A couple of recent studies show the moral, intellectual and educational bankruptcy of the so-called No Child Left Behind Act. The groundswell necessary to scrap the thing has not caught up to the urgency of doing so, alas.
I ponder the research I’ve seen over the years, both inside the Department of Education and out, and the statistical and anecdotal stories that show art training and education (not the same thing) improve academic performance, and I wonder what squirrels have eaten the brains of “reformers” who kill arts programs for the stated purposes of “improving test performance.” Einstein played the violin. Feynman drummed. Churchill painted, as did Eisenhower. Edison and his team had a band, and jammed when they were stuck on particular problems, or just for fun. When will education decision makers see the light?
I just learned something you’d think a 25-year veteran of computers would know: To highlight a word in text, double-click it.
Granted, I rarely cut or copy just one word, so the advice is of very little use to me. Still, it saves fretting, and keystrokes.
I learned the trick reading “Pogue’s Posts” at the New York Times site — it’s a blog mainly about computers and technology. A couple of days ago, David Pogue posted on computer tips for basic computer users. That’s me, more and more. Long ago I ceased being up on the technical stuff, as the machines took over more and more of what we used to do by command, and as GUI took over from DOS.
And I’ve learned a lot over the years. It was useful when my wife was working at the Senate Computer Center and we could tap into the programmers’ minds with a beer after work — they told us about all sorts of commands for the line editor system that weren’t listed in the book, that I used to distinguish press releases and make speech texts easier for speakers to read — of course, no one knew we were using the system for press releases and speech texts, and for archiving information. The system hadn’t been designed for those purposes. We were early-day hackers of sorts.
But that was long ago, in a different state, and besides that computer is now on display in the Smithsonian.
I read Pogue’s piece with some interest. What else don’t we know? What else don’t I know?
* You can double-click a word to highlight it in any document, e-mail or Web page.
* When you get an e-mail message from eBay or your bank, claiming that you have an account problem or a question from a buyer, it’s probably a “phishing scam” intended to trick you into typing your password. Don’t click the link in the message. If in doubt, go into your browser and type “www.ebay.com” (or whatever) manually.
* Nobody, but nobody, is going to give you half of $80 million to help them liberate the funds of a deceased millionaire…from Nigeria or anywhere else.
* You can hide all windows, revealing only what’s on the computer desktop, with one keystroke: hit the Windows key and “D” simultaneously in Windows, or press F11 on Macs (on recent Mac laptops, Command+F3; Command is the key with the cloverleaf logo). That’s great when you want examine or delete something you’ve just downloaded to the desktop, for example. Press the keystroke again to return to what you were doing.
* You can enlarge the text on any Web page. In Windows, press Ctrl and the plus or minus keys (for bigger or smaller fonts); on the Mac, it’s the Command key and plus or minus.
* You can also enlarge the entire Web page or document by pressing the Control key as you turn the wheel on top of your mouse. On the Mac, this enlarges the entire screen image.
One way to get better use out of technology is to let your students use it. How about having students make posts to a blog, for credit? They learn how to write, they learn technology, and they learn the class material.
Here’s a great example of a classroom-driven blog, where the students do most of the work: Extreme Biology. Miss Baker’s Biology Class holds forth from a school in the northeast, with 9th grade and AP biology students doing most of the work.
Here’s another good example, from another biology class (in Appleton, Wisconsin — close to you, James!): Endless Forms Most Beautiful (every biologist will recognize the title from biology literature).
How do you apply this information in your lesson plans?
Even babies chunk data for memorization. That is, even babies find it easier to remember things if the new items include chunks of already familiar information.
Which of these strings of letters is easier to remember: QKJITJGPI or BBCITVCNN?
Chances are, you chose the latter string, where the nine letters are the combined names of three television networks. This neatly illustrates a fundamental property of human memory – that we remember long strings of information more easily if we can break them down into bite-sized chunks. In this case, a nine-letter string can be divided into three lots of three letters. You probably use similar strategies for remembering telephone numbers, credit card details, or post codes.
Now, Lisa Feigenson and Justin Halberda from Johns Hopkins University have found that infants just 14 months old can use the same technique, delightfully known as “chunking” to increase the limited scope of their memories. Their work suggests that this technique isn’t something we learn through education or experience – it’s more likely to be a basic part of the way our minds process information.
President Bush’s $1 billion a year initiative to teach reading to low-income children has not helped improve their reading comprehension, according to a Department of Education report released on Thursday.
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program’s purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
Spread the word; friends don't allow friends to repeat history.
From Think or Thwim, a TEDS Talk video of neurologist Jill Bolte Taylor, describing in that brief, TEDS way, the morning when she had a stroke on the left side of her brain. It’s a stirring talk, as she describes the loss of functions, the loss of the ability to hear, the loss of the ability to talk, and the great insights she got from the experience in her 30s — more than a decade later, after what must be described as a full recovery.
Caution to the skeptics — she veers into a bit of wooishness. It’s still worth the look. Caution to the squeamish: Yes, that’s a brain.
Psychology teachers: Can you use this in class? What a great piece in discussion of brain physiology.
But a new study reveals that the tests themselves do more good for our ability to learn that the many hours before them spent relentlessly poring over notes and textbook. The act of repeatedly retrieving and using learned information drives memories into long-term storage, while repetitive revision produced almost no benefits.
More quizzes instead of warm-up studies? More tests? Longer tests? What do you think? Certainly this questions the wisdom of high-stakes, end of education testing; it also calls into question the practice of evaluating teachers solely on the basis of test scores. Much grist for the discussion mill.
Here’s the citation to the study: Karpicke, J.D., Roediger, H.L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968. DOI: 10.1126/science.1152408
Karpicke is at Purdue; Roediger is at Washington University in St. Louis.
Spread the word; friends don't allow friends to repeat history.
Students perform better when schools adjust schedules to accommodate the realities of biology: High school students don’t learn or test well in the morning. Go here for an introductory discussion of the issues.
Of course, in order to boost student performance by starting high school later, bus schedules would have to change. Change costs money. Anyone care to wager whether this quick, proven method for boosting student performance will catch on, considering it costs a little?
Spread the word; friends don't allow friends to repeat history.
Every teacher needs to get familiar with the work of Carol Dweck. She’s a Stanford psychologist who is advising the Blackburn Rovers from England’s Premier League, on how to win, and how to develop winning ways.
Your students need you to have this stuff.
A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.
What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance. These days, she’s sought out wherever motivation and achievement matter, from education and parenting to business management and personal development. [emphasis added]
Washoe was named after Washoe County, Nevada, the home of the University of Nevada – Reno, where she was taken in 1966 after being captured in Africa as an infant.
Washoe, who first learned a bit of American Sign Language in a research project in Nevada, had been living on Central Washington University’s Ellensburg campus since 1980. Her keepers said she had a vocabulary of about 250 words, although critics contended Washoe and some other primates learned to imitate sign language, but did not develop true language skills.
Between Washoe and her progeny, extended family and students (she taught signing to several others of her species) and the more famous Koko, the gorilla who speaks ASL, our ideas of the learning ability of animals, their achievements dramatically challenged our ideas about the moral sense of animals, and the uniform and universal superiority of humans.
Fouts and the researchers at the University of Nevada raised several chimps who were taught ASL. One of the more interesting, to me, and genuinely thought-provoking stories was of one young chimp who attended church with her human family. She asked questions about church, and eventually asked to be be baptized (the local cleric performed the rite). This is a Rubicon of great import to creationists, and I have yet to find one who isn’t inflamed or enraged by the story one way or another.
Roger Fouts lovingly described Washoe’s life and accomplishments in Next of Kin(including the baptism story). Fouts defends the rights of chimpanzees, His accounts of the life of research chimpanzees trouble anyone with a moral sense. This book troubled me when I first read it almost a decade ago, and I find it still haunts me any time I visit a display of animals, in a zoo, aquarium, or even at a wildlife preserve (I have not been to a circus since I read the book, coincidentally).
Just wait until cetaceans and cephalopods figure out how to use ASL.
Washoe was also featured on NOVA in 1974, in a program titled “The First Signs of Washoe.” I cannot find that this program is either available on video in any form, or available for broadcast.
Spread the word; friends don't allow friends to repeat history.
Our house had two or three of the things around from my three older brothers — you know, the old Gilbert or Chemcraft chemistry sets, complete with potentially dangerous chemicals, test tubes, an alcohol lamp, a couple of beakers and stands, and instructions for how to make cool reactions with warnings about not making things explode.
We all made things explode, of course. That’s the fun stuff. Making jellied alcohol was fun, too — older brother Wes did that at Halloween, as I recall, the better to make a flaming hand (once was enough, thanks). We didn’t worry so much about the poisonous qualities of hydrogen sulfide, as we did worry about how to claim somebody else was suffering from flatulence when we made it. The kits and their metal boxes were in poor repair by the time I got around to them, but other kids in the neighborhood had new ones, and we always had the labs at the junior high and high school, which were stocked with enough dangerous stuff to keep us on the edge of blowing up the school, we thought (probably incorrectly).
One sign of laboratory experience: The acid holes in the Levi jeans. Older son Kenny recently discovered these things still happen in a lab at college. It had never occurred to him to worry about it before — one of his favorite t-shirts, too. (Holes in clothes appear not to be the fashion statement they were for his parents . . .)
. . . and then other people who are expert in the field kick their butts.
No, I’m not talking about Al Gore. James Watson, the co-discoverer of the structure of DNA, recently insulted the entire continent of Africa, and a good bunch of North and South America, and western Europe. No, Dr. Watson, race is not a predictor of intelligence.
Greg Laden provides the boot action at his blog, Evolution. Bookmark it. As certain as your heritage is passed to your children by a double-helix structure in the structure of your cells, some fool will repeat Watson’s argument. Veterans of quote-mine wars warn that creationists right now are filing the statement away for use in some future debate, where they will claim falsely that “the science of genetics is evil because it promotes racism.”
See, this is how science and free discussion work: People get awards for the good ideas they have, and they pay the price for stupid ideas. Discussion, among the experts, is based on real data, real research. Ideas win when they have the data to back them up, not on the word of some authority, regardless whether the authority is well schooled, of the right or far-right political party, or supernatural.
It’s a model for our students.
__________________________
Update: Even more from Mr. Laden, as he notes in comments. You have plenty of bookmarks available, right?
Spread the word; friends don't allow friends to repeat history.
One of the most powerful discoveries about how humans understand the world around them came about by accident. In the early 1990s, a group of researchers led by Dr. Giacomo Rizzolatti, a neuroscientist at the University of Parma in Italy, placed small electrodes in the brains of monkeys near the regions of the brain responsible for planning and carrying out movements. If the monkey picked up something, an electronic monitor that was connected to the wires in the animal’s brain would sound — “brrrrrip, brrrrrip, brrrrrip” — to register the firing of those neurons.
Then something happened — something so unusual that the researchers thought it had to be a mistake. If the monkey saw one of the scientists doing something — eating an ice cream cone, picking up a peanut or raisin, grabbing a banana — the monitor registered the firing of brain cells as if the monkey had done it, when all the animal did was watch.
“It took us several years to believe what we were seeing,” Rizzolatti told The New York Times. The structure behind the phenomenon was discovered to be what they called “mirror neurons,” cells scattered throughout key regions of the brain that mimic everything the monkey sees another do.
Subsequent research found a far more complicated set of mirror neurons in people. This “human see; human do” circuitry is believed to be why a yawn can be contagious, why even a newborn will stick out her tongue if she sees someone else do it, and why American boys sometimes mimic the idiosyncrasies of their favorite baseball players at bat. “It explains much about how we learn to smile, talk, walk, dance, or play tennis,” said a 2006 cover article in Scientific American Mind magazine.
If you want your students to be good at map reading, they need to see you reading maps. If you want your students to read, they need to see you read. The “mirror neurons” phenomenon should affect the strategies we use in the classroom.
Or, until that account is unsuspended by the forces supporting Donald Trump: Follow @FillmoreWhite, the account of the Millard Fillmore White House Library
We've been soaking in the Bathtub for several months, long enough that some of the links we've used have gone to the Great Internet in the Sky.
If you find a dead link, please leave a comment to that post, and tell us what link has expired.
Thanks!
Retired teacher of law, economics, history, AP government, psychology and science. Former speechwriter, press guy and legislative aide in U.S. Senate. Former Department of Education. Former airline real estate, telecom towers, Big 6 (that old!) consultant. Lab and field research in air pollution control.
My blog, Millard Fillmore's Bathtub, is a continuing experiment to test how to use blogs to improve and speed up learning processes for students, perhaps by making some of the courses actually interesting. It is a blog for teachers, to see if we can use blogs. It is for people interested in social studies and social studies education, to see if we can learn to get it right. It's a blog for science fans, to promote good science and good science policy. It's a blog for people interested in good government and how to achieve it.
BS in Mass Communication, University of Utah
Graduate study in Rhetoric and Speech Communication, University of Arizona
JD from the National Law Center, George Washington University
Posted by Ed Darrell 
Millard Fillmore's Bathtub 