NO TIME TO BLOG…but you really should check out researchED Philly. PASS IT ON.

Hello, Ed Cases. So sorry I haven’t done any posting around here for the past couple months, but just too dang busy with other stuff: work at Search Institute, some consulting with schools on their PD and curriculum, researching/drafting my next book, etc., etc. I hope to get back to a blogging groove in the months ahead, as my queue of post-sketches is near-overflowing.

All that said, another thing I’ve been devoting a lot of time to of late is organizing the next researchED US conference. We’re on for 27 October in Philadelphia, at the beautiful St Joseph’s Preparatory School.

You can see more about the program, buying tickets, etc., HERE. Check back in coming weeks especially, as we’ll be fleshing it out with more content shortly.

If you’re new to researchED and would like to learn more about the concept and conferences, see this interview I did last year with Rick Hess at Ed Week, this blog by Blake Harvard/Effortful Educator, or this summary of the Washington, DC, conference a couple years ago by Twitter’s @polymathish.

Though I could spend a few thousand words telling you about why I’m so excited for it, here are just a few quick points:

…and seriously? That’s just the beginning. I told you up top I was going to hold myself back from going on and on.

Exciting or what?!

Oh, and I’ve actually heard that some nearby districts are actually arranging party buses to take lots of teachers. (Really, I have heard that.) If that’s your thing, make sure to contact me to see what we can do to get discounted blocks of tickets. Really, we want MORE TEACHERS at these things. It’s who they’re for.

Again, check out the site, follow us on Twitter (@researchED_US or me, @erickalenze) for updates, or just be in touch here if you have questions. We’d love to see you there!

Advertisements

Like Hip-Waders for the Bullsh-initiatives: My talk slides from #rEDOnt

Here’s my presentation from Saturday’s researchED Ontario: researchED_EK_41418

Also, here’s a Storify of some tweeted reactions.

I will follow up shortly with a brief summary of the weekend. It was a great one, for sure, can’t wait to share more about it.

Be in touch with comments or questions!

 

I’ve been podcasted! Talking #rEDOnt with voicED’s Stephen Hurley

Real quick, as I’m deep in a busy writing and researchED talk-prep weekend: I had the chance to talk with voicED Canada’s Stephen Hurley a couple days ago as part of his series leading up to next week’s researchED Ontario. It was fun to do, even if I’m not much of a radio personality. Haven’t heard it, so your thoughts/questions/feedback are welcome.

Link directly to it here — and have a great weekend!

Barry Garelick on math–on YouTube!

If you’ve looked through this blog, you know I’m a big fan of Barry Garelick. He’s a dedicated math teacher and well-studied observer/critic of math instruction whose ideas have helped me understand so much over the past 6-7 years. I’m truly grateful for his intellect, passion, and wit.

To see his thoughtful takes on math instruction for yourself, start at his blog Traditional Maththis selection of pieces for The Atlantic, or this fine piece on procedures-vs-understanding at Education News. (And there’s plenty more where that came from out there, too. Search for what he’s published online, and check out his books.)

If you’re a little too tired to read at the moment (and I wouldn’t blame you — it is most certainly that time of year if you work in education), you can now see Barry do his math-wisdom thing in talk form on YouTube. Check it out here. Even if you’re pretty well familiar with Barry’s takes, you might find it fun to see someone you’ve until now only been able to see in print. I sure did. (I’d never so much as heard Barry’s voice until this was posted, so this was a real kick for me. We haven’t been able to connect on a researchED yet, but we will.)

Happy learning!

Let’s build a learning library (slight return)

This is the back part of a longer post from last week, which requested readers’ participation on a crowd-sourced reference guide/library for those seeking more info on evidence-supported education practices. (If interested in the long-winded justification/set-up, see here.)

Have had some takers, but am throwing it out there again. (And yes, I’ll be adding some of my own in due time.) Please consider adding some names!

Please use this format: 

  • Respond in the comments here with names, internet accessibility (Twitter, blog, org, etc.), brief description of each person’s expertise, and where they’re based (if available). A model might look like this:
  • Please make sure that the folks you offer up base their practical guidance on a sound basis of evidence, not just innovation for innovation’s sake or things that ring sentimentally but haven’t produced much good. (And if you don’t know the difference, do poke around a bit. You may be surprised how many ‘experts’ out there are really saying really profound, instructionally empty things.)
  • This is not an anti-reformer board. Like I’ve said before, some of the best people out there on practice are actually from reform’s ‘adult table’. (Reference to earlier piece.)
  • Through the comment approval process I’ll do my best to keep up on the submissions and check to make sure about things like evidence bases and such.
  • And, of course, if it’s all a huge mess we’ll call this first attempt a 1.0 and I’ll figure out a better way to do it.

READER RESPONSE REQUESTED: An interactive resource guide for evidence-supported ed practices

In the past few weeks, two very respected voices in US ed-reform — NCTQ President Kate Walsh and Fordham Senior Fellow Robert Pondiscio — published pieces that were pretty thrilling for a little-r ed reformer like me. Like a knockout combination, Walsh’s Has the Education Movement Lost its Way? caught US ed reform under the chin before Pondiscio’s  Education Reform is Off Track. Here’s How to Fix It slammed in from the side with definitive assertions like this one: ‘If ed reform is to regain its momentum and become not merely a disruptive force, but a broad, effective, and enduring one, it must reinvent itself as a practice-focused movement.’

Now to be clear, the thrill I felt didn’t really come from the ideas. I mean, they were great to read and all, but I (and many, many others) have argued similar ideas myself for quite some time now. Plus, while reform’s been off doing all the structural and social-justice stuff Walsh and Pondiscio are right to question, I’ve been working on drumming up a ‘practice-focused movement’ for a few years (see, for instance, the researchED US conferences I’ve organized).

So yeah: great ideas, but I get it. Have for a long time, working on it, all that.

What was thrilling, though, was that these reform critics were emphasizing such themes from within reform. This I saw as rather huge.

For while I may have banged out similar ideas in a bunch of places, I am very much at the ‘kid table’ of the US ed reform’s ongoing dinner party. Some folks at the ‘adult table’ occasionally acknowledge that I and others have good points, but mainly they pat me on the head and give me that look like, ‘Oh that’s so cute! You think you know as much about education as we do!’ before turning back to their fellow adult-tablers. To put it in Twitter terms (as this is a place it often plays out): to most adult-tablers, the takes I offer after 20 years working in, studying, and writing about education are worth an occasional Twitter ‘like’ or, when they have a question, private message, but rarely a retweet or follow. I am definitely, in other words, not in the club.

Walsh and Pondiscio, though, are totally at US ed reform’s adult table. And they don’t just attend all the conferences reformers seem to spend all their time at, they’re the types to sit on expert panels. In short, Walsh’s and Pondiscio’s work gets people all across education’s policy-making, think-tanking level to sit up and listen. Hell, their ideas sometimes start spats, even.

And with that in mind, it was kinda fun (and kinda infuriating) to watch Walsh’s and Pondiscio’s pieces get passed around on social media in the days following each’s publication. The Ed Wonk Sector’s responses ranged from the dumbstruck (‘Whoa…you all really gotta see this. Maybe this is worth thinking about’) all the way to, ‘Interesting viewpoint, but we’ve never been wrong. It’s all as it ever was: Lazy. Bum. Teachers’. Faults.’ (See TNTP’s very self-reflective and humble Dan Weisberg, for instance:

https://twitter.com/DanWeisbergTNTP/status/957997173123186688 )

I did my best to not get caught up in it all, though, as I chose to focus on the good part. The good part is that Walsh and Pondiscio seemed to hit nerves in the US’s ed-reform community that needed hitting for a long time about what actually needs improving — nerves those of us at the kid table aren’t taken seriously enough to get a clear shot at. As easy as it can be to get mad at reformers for looking at the wrong things for so long, it’s not real productive in the end. I’m choosing instead to be thankful it’s been recognized and called out by some very respected people at the adult table, and I’ll gladly add this gratitude to the tentative hopefulness I expressed in this piece for Rick Hess’s ‘Straight Up’ blog earlier this year. For indeed, if the nerves Walsh and Pondiscio hit can move some adult-tablers to get better information and focus on the right things, we could be on the edge of something get pretty exciting in little-r reform. (And hey, no matter how you feel about US ed reform’s adult-tablers, you’ve got to hand it to them: they’re really pretty good at moving ideas and actions — and, in turn, funding, which is crucial — around.)

With that said, we have to start getting good information to those ‘adult-tablers’ who showed an interest in the Walsh and Pondiscio.

More specifically, I’m picturing adult-tablers who found themselves knocked a bit woozy by Walsh’s and/or Pondiscio’s essays; people who read them and decided to wander away from the reform bubble’s dogma and conferences to find out more about this whole evidence-supported practice-improvement thing.

I know that’s not everyone, but we have to focus on the ones who might be ready first. I’ve tried the whole arguing-down thing, but I’ll be honest: (1) a lot of these folks are absolutely not open to changing their mind, even when they have very little or very weak evidence to support their beliefs (it’s kinda scary, actually), and (2) convincing huge amounts of people is something I have neither the means nor the time to do. Kids and teachers need things to be better sooner, not later, and that means getting down to work with those who are willing to learn now. As for widening the learning (or for going to scale with it, in reformer parlance), let’s call that an issue for the next stage.

(NOTE: To those of you like Dan Weisberg, who are so sure about issues’ root causes that you’ve already dismissed Walsh’s and Pondiscio’s concerns/advice so you could continue on your track, best of luck to you. Even though I doubt your hypotheses and methods, I hope the One Day you envision actually arrives. Please know that you’ll always be welcome over here with us little-r reformers.)

How I’m proposing we help, reader, is by opening this post and making it a crowd-sourced reference guide for our new seekers wandering away from the ‘adult table’. I haven’t had a lot of luck with this reader-response thing, but I’m willing to try again. I guess I see it as like a blog-borne, always-open #FollowFriday kind of thing, or somewhat like a researchED if it were an online library. (And who knows, maybe something like this can help me construct the next researchED US program — we’re working on the date/location for 2018 right now, y’know…)

So here’s how it will go: 

  • Respond in the comments here with names, internet accessibility (Twitter, blog, org, etc.), brief description of each person’s expertise, and where they’re based (if available). A model might look like this:
  • Please make sure that the folks you offer up base their practical guidance on a sound basis of evidence, not just innovation for innovation’s sake or things that ring sentimentally but haven’t produced much good. (And if you don’t know the difference, do poke around a bit. You may be surprised how many ‘experts’ out there are really saying really profound, instructionally empty things.)
  • This is not an anti-reformer board. Like I’ve said before, some of the best people out there on practice are actually from reform’s ‘adult table’. Robert Pondiscio is a perfect example.
  • Through the comment approval process I’ll do my best to keep up on the submissions and check to make sure about things like evidence bases and such.
  • And, of course, if it’s all a huge mess we’ll call this first attempt a 1.0 and I’ll figure out a better way to do it.

Now, let’s see what rolls in. (I have about a thousand names in mind right now, but will back away.) Do check back often to fill out your evidence-supported practical resource library!

Pieces for #RHSU, book 2 updates

Happy December, Ed Cases. I hope you’re doing well, wherever you are. Taking a quick break from riding the badass machine in the featured image to send some updates.

First, I did a series of pieces for Rick Hess’s ‘Straight Up’ blog at Ed Week that appeared last week. No need to cross-post, but you can link to them here:

Working together, the three pieces cover themes I’ve covered elsewhere but that I feel are always worth repeating: it’d be a good idea to be more evidence-driven in education, we’re really really bad at it but there are signs of life, a good first step would be to start from classrooms up (as top-down approaches are unlikely to be good — and for lots of reasons), etc., etc. As always, feel free to have a read and be in touch about them, pass them on to folks you think would find them interesting, and all that.

Also, I’ve begun researching and drafting my next book in earnest (which I’m doing with the fine John Catt Educational, by the way — a thrill, as they’ve put out some of the last few years’ best ed titles). It’ll be quite a lot different from Education is Upside-Down, in that it’ll be directly based in an experience I had as a classroom teacher — not to produce one of those annoying and navel-gazing ‘I am a teacher…and this is the real story’ stories that somehow don’t say anything*, but as a springboard into (1) research and exploration of current debates and (2) some recommendations for how real improvements can move forward in schools, both individual-practically and organizationally.

*NOTE: Not all views from the classroom are annoying and navel-gazing. See Barry Garelick’s books, for example, which walk the line between memoir and prescription-for-improvement better than pretty well any I’ve seen.

So yeah, I’m hoping with this one to follow through on the inspiration I mentioned in this post a few months back. I hope it all continues as I’m envisioning it, as the early-stage work has already been very fulfilling. I’ve been able to re-connect with several former students and former teaching colleagues, and, well, it’s an experience I really recommend if you haven’t tried it. I look forward to learning more from them and building on it in the months ahead. I’ll check in as I can (as, naturally, a lot’s bugging me lately — surprise!), but may be a bit dark around here until spring or so. Take care and be in touch!