking

Inquiry-Based Learning

Kelly Mahoney

ET

1.   Duran, M., & Dökme, I. (2016). The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills. EURASIA Journal Of Mathematics, Science & Technology Education, 12(12), 2887-2908.

This article reports on a study done in Turkey which demonstrated that 6^th grade students taught using inquiry-based methods in science and technology classes had greater outcomes in critical thinking and analytical skills than a control group which was taught the same material using traditional, non-participatory methods.

It is interesting to see that this type of research is taking place in other countries and that these educational methods are being examined elsewhere.  It is also encouraging the see that research supports the effectiveness of Inquiry-based learning, even across cultures.

STEAM Trends

Karst, Kelly
ET
Abram, S. (2017). What's in the Pipeline? Teacher Librarians as STEAM Vents. Internet@Schools, 24(1), 8-10.

This article lays out current and upcoming trends in library spaces, particularly in the realm of technology. Some interesting highlights are search trends of the future that go beyond algorithms and even into sensorial searches. Current and future trends in developing maker spaces are also touched on as well as expanding a library's lending collection to include things like drones, robotics tools, and 3d printer/scanners. Of course, this means that the library of the future will require a more flexible design. 

The article gave me some great ideas to think about on what can be implemented in my school library now, and how we can think about designing our future school library spaces when the school builds a new campus. 

Martin, Jeanette
CO-Collaboration Strategies
LOERTSCHER, D. V., & KOECHLIN, C. (2015). Coteaching and the Learning Commons. Teacher Librarian, 43(2), 12-16.

Loertscher and Koechlin, focus on the learning commons and how teachers librarians and other specialized staff can come together in collaboration to increase student learning and understanding. The learning commons becomes a place of creation. With makerspaces to create, flexible seating arrangements and digital resources, the learning common becomes a third component in the co-teaching process. A process that is student driven where knowledge is learned and created.

This article reiterated what we have been learning in Dr. Loertscher's class. However, it breaks it down in easy to manage pieces. It is a great article to read when considering changing your library to a learning common, expanding your comfort zone by co-teaching or just getting a better handle on 250. All is not lost, it just needs to be transformed.

Project-based learning research review: Evidenced based components of success

Andrea Phillips

ET

Vega, V. (2015, December 1). Project-based learning research review: Evidenced based components of success. Retrieved March 19, 2017, from https://www.edutopia.org/pbl-research-evidence-based-components

Summary:

In this article, the author defines Project-Based Learning (PBL) and identifies ways to effectively incorporate PBL into the classroom by citing research in this area. She delineates a seven-step procedure for introducing the problem to students in order to make the project successful. She also describes two key factors in ensuring successful student collaboration: team goals and/or rewards based on individual learning growth, and individual accountability. Different assessment criteria that support student success are also explored. Finally, the author identifies different professional learning networks teachers can use as they develop their own knowledge of project based learning.

Evaluation:

This text provides good concrete ideas for including project based learning in the classroom. The suggestions given in this article are based on the research findings of many different studies and are presented in a way that is logical and clear. This article also links to related article such as "Best Practices Across Disciplines" and "Avoiding Pitfalls" that prove helpful to any educator trying to get started in PBL. I found this particular article the most helpful, but the entire series of postings about PBL from Edutopia are worthy of consideration.

Truth, truthiness, triangulation: A news literacy toolkit for a "post-truth" world

Andrea Phillips

IL

Valenza, J. (2016, November 26). Truth, truthiness, triangulation: A news literacy toolkit for a “post-truth” world [Blog post]. Retrieved from http://blogs.slj.com/neverendingsearch/2016/11/26/truth-truthiness-triangulation-and-the-librarian-way-a-news-literacy-toolkit-for-a-post-truth-world/

Summary:

This post from Joyce Valenza's blog NeverEnding Search discusses the role of librarians in helping students navigate information landscapes in a post-truth world. Post-truth is defined as appeals to emotion and personal belief as having more influence in shaping public opinion over objective fact. Valenza cites the 2016 Stanford study showing that students have difficulty distinguishing between information and sponsored content on online sources, and a Pew Research study that showed most adults get their news on social media. She provides an extensive list of resources to help teacher librarians build news literacy (and information literacy) into their curriculum.

Evaluation:

This article discusses the importance of school librarians in teaching students how to think critically about the content their come into contact with online. Furthermore, the list of resources Valenza has curated provide helpful, concrete resources for teacher librarians to incorporate into instruction. Valenza’s blog in general is a useful tool for teacher librarians. This post in particular identifies useful resources and gives examples of how those resources can be implemented.

InFlow (Information Flow): An integrated model of applied information literacy

Andrea Phillips

IL

Sarah, M. (2015). InFlow (information flow): An integrated model of applied information literacy. School Library Monthly, 31(3), 20-23. Retrieved from http://www.schoollibrarymonthly.com

Summary:

The text describes an information literacy model called InFlow (information flow) that can be designed to engage students and support student-centered learning. The article compares InFlow to other models of information literacy. The eight elements of InFlow are presented as elements that can be taken in any order, allowing students to return to elements several times throughout the process. These elements are: Ask, Collaborate, Explore, Imagine, Make, Map, Reflect, and Show. Ways in which the model can be used to design and create are explored.

Evaluation:

The key factor of InFlow, which I think make it a useful tool for teachers, is that the core elements can be undertaken in any order at any stage of the process. The main idea embedded in this model is that students create prototypes, ask for feedback, and then revisit their design. This model seems especially useful for students who are building or creating something. That author also gives an example project plan so readers can visualize how the elements of InFlow work together.

Critical connections: Personal learning environments and information literacy

Andrea Phillips

IL

Hicks, A., & Sinkinson, C. (2015). Critical connections: Personal learning environments and information literacy. Research in Learning Technology, 23. http://dx.doi.org/10.3402/rlt.v23.21193

Summary:

The article compares and contrasts personal learning environments (PLEs) to critical information literacies (CILs) in order to examine how these two concepts work with the current information environment. The authors define information literacy as “the ability to identify an information need, and to locate, evaluate and use information.” However, they argue that traditional teaching methods, including the traditional research assignment, do not allow students to authentically engage with information or understand their own voice in inquiry. They identify the PLE as an approach for the modern learner to create, explore, and communicate. Additionally, the CIL approach to inquiry includes the complex set of behaviors a learner uses in order to critically engage with information. Information literacy education intersects with the ideas expressed in PLEs and CILs. As such, the writers suggest using both concepts as a framework for information literacy education.

Evaluation:

The authors give a thorough overview of both the PLE and CIL concepts. The foundational ideas used to inform each are identified and explored in detail, making this a useful source, especially for those who are new to the concepts of PLE and CIL. The ways in which these two ideas interact with information landscapes and the implications for learning approaches and research assignments are described. The ideas in this article, particularly that the traditional model of research does not help students build a mindset of inquiry, are supported by our course text Beyond Bird Units.

Carol Dweck: The power of believing that you can improve

Andrea Phillips

IL

Dweck, C. (2014, November). Carol Dweck: The power of believing that you can improve [Video file]. Retrieved from https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

Summary:

In this TED Talk, Carol Dweck summarizes her research into growth and fixed mindsets. She discusses the “power of yet” : how teaching students to see difficulty not as a failure but rather an opportunity to grow and learn. She cite numerous studies that show teaching kids to embrace “yet” rather than giving up can help them achieve way beyond traditional expectations. By rewarding and praising effort and process, students will be better equipped to deal with difficulty throughout their lives. Dweck’s theories of growth and fixed mindset challenge the way we traditionally teach and create expectations for our students.

Evaluation:

Dweck’s research has great implications for the classroom and the way we approach learning as educators. She also makes the point that we need to rethink the way we give praise in the classroom. Traditionally, we praise and reward achievement (students who get the correct answer right now). In doing so, we aren't building kids up to become lifelong learners. This video is a good introduction to Dweck and her research. Educators can implement her theories into their own teaching practice, but also use it themselves to grow as professionals. After viewing her TED Talk, I am excited to learn more about Dweck’s theories by reading her book, Mindset: The New Psychology of Success.

Eduardo Briceño: How to get better at the things you care about

Andrea Phillips

ET

Briceño, E. (2016, November). Eduardo Briceño: How to get better at the things you care about [Video file]. Retrieved from https://www.ted.com/talks/eduardo_briceno_how_to_get_better_at_the_things_you_care_about

Summary:
In his TED Talk, Eduardo Briceño identifies the difference between the learning zone and the performance zone. The learning zone is where learning happens: mistakes are made, and specific skills are focused on in order to improve. The performance zone is when the skills practiced in the learning zone are put to the test. Then reflection happens, and the process begins again. Briceño argues that we spend too much time in the performance zone without giving students the opportunity to participate in deliberate practice in the learning zone in order to improve.

Evaluation:
Understanding the difference between the performance zone and the learning zone, and what needs to happen in each zone in order to become better in any given area, is an important idea for educators, parents, and people in general. Briceño makes it very clear that we need to build in time for deliberate practice in a low-stakes environment in order to see learning improvements. Most of our time is spent in the performance zone without reflecting on what we need to improve in order to be better, and how to deliberately practice those skills. By building time for learning into our daily lives and into the education model, people will experience more success in the areas that matter to them. Although this TED Talk is short, it provides a good introduction to the idea and importance of deliberate practice.

Among Colleagues: How Can We Promote Teacher Collaboration?

Hudson, Evelyn

CO

Potvin, A., Lockhart, A., Pouiller, P., Hewitt, K. K., Knuth, D., & LaCour, M. M. (2011, March). Among colleagues: How can we promote teacher collaboration? Educational Leadership, 68(6), 96. Retrieved from http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/How-Can-We-Promote-Teacher-Collaboration%C2%A2.aspx

This article has advice from several teachers about how they collaborate at their school. They share what works for them and offer advice about how others can follow their example.

I liked this article because it shared proven strategies "right from the horse's mouth." I know these collaboration strategies have been tried in a school setting and were proven to be effective. 

Practicing Learner-Centered Teaching

Hudson, Evelyn

ET

Megwalu, A. (2014, July-September). Practicing learner-centered teaching. Reference Librarian, 55, 252-255. doi:10.1080/02763877.2014.910438

This article discusses the importance of centering teaching strategies around the learner. The author asserts that when librarians build on existing knowledge, students feel less overwhelmed by the knowledge and gain confidence as their skills grow. The author also provides two real-life examples of using learner-centered teaching in a reference situation.

This article was useful to me because it directly related to my experiences as a librarian. The real-life examples showed me that the content of the article was actually valid and a change I could implement immediately. I also felt that the strategies would be useful outside of a reference situation.

Models for Designing Your Personal Learning Environment

Hudson, Evelyn

IL

Malamed, C. (n.d.). Models for designing your personal learning environment. Retrieved from http://theelearningcoach.com/elearning2-0/designing-personal-learning-environment/

This article provides several models of personal learning environments. In addition to describing many different kinds of models, there are also diagrams and real-life examples of the models created by other learners. This page also links out to more useful examples if needed.

After reading this article, I felt that I had a much better understanding of how to approach my own personal learning environment and the options available to me. It seems like a much less daunting task now that I understand it better.

5 Big Ways Education Will Change by 2020

Hudson, Evelyn

ET

Cole, S. (2015, March 10). 5 big ways education will change by 2020. Retrieved from https://www.fastcompany.com/3043387/5-big-ways-education-will-change-by-2020

This article gives a brief overview of what changes are likely coming in education over the next few years. It is useful to consider these ideas as we strive to become better educators and prepare for what's next.

This article helped me to better understand where the education system is currently located on the path to the future. I can see where we are and where we are going so I can prepare myself for what's coming.

Professional Learning and the Unfinalizable

1.  Parr, G., & Bulfin, S. (2015). Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together. Changing English: Studies In Culture & Education, 22(2), 157-175. doi:10.1080/1358684X.2015.1026186

This article was written in Australia, where interestingly, the standards-based education movement seems to have had as great an impact upon teaching as it has here in the United States.  The article raises questions about some of the unintentional consequences standards-based education may have upon teachers, their professional development, their creativity, and particularly upon students' inquiry.  The article specifically focused upon English teachers, but there are certainly implications for other disciplines.  One of the key casualties of the standards-based movement seems to have been the ability of teachers to negotiate outcomes with their students: "What are you hoping to gain from this research?", and "What do you think we need to learn from this activity?" are not common discussions any more, as teachers are told from on high what the students need to learn and must simply bring the students along for the ride.

I found this article very interesting, as I have always been a bit skeptical about the ideas involved in the standards-based movement.  While it is certainly true that well-educated students ought to know and be able to do certain things, those bits of knowledge and skill are not always the holy grail that they are made out to be.  Sometimes the process of learning how to learn can be lost within the push to meet a certain standard.  It is also important to remember that not every educational outcome can be quantified.  I liked the fact that the teachers in this article were doing a lot of narrative writing about their teaching experiences.  Anyone who has been a teacher knows that there is much more to it than what the results of a standardized test may show.