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| Joel Rose Presenting at TIES11 |
Started as a summer school program in 2009, moved to after-school and in school in 2010. Last year, 1500 students in 3 schools mostly for math.
He says right now that it is 40% baked. School of One students showed an extra 1/2 to full year of growth.
He taught for 3 years in Houston
Horace Mann trip to Prussia
Today
33% graduate and go on to college,
33% graduate but need remediation
33% drop out
Teachers high turn over
Satisfaction, 40% disheartened
Why is the job so hard? Look at the plate!
Who donates to public education? (Zuckerberg, Walton Family, Gates, )
All of the top donors don't add up to the unpaid hours a week that classroom teachers donate every year!
And it's NOT tax deductable!
The challenge of differentiation....Huge amount of time to personalize assessment.
If we're serious about personalizing learning, we need multiple modalities to view instruction
- Live Teacher
- Collaboratively
- Virtually w/ Live teacher
- Individually w/ printed materials and software
If we have multiple modalities in a learning space, we can differentiate more effectively.
This is the concept of School of One.
Students are assessed on learning modality and create playlists for them for a given curriculum.
Because School of One was part of New York Public Schools, publishers responded, and they created banks of lessons. 5,000 for math alone, with tagging
They didn't say to the teachers, we have all this data now, good luck!
They created a learning algorithm, that is similar to an airport scheduling system.
Students take 5 question assessments at the end of each day, and this provides information to determine their schedule for the following day. They color code Green, Yellow or Red (incorporating traffic patterns into the metaphor.)
8 ways to learn, 5 are live, 3 on computer. The algorithm teachers feel gives them good feedback and more information to prescribe learning for the following day. Students appear in their promotional video to be very excited and engaged!
What's different for teachers?
- Reduced Administrative Burden
- Thoughtful Collaboration-
- Specialization- Teachers become experts in very specific mathematical concepts.
- Real Time Scheduling- They "know" that every student prescribed a lesson are "ready" for that lesson.
- Different Adult-Student Dynamics -Students WANT to move on
- Average class size 7-12
A resounding NO! U.S. Bureau of Labor and Statistics says that as industries like law, banking, librarians and accounting have incorporated technology, employment has gone up. (Some librarians may dispute this!)
Data entry, Printing machine operators, file clerks he admits have gone down. What makes the difference? Judgement! Rose said that teachers make over 1,000 decisions during the school day. More than Brain Surgeons! He said that teaching positions will go up 13% by 2018.
If we as a community can move from technology as a tool to an entirely different delivery model!
In summary:
Current model 150 years old
Differentiation hard
119 billion in unpaid hours to do job well
We need to collectivey
Teachers can be the big winners....
Overall, I liked the message. Still not sure about the way they use to go about it...I didn't really see any higher level thinking going on. I didn't see students creating, or presenting. Maybe this happens in the Face-to-Face interactions, but it wasn't evident in Rose's presentation.
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