connect. create. question.

Sometimes, change is gradual and we don’t even realize it has happened until we look back after a period of time and realize, “Hmm, this is different than before.”

Other times, change hits you like a sledgehammer and you sit straight upright in your chair, wondering, “When and how the heck did this happen?”

Today is one of the latter: I’ve been hit with the Change Sledgehammer. 

While on Twitter, Karl Fisch tweeted about his latest post titled “Things Just Changed. Again.” Intrigued, I clicked the link. Within minutes, my world has changed.

• Read Karl’s post.
• Watch the screencast, which will introduce you to Wolfram Alpha, a “computational knowledge engine.”
• Pick your jaw up off the floor. 
• Tell everyone you know, especially educators.

We’re trying to take as much of the world’s knowledge as possible, and make it computable.

Many of you who follow me on Twitter know that besides being an teacher dedicated to MYP and international education in general, I am a yogini. I have been studying yoga for only about 4 years, but in January 2008 I made a choice to get really serious about it (if you’re curious about the story behind that decision, IM me or Tweet me and I will share with you, as it was very much an “a-ha” moment). Since making that decision — only a little more than a year ago — I have learned so much about yoga, meditation, the human body, and myself — all dimensions of myself, including physical, intellectual, emotional, and spiritual.  To say that yoga has been transformational for me would be just beginning to describe the journey I’ve been on. It has been, and continues to be, a tremendously rewarding learning experience in the most holistic way imaginable. All aspects of myself are addressed through yoga. And believe me, this was not how I intended it to be. I began to take yoga seriously more or less because I wanted to do something physical and to feel strong. Yet, my practice has evolved into something so much deeper and more meaningful than just the physical asanas.

One of the many wonderful teachers I have had the pleasure of working with is Twee Merrigan. Twee is a dynamic and focused teacher whose openness and generosity is not only overflowing, but infectious. Her energy is genuine, and she wants her students to be genuine, too. I think this is what I appreciate most about Twee — that she expects you to be no one other than who you are. However, Twee recognizes that sometimes things get out of balance. And, let’s face it: things are often out of balance for various reasons.

Let’s look at education for a minute. (Not forgetting, of course, that this is an education blog, first and foremost!) One of the reasons I began this blog was an effort to balance some inequities I saw that were unaddressed in The System:

• the unfairness of some prevalent methods of assessment and grading practices
• the treatment of viewing and speaking skills as secondary to reading and writing
• the lack of access to technology in schools, or — even worse — the use of abundantly available technology being used to “do” teaching and learning the way we did 15 or even 5 years ago, despite the fact that our world has changed
• the lack of student choice in “standard” classrooms, being primarily driven by choices made by curriculum, teachers’ backgrounds, or admin decisions

Twee has recently written about how to, in the words of The Doors, “Break on through to the other side.” She suggests we re-name Global Warming and Economic Crisis to Global Balancing and Economic Re-alignment. Think about this for a minute. This is really what we are trying to do: we are trying to balance everything in the world.

So my question of the moment is this: How do we re-align education? 

My initial response is, “I have no idea.” My second response is, “I have a thousand ideas!” And then I get overwhelmed — out of balance again. 

Secondary questions, beneath the “How do we re-align education?” umbrella are:

• Can we re-align education? or does it have to be completely re-designed — that is, do we have to throw it all away and start all over?
• What parts of education need the most alignment attention? Is it the issues of academic vs. creative knowledge, as Ken Robinson emphasizes in Out of Our Minds? Or is it something else?

Thus ends my initial post on how I hope to approach education issues: with the hope of re-aligning and putting things in balance. I don’t profess to have any answers — only more questions. But please feel free to post your own ideas in comments. Or Tweet ‘em to me.

If you’ve been following me on Twitter for any substantial length of time, you’ll know that I’ve been searching for, preparing documents for, and applying to graduate schools for the 2009-10 academic year. Well, after returning from a 4-day field trip in the jungle with 66 sixth-graders, I received this email (abridged) from the program director of NYU Steinhardt’s Educational Communication and Technology program:

Dear Adrienne,
The ECT Faculty Admissions Committee is pleased to inform you that you have been accepted into the Fall 2009 Master of Arts class in the Program in Educational Communication and Technology. This is our pre-notification to you. You will receive your official acceptance package from the Steinhardt Office of Graduate Admissions within the next week to 10 days.

The ECT faculty hope you continue to view the focus of our program — the design of technology-based learning environments, informed by theory in the learning sciences — an excellent match with your professional interests and goals.

You Can Go Your Own Way by andy in nyc
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I’ve decided to participate in the latest suggestion by Sue Waters over at The Edublogger. And I invite you to join us for for Gr8tweets for the month of March in order to:

• Commit to trying out Twitter for a month
• Find interesting people to follow on Twitter
• Share what you value about Twitter
• See what others value about Twitter
• Help build your Personal Learning Network

Here’s how it works: For the month of March, a group of educators and lifelong learners will be picking a “Tweet of the day” and Re-Tweeting it with a tag: #gr8t

For more details, please visit Sue’s post, where she explains it in more detail (including a bit on how to use hashtags). You can also visit the Wikispace which has more details, as well as a list of participants.

For me, a “gr8 tweet” will be a tweet that does one or more of the following:

• causes me to think differently
• inspires me to action or change
• challenges me to justify the philosophy behind my actions
• makes me laugh in ways I hadn’t before
• gives me sincere hope for the future, the community, or the planet

There aren’t many rules, really, and if you have questions, jump on over to Sue’s post. Oh, and if you’re not on Twitter yet and you’re looking for someone to follow, feel free to find and follow me. You can then send me a tweet or two and find some other people to follow to expand your network. My username is @amichetti.

Happy Tweeting!

I was reading a recent post on Bridging Differences about assessment, and in particular, testing. I respect Deborah Meier and Diane Ravitch greatly, and will take a short minute first to say that if you’re an educator and you don’t follow their epistolary-style blog, you really should.  Anyway, the post is about testing and the need for data in schools.  Deborah talks about how to address the “data problem” and how teachers can (and should) avoid turning their classrooms into testing settings. 

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I always read posts like these with only half-interest, I must admit. Why? Because I am philsophically opposed to standardized testing, particularly as it is used in American schools. Where I am from (Canada), standardized tests are linked directly to curriculum and used in an entirely different manner. I had no idea what US-style standardized tests were about until I moved overseas and began having conversations with my American colleagues. They later took on a whole new meaning for me when I had to write one myself: the GRE was required for applying to my top choice graduate schools. Ugh! I learned very quickly in my preparation that these kinds of standardized tests have nothing whatsoever to do with teaching and learning.

I’ve been lucky, I guess, that I’ve also never had to teach in a school where standardized testing has been emphasized. In Canada, my students wrote mandatory government exams in grades 3, 6, 9, and 12 (or 4, 7, and 10, and 12 in B.C.) — but again, these are always connected to the provincial curriculum. And my students wrote the Canadian Achievement Tests in grade 7, but schools never used this to “pin” teachers. In fact, such tests (in my experience) were never about the teachers at all. Schools I taught in used the CAT to help identify students who might need learning support, or a gifted & talented program. And such is the way international schools I have worked in have used standardized tests like the ITBS and the ISA.

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Internationally, I have only ever taught at MYP schools. And this comment, left on the Bridging Differences post I mention above, is one of the reasons why:

To get the kind of reliabillity that a multiple choice test delivers, the kids would have to spend a week to answer all the open-ended response questions, rather than the hour or two that the multiple choice test takes.

The writer of this comment, ceolaf (who leaves no URL with his/her comment), wrote a lengthy explanation as to why we need, whether we like them or not, some kind of standardized test because of the reliability issue. He further states: 

The failure of THOSE tests that we hate does not in any way prove the superiority of our assessments. Our assessments have their own flaws.

I have two things to say in response to these two bits:

1. I beg to differ.  And, 
2. This is why I love MYP.

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