TED Conversations

Goldmark Anthony Indico

Elementary Grades Teacher, DepEd Philippines

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If SCHOOLS today are over relying on STATISTICAL DATA, what else should it DO to SOLVE the GLOBAL EDUCATIONAL STAGNANCE?

I mean we all have read statistics showing the decline of educational achievements across the world especially in poor countries. Educational institutions are having problems assessing their own performances due to political(inside and outside) and to much pride(to admit that the past system/s has failed) at certain extents. Now, what should SCHOOLS DO?

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  • Dec 7 2011: Schools should go by a model that I teach to first year college students AND elementary students- Public Achievement. This model allows students to critically analyze the world around them by being asked "what would you change?" They feel involved, empowered, and motivated. This model asks students to step into roles and take on positions in groups that demonstrate how to be an active citizen in a community. This utilizes students of all ages, racial backgrounds, socioeconomic backgrounds and genders. If teachers are provided a tool that allows their students to consider the impact they want to have on the world, rather than teach them the skills to enter the workforce as a silent individual who cannot break free of the societal constraints they were born with, the country will develop into a true engaged democracy.
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    Nov 28 2011: Education is a word, not some kind of entity. PEOPLE should move to improve whatever it is they think needs improvement.

    Less systems, more thinking..

    You are talking about an issue that goes deeper than education. The whole world has moved past fitting people to a bell-curve. It is no longer acceptable to generalise. Statistics are generalisations.

    I think you'll find business institutions, political institutions, the lot, are having problems. It's because they are passe..
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      Dec 11 2011: What should then be the output of our thinking instead of systems? Got any ideas?
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        Dec 12 2011: Ditching models would be a good start. They are generally too unwieldy and slow to evolve as well as belonging to a bygone age of one-size-fits-all.

        When it comes to assessment, there are 3 areas that are frequently confused with one another:
        1. Student achievement.
        2. Teacher "performance".
        3. School-wide statistical data.

        Clearly stating the purpose of each of these and separating them from each other would help enormously.

        The issue of student achievement starts to get complicated when you consider:
        - WHAT is being assessed (knowledge, skills, attitudes, values) and who should decide this.
        - HOW it is assessed (standardised testing, internal assessment, self-assessment, peer-assessment).
        - the PURPOSE of the assessment (is it really to help improve student achievement or is it actually for bureaucratic purposes?).

        The most simple (but expensive) solution is to halve class-sizes. Politicians never really consider this option (which says a lot about their opinion of education) because of the cost.

        Schools should be governed by their communities, not central government.