Not enough time to be data-driven
I do a lot of work with schools on data-driven accountability issues. Before you immediately decide that I'm just another data huckster, I'll point out now that my work with schools focuses on good ongoing, formative assessment for student progress monitoring purposes rather than on the stupid yearly summative autopsy data that most schools are spending WAY too much time on. Intelligent use of progress monitoring data related to key academic and other educational goals has been shown time and time again, in both high-quality research studies and in tens of thousands of schools and classrooms across the country, to have significant impacts on student learning outcomes. The most common complaint that I hear from teachers, however, is that they're already pressed - they don't have time to add another thing to their plate. Balderdash. Here are a few things that teachers can get rid of that will free up some valuable time.
Teachers work extremely hard. They're some of the most caring, dedicated people I know. But, like most of us, they often don't use the time that they have very effectively (or others don't use their time very intelligently). If we truly care about student learning, we should be taking a critical look at teachers' precious time and try to eliminate many of our low-yield practices.
You get my drift. The list probably could on for a while - each of you can think of other things that teachers could eliminate or do differently to free up valuable time for high-leverage instructional strategies (add them below as a comment!). So what could teachers do instead with the time they gain? Here are a few things:
In other words, they could do things that we know to have better instructional payoff than some of what teachers are doing now. Plus, there's the very sobering list from Mike Schmoker's newest book, Results Now, that reminds us that teachers often don't do things they already know have high payoffs instructionally (from a study that did thousands of classroom observations):
As Schmoker notes, "such statistics point to how even fairly obvious actions could have an immediate and enormous impact on students and their levels of learning" (p. 18).
The phrase "work smarter not harder" is trite and often is used in a condescending manner. Many times, unfortunately, it also happens to be true.
- The meaning of the word 'confidence' seems obvious. But it's not the same as self-esteem.
- Confidence isn't just a feeling on your inside. It comes from taking action in the world.
- Join Big Think Edge today and learn how to achieve more confidence when and where it really matters.
- Prejudice is typically perpetrated against 'the other', i.e. a group outside our own.
- But ageism is prejudice against ourselves — at least, the people we will (hopefully!) become.
- Different generations needs to cooperate now more than ever to solve global problems.
The controversial herbicide is everywhere, apparently.
- U.S. PIRG tested 20 beers and wines, including organics, and found Roundup's active ingredient in almost all of them.
- A jury on August 2018 awarded a non-Hodgkin's lymphoma victim $289 million in Roundup damages.
- Bayer/Monsanto says Roundup is totally safe. Others disagree.
The team caught a glimpse of a process that takes 18,000,000,000,000,000,000,000 years.
- In Italy, a team of scientists is using a highly sophisticated detector to hunt for dark matter.
- The team observed an ultra-rare particle interaction that reveals the half-life of a xenon-124 atom to be 18 sextillion years.
- The half-life of a process is how long it takes for half of the radioactive nuclei present in a sample to decay.
SMARTER FASTER trademarks owned by The Big Think, Inc. All rights reserved.