This is so en point Rebecca. Further to the problem of authentic tasks is students’, and often teachers’ lack of knowledge in the area. Little time is given to looking at the context of the problem. The result is often a shallow, simplistic response and/or most of the time is spent in the production of the task (movie, podcast, infographic or ‘Tedtalk’). Students know it’s not real-world and they know they have only skimmed the surface.
People seem to quickly forget the intensity and progress they made in university. First year raised the bar on high school and third and fourth year made first year seem easy. Preparing to make the most of their next years endeavours should be more than enough a goal for any year in school.
For 11 out of 12 teachers they can get first hand input on how well that is going very easily.
Thank you for the great essay. The important role of aspirations is evident even in the results of standardized tests as I’ve reported here, and elsewhere.
If you take aspirations into account, historically low performing students actually outscore historically high-performing students. Thank you again, Frederick
This is so relevant. I was just talking with a colleague this morning about how difficult it is to find a way to provide learning situations and assessment that are meaningful for students and manageable for me-- recognizing that those two things are so connected: I’m a better, more reflexive, creative teacher when my to-assess pile isn’t controlling my week or adding “teacher guilt.”
This is so en point Rebecca. Further to the problem of authentic tasks is students’, and often teachers’ lack of knowledge in the area. Little time is given to looking at the context of the problem. The result is often a shallow, simplistic response and/or most of the time is spent in the production of the task (movie, podcast, infographic or ‘Tedtalk’). Students know it’s not real-world and they know they have only skimmed the surface.
People seem to quickly forget the intensity and progress they made in university. First year raised the bar on high school and third and fourth year made first year seem easy. Preparing to make the most of their next years endeavours should be more than enough a goal for any year in school.
For 11 out of 12 teachers they can get first hand input on how well that is going very easily.
Thank you for the great essay. The important role of aspirations is evident even in the results of standardized tests as I’ve reported here, and elsewhere.
https://www.mindingthecampus.org/2022/12/01/the-2022-act-its-not-all-bad-news/
If you take aspirations into account, historically low performing students actually outscore historically high-performing students. Thank you again, Frederick
This is so relevant. I was just talking with a colleague this morning about how difficult it is to find a way to provide learning situations and assessment that are meaningful for students and manageable for me-- recognizing that those two things are so connected: I’m a better, more reflexive, creative teacher when my to-assess pile isn’t controlling my week or adding “teacher guilt.”