Fun with Mnemonics

admin — Thu, 03 Dec 2009 10:54:20 +0000

Mnemonics are memory devices we use to make facts or processes stick in our long term mental storage. They can be quite useful, and yes, sometimes fun. (One of my favorites is one I created myself: The formal Korean greeting is “ahnyong hashumnika.” I was able to memorize the expression with the silly English phrase “onions on your sneakers.” Silly, but effective.) I found a great site full of mnemonic devices for many areas of knowledge. Check out the site here. I think you’ll find it useful.

Hat tip: Lifehacker

Photo by: runran

False Dichotomies in Assessing 20th/21st c. Education?

admin — Sun, 10 May 2009 16:10:02 +0000

I found the following graphic on a nice website called 21st Century Classrooms. It draws an interesting comparison between 20th and 21st century education. While I’m on board with most of the philosophies and dynamics of the right side of the column, I’m wondering if a couple of the characteristics on the left side of the column–those dealing with 20th century education–are a bit simplistic, if not disingenuous. Take a look at the chart.

20th Century Classroom vs. the 21st Century Classroom

Time-based

Outcome-based

Focus: memorization of discrete facts

Focus: what students Know, Can Do and Are Like after all the details are forgotten.

Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.

Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)

Textbook-driven

Research-driven

Passive learning

Active Learning

Learners work in isolation – classroom within 4 walls

Learners work collaboratively with classmates and others around the world – the Global Classroom

Teacher-centered: teacher is center of attention and provider of information

Student-centered: teacher is facilitator/coach

Little to no student freedom

Great deal of student freedom

“Discipline problems – educators do not trust students and vice versa. No student motivation.

No “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated.

Fragmented curriculum

Integrated and Interdisciplinary curriculum

Grades averaged

Grades based on what was learned

Low expectations

High expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that.

Teacher is judge. No one else sees student work.

Self, Peer and Other assessments. Public audience, authentic assessments.

Curriculum/School is irrelevant and meaningless to the students.

Curriculum is connected to students’ interests, experiences, talents and the real world.

Print is the primary vehicle of learning and assessment.

Performances, projects and multiple forms of media are used for learning and assessment

Diversity in students is ignored.

Curriculum and instruction address student diversity

Literacy is the 3 R’s – reading, writing and math

Multiple literacies of the 21^st century – aligned to living and working in a globalized new millennium.

Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management.

Driven by the NCLB and standardized testing mania.

I’m not sure where or when the authors went to school, but I attended a public school as well as a very traditional Catholic school in the early 80′s, and I think it’s a bit inaccurate to depict them by some of the qualities mentioned in the left column. To wit:

Focus on memorization of discrete facts. While this was a part of nearly all classes, it was certain not the focus. Skills and personal qualities were an important component of what we learned and what the school was trying to do.
Lessons focus on the lower end of Bloom’s taxonomy. Not at my school. Critical thinking, synthesis and evaluation were important components of our classroom activities.
Passive learning. I’m afraid I don’t know what that means in this context. Most of my classmates were very actively engaged in discussions and projects.
The discipline/trust/motivation dichotomy is simply inaccurate and unfair in my experience.
Low vs. high expectations. Highly disagree.
Curriculum is meaningless to the student. Huh?

Look, if one is to frame a proper argument, it is not helpful to set up straw men. (I learned that in my 20th century classroom.) Lay out the argument on the accurate merits. It does us all a disservice if we’re creating false dichotomies and inaccurately assessing other paradigms. Again, I’m taking the 21st century train, but the 20th century train did pretty well in getting me where I am. Let’s keep it real.

Time-based	Outcome-based
Focus: memorization of discrete facts	Focus: what students Know, Can Do and Are Like after all the details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.	Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
Textbook-driven	Research-driven
Passive learning	Active Learning
Learners work in isolation – classroom within 4 walls	Learners work collaboratively with classmates and others around the world – the Global Classroom
Teacher-centered: teacher is center of attention and provider of information	Student-centered: teacher is facilitator/coach
Little to no student freedom	Great deal of student freedom
“Discipline problems – educators do not trust students and vice versa. No student motivation.	No “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated.
Fragmented curriculum	Integrated and Interdisciplinary curriculum
Grades averaged	Grades based on what was learned
Low expectations	High expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that.
Teacher is judge. No one else sees student work.	Self, Peer and Other assessments. Public audience, authentic assessments.
Curriculum/School is irrelevant and meaningless to the students.	Curriculum is connected to students’ interests, experiences, talents and the real world.
Print is the primary vehicle of learning and assessment.	Performances, projects and multiple forms of media are used for learning and assessment
Diversity in students is ignored.	Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math	Multiple literacies of the 21^st century – aligned to living and working in a globalized new millennium.
Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management.
Driven by the NCLB and standardized testing mania.

Kevin Blissett: Out of the Cave » learningstyles

Fun with Mnemonics

False Dichotomies in Assessing 20th/21st c. Education?