After reading various different predictions for
education, I thought I would provide my own for 2016. In all humility, the only
qualification I offer to support my predictions are 30 plus years in education
in various roles as well as the opportunity afforded me in my present role as
Superintendent in Residence for DreamBox Learning. This combination has allowed
me incredible access to both the provider and consumer perspectives necessary
to advance teaching and learning to meet or exceed the expectations we
individually and collectively desire for all learners.
That being said, here is the first of two predictions:
Prediction One: Prevention will replace Intervention.
There will be a shift from treating failed learning to
preventing the failure to learn by the authentic integration of instruction
with the application of robust, intelligent, and adaptive analytics. Although
intervention, treatment or remediation of failed learning has been the dominant
mindset and practice, the awareness, understanding and application of technology
will usher in a new mindset and transformative instructional practices.
The difference between failed learning and the failure
to learn is akin to the difference between treatment and preventative medicine.
Treating failed learning comes after instruction. Whereas, preventing the
failure to learn is “in” process - during the construction of meaning as well
as application of learning.
Prevention is centered on the congruency of
instruction and assessment. They are simultaneous. This form of technology
is unobtrusive and as such does not interrupt instruction but rather
compliments, supports, and informs it.
Creating awareness and understanding of the what, why,
and how learners develop and apply learning strategies, construct meaning, and
formulate responses in real time, teachers are empowered with the ability,
access, immediacy and unprecedented opportunity to adjust, modify or
correct the failure to learn.
Intervention or treatment on the other hand,
separates instruction and assessment as two distinct events.
Instruction takes place followed by an assessment. There is both a time and
relevancy disconnect creating disadvantages for both teachers and
learners.
The time lag between instruction and the measurable
impact on learning often distorts the relevancy of feedback as well as its
import to correct, adjust or amend previous learning. Though great strides have
been made through technology, it is the lack of integration let alone
congruency of instruction and assessment that remain limiting.
The time between instruction and impact on learning has
always been problematic. Further exacerbated by the quality, reliability,
timeliness, or misalignment of assessments with the intended, taught, and
assessed curriculum.
Additionally, the capacity, competence and confidence of
teachers to know, understand and address the causes or antecedents of failed
learning varies widely. Culminating with the reality that treatment or
intervention has failed to produce promised and envisioned results of
scale; it is time for practices and programs that do not work to be
systematically and intentionally abandoned.
For my prediction to become reality, there are two
critical actions necessary. The first is for schools and school systems to
authentically examine their current programming and practices through the lens
of prevention versus intervention.
To do so will require a careful, thoughtful, and
comprehensive evaluation of core instructional practices as well as all
supplemental programming for effectiveness and efficiency. Simply asked, are
the practices and programs in use designed to prevent or treat failed learning?
Further I would query by asking how much
is currently spent in time, effort, and money to remediate failed
learning?
The second action is for school and school systems to
review their formative assessments.
What is the extent to which current formative assessing
practices provide, in real time, information, insight, and intelligence within
and between learning activities for both the learner and teacher?
These questions are critical. Moreover, the answers
illuminate the readiness to shift from intervention to prevention.
More than a prediction, the technology is here –
take a look at DreamBox Learning. The challenging question is whether or
not we sincerely want each student to succeed. If yes, we
must replace intervention with prevention.
Next
week, my second prediction – reimagining formative assessing.
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