More intense, instead of longer school day

The New York Times reports that many states and school districts with failing schools are seeking salvation in a longer school day. Failing Schools See a Solution in Longer Day. Prodigious amounts of money are once again being made available for a solution that is likely to yield negligible results:

FALL RIVER, Mass. — States and school districts nationwide are moving to lengthen the day at struggling schools, spurred by grim test results suggesting that more than 10,000 schools are likely to be declared failing under federal law next year.

In Massachusetts, in the forefront of the movement, Gov. Deval L. Patrick is allocating $6.5 million this year for longer days and can barely keep pace with demand: 84 schools have expressed interest.

Gov. Eliot Spitzer of New York has proposed an extended day as one of five options for his state’s troubled schools, part of a $7 billion increase in spending on education over the next four years — apart from the 37 minutes of extra tutoring that children in some city schools already receive four times a week.

And Gov. M. Jodi Rell of Connecticut is proposing to lengthen the day at persistently failing schools as part of a push to raise state spending on education by $1 billion.

[snip]

And of all the steps school districts take to try to improve student achievement, lengthening the day is generally the costliest — an extra $1,300 a student annually here in Massachusetts — and difficult to sustain.

Schools would do better to focus on wasted time during the existing school day rather than lengthening the school day. Schools should work more intensely, instead of longer. Schools should ask themselves: Do we really need all these endless blocks for sustained, silent reading of vapid fiction? Shouldn't we perhaps also be reading some science stories, biographies, history? What about this time-consuming bean-counting project? Do kids really need to be spending a week to count a million mung beans? Another papier-mâché dinosaur?

I propose a different model.

For a fraction of the additional funds the states are willing to dish out, the districts could try a much more effective model: Offering intensive academic support (IAS) to small groups (not more than ten) during regular school hours in failing schools. This support can be offered for math and science, for example, two areas in which the disadvantaged fail spectacularly. It would require hiring a few new teachers with expertise in the respective subject areas per struggling school. These intensive academic support sessions could be held during the prep times of regular classroom teachers.

Such an approach would do wonders to the math and science education of the disadvantaged. Because of large classrooms and frequent disruptions, regular classroom teachers cannot offer the individualized and sustained attention the disadvantaged need to succeed in math and science. Many are so far behind and have such poor work and study habits that only intensive and sustained academic involvement will bring them up to speed.

It can be done.

Crayola curriculum

There is a terrific site that offers a fabulously rich environment for the exploration of educational lunacy. The linked part looks at the pervasive mania for time-consuming hands-on activities and projects.

Activities and projects have their place when used to enhance understanding of academic subject matter. In other words, they should be a means to an end, not an end in themselves. More often than not, they have become an end in themselves.

Here are some of the reasons for this mania (from Illinoisloop.org):

WHY So Many Projects?
Why is this happening? Why have schools been turned from places of learning into places of low-challenge activities? The blame can be fixed with several converging theories that together have overwhelmed schools and teachers:

Constructivism: The pervasive education religion of "constructivism" holds that a child learns best through active "doing". To some extent, this is of course true. However, the Achilles heel of constructivism is that this is a painfully plodding and tedious way of learning, while forcing a drastic reduction (dumbing down) of the content of a course. While an active project may often be a good technique for making a difficult concept clear, it is often used when a simple direct method would be just as effective and far more efficient.

Groups: The pressure for "collaborative learning" or "cooperative learning" is usually implemented as nothing other than projects and activities.

Interdisciplinary curriculum: Teachers are under pressure to find "thematic" or "interdisciplinary" links between subjects. There is nothing inherently wrong with that -- the Core Knowledge Sequence used in the Core Knowledge schools is carefully constructed to encourage learning in this way. But without a rigorous, well-reasoned curriculum like the CK Sequence, the result too often is time-wasting art or writing projects linking vague language arts goals with minimal content points.

Multiple Intelligences: The fevered success of another fad, Howard Gardner's Multiple Intelligences (click for much more info on that), pressures teachers into coming up with separate projects for each of this theory's supposed categories. So, we have one project to appeal to "kinesthetic" children, another project for the "intrapersonal" learners, we sing a song for the "musical" learners, and so on. Of course, since the MI mindset offers no method to identify or quantify these supposed differences, the bottom line is lots and lots of projects for all the children in the class.

Anti-Fact Mentality: Starting in ed school and throughout their careers in most schools, teachers are subjected to a barrage of rhetoric about the dangers of teaching facts. They are told not to teach "mere facts" to be "regurgitated." Learning of specific content knowledge is called "low level" and nothing more than "memorization." What used to be called "learning" is now disparaged as "brain-stuffing". A teacher is to be "a guide on the side" rather than "a sage on the stage." This drumbeat from the ed schools and education orthodoxy is pervasive and relentless, and teachers are drilled incessantly (ironic, isn't it?) that direct teaching is to be avoided. So, if the teacher isn't teaching, what are the kids likely to be doing? Yup, more projects.

Anti-Fact Assessments: If facts are bad, then testing whether children know facts is even worse -- or so teachers are told. Thus, chapter tests and other quantitative measures of learning are deemphasized in favor of so-called "authentic" assessment, in which we look at a whole "portfolio" of a child's "work" which largely consists of (ta da!) projects.

"Authentic" Skills: If the purpose of a school is not to build knowledge, then what is a school for? The progressivists have a ready answer for that: to learn supposed "skills." They argue that since knowledge is always increasing, it is hopeless to try to teach very much at all (using a twisted logic that defies comprehension). What kids need, they say, is to learn how to look things up. Well, guess what? Projects give them an "opportunity" to look things up instead of being taught.

Innovation: School administrators suppose themselves to be seen as "creative" or "innovative." We often read of a school calling itself "innovative" or a teacher said to be "creative" ort "imaginative." Those are fine attributes, but not when they take the place of words like "effective" or "knowledgeable." One teacher might be extraordinarily effective and captivating in teaching children a rich, detailed and memorable introduction to American history, while another teacher gains more recognition from parents and maybe the local newspaper not by teaching much of anything but by staging a marathon dress-up pageant, puppet show or enormous craft project.

Finding a Use for Computers: Projects provide a convenient raison d'etre for the expensive computers that schools have been buying in bulk.

Trivial hands-on activities

Educationists waste endless time on trivial hands-on activities and projects and then whine that requiring basic skills in reading and math is an onerous requirement that takes too much of their time. Endless, trivial, often pointless and time-wasting hands-on activities and projects are an integral part of the anti-knowledge progressive/constructivist ed ideology. It has its roots in the progressive belief that learning must be "experiential" and that one only learns by doing. That creates a bias against book learning and explicit instruction.

Here is a terrific article from American Educator that might explain why schools have such dismal results.

Lost In Action
Are time-consuming, trivializing activities displacing the cultivation of active minds ?

By Gilbert T. Sewall

A third-grade social studies student in California builds an Endangered Species "portfolio." For the entire year. This portfolio is given over to the demise of the toucan and the Galapagos tortoise. The portfolio is brightly colored, laminated and spiral bound, containing lots of glossy photographs clipped from magazines. Each page is thick with adhesive stick-ons and glitter. The portfolio contains many, many misspelled words and exhibits almost no understanding of the South American continent's natural history.

As traditional learning gives way in a growing number of classrooms, students encounter more and more projects and activities like the one above:

A seventh-grade suburban Maryland student builds a shoebox-sized replica of the items in his school locker for Spanish class. The academic content: He then labels the items in Spanish. Total time for the project: approximately 20 hours. Ninth-grade French class students in New York City scout cookbooks for crepe suzette and omelet recipes. They create photo montages of the Eiffel Tower and Notre Dame, making posters for display on classroom walls.
Selected members of a 10th-grade world history class receive cookies. The rest of the class goes empty-handed. This creates a room of haves and have nots. Students discuss how it feels to be left out, and how it feels to be the privileged few given the cookies to eat. The purpose: to prepare for the study of the French Revolution.
Leading textbooks, new tests, and academic journals reinforce these practices:

A third-grade math program devotes a week to the concept of 1,000. One lesson centers on "Thousand skits," in which students figure out things the class can do cooperatively to accomplish 1,000 repetitions and then try to act them out. "Work in groups of four to make up your skit. Decide what you will do, how many people you will need, and how many repetitions each person will do. Write down the directions for your skit." This lesson is taken from a textbook series the U.S. Department of Education recommended last year to school districts across the country.
A sixth-grade social studies textbook suggests: "Imagine you are a television reporter covering the Roman assault on Masada. Prepare a news report on this event."
An "authentic assessment" in "integrated science" designed to replace ordinary tests asks students to write a poem about mitosis. A journal of chemical education encourages high school science students to construct a new periodic table of the elements as it might appear on some unspecified alien planet.
No one contests some legitimate place for projects and activities in classrooms. But lost in the whirlwind, this doing and doing, is a sense of where the real action should be--in the minds of students. Activities enthusiasts are right not to want passive students. But they have made a dangerous error. They have substituted ersatz activity and shallow content for the hard and serious work of the mind.

Whether projects and activities are good or bad, successful or unsuccessful, they are without question popular. They elicit warm and positive feelings that are lodged in persuasive learning theories and sentiments held almost universally: that a variety of tasks, assignments, and methods makes education more pleasurable and memorable.

Activity-based learning is not confined to early childhood education or the lower grades, to a handful of "innovative" classrooms, to public education, or to mediocre schools. In elementary and high schools alike, public and private, it is taking the place of traditional lessons, essays, tests, and research papers. The trend is not a matter of a pendulum swinging a little too far in one direction. In many schools, activities more than supplement the text and lesson. Activities are the lesson.

Such teaching strategies have a long pedigree. Some call them the project method, a term often used interchangeably with "activities-based learning" and "hands-on learning." Content is tied to prior experiences or known student interests. In a 1996 report on how teachers try to stimulate interest in learning, John A. Zahorik at the University of Wisconsin-Milwaukee defined these hands-on activities very broadly, including lessons in which the "student is an active participant rather than a passive listener. The term includes the use of manipulatives such as pattern blocks in mathematics; playing games of all kinds; participating in simulations, role playing and drama; engaging in projects. "

Education publishers, eager to keep up with pedagogical trends, have responded. Flip to any lesson in any up-to-date textbook. You'll find projects and activities at the core of the editorial apparatus. The most ambitious of the nation's new secondary-level history textbooks, McGraw-Hill/Glencoe's American journey --whose authors include a former president of the American Historical Association and a Pulitzer Prize winner--features a Taffy Pull, complete with a recipe and an invitation for students to relive the social event of the 1800s and early 1900s.

Hands-on enthusiasts claim that traditional pedagogy and content are at the center of the "interest" problem. They assume project- and activity-based learning to be superior forms of instruction, kinder and more humane than the opposite, which is often lumped under the term "verbal learning. " Language and letters, the many-splendored world of mathematics, the vast terrain of history and science, at least in pure form, according to this outlook, are limiting, boring, and possibly emotionally harmful to children.

Traditional classroom activities and content lose out--crowded and trimmed in order to accommodate projects. There's only so much school day, and projects and activities consume time greedily. To make room, time allotted to reading, writing, listening, critical dialogue, and directed inquiry inevitably shrinks. Serious learning takes a back seat.

Activities expand exponentially because teachers think that's what they are supposed to be doing. Administrators, curriculum specialists, education gurus, workshop presenters, psychologists, academic journals, and textbook publishers have told teachers that activities are the only way to engage students. "Chalk and talk" and "drill and kill" are the derisive names given to traditional approaches. Teachers, understandably, shudder at the thought of being associated with such dreary pedagogy. Should they resist the traditional wisdom, they may face scorn and intimidation for being instructionally out of date or even insensitive to student needs.

Lack of variety and imagination in assignments does lead to dull classrooms. Whole-class, teacher-led instruction is not always of high quality. But it certainly can be, frequently is, and would be much more often if it weren't caricatured as inevitably boring and ineffective, thus discouraging teachers from perfecting the art, as Japanese and Chinese teachers work so hard and successfully to do.* (* See below).

Activities-based learning often suspends valid educational premises: that the ability to communicate derives from verbal training; that the ability to absorb, filter and process information requires facility with words and numbers; that general knowledge leads to project mastery; that getting there requires hard work and even then is not universally conferred.

The fear of passive learning may be spectacularly misdirected, but the chalk-and-talk caricature has done its work. Pressed to be events coordinators and social directors, teachers have been robbed of traditional pedagogy's vision of quality: the carefully prepared lesson, rich with analogy, illustration and anecdote; focused and guided; demanding and lively; peppered with good humor; with frequent interchange between student and teacher, student and student; interspersed with small-group work when appropriate; and with a clear sense of direction at the beginning and summary at the end, leaving all participants with a feeling of completion and satisfaction.

Sometimes teachers must inform directly; at other times they guide students to figure things out for themselves. Active, attentive listening--on the part of both teacher and students--is an imperative. Repetition, practice, and memorization have their part, as does learning to take organized notes. At the core, always, is serious content approached seriously. Knowledge builds on knowledge. Thirteen years of carefully sequenced content and jealously guarded classroom time allow students to build an enormous storehouse of knowledge and skills and the ability to use them. And since knowledge and success are the best breeding ground for interest to take root and expand, the more students know, the more they will want to know.

Under the leadership of their teacher, students work to unearth meaning; to evaluate, interpret, compare, extend, and apply; to analyze their errors, present their findings, defend their solutions; to attend carefully to what others say; to get their thoughts down clearly on paper; to understand. This is not boring and it is not passive. This is real action learning. This is the mind at work. Those who would banish such teaching by dismissing it as dull and ineffective are better advised to put their efforts into helping teachers sharpen these familiar and research-validated approaches.

There is much more of this important article.