I had the opportunity to listen to Sir Ken Robinson speak at Lynn University a few years ago and his perspective on education is wonderful to hear.  He is most realistic in his approach and realistic with what he has to say.  I also find his humorous approach to be disarming which is good because it allows us to enjoy what we are hearing while taking in new information.

Specifically, at TED2006, Sir Ken Robinson spoke to the way in which the educational system is designed to stifle creativity.  This is a major concern since everyone on the planet has a stake in the education of students and how can students be prepared for an economy which is wholly unpredictable overall if they are not able to explore creative ideas they have.  As Sir Ken Robinson (2006) states, “If you are not prepared to be wrong, you will never come up with anything original.”  Skill sets needed to disrupt systems are not born from rote fact memorization.

Image Source: https://www.gettingsmart.com/2018/01/5-ways-for-teachers-to-nurture-the-creative-genius-in-their-students/

Sir Ken Robinson also used the RSA Animate platform (n.d.) to discuss the current reforms on the public education system.  Echoing his sentiments from his TED20016 talk, one of the biggest problems we face is how do we prepare the children to be successful in a future that is not understood based on learning information which is the way it has always been.  More recently, acquiring a college diploma does not guarantee one highly compensated employment.  Since the system which is in place was built to help prepare students for a completely different time.

These ideas are aligned with my own position that year-round schooling would be more appropriate for students than the traditional ‘summers off’ model which was developed in the industrial age so that students would be able to help their families during the time of harvest.  While this still may occur in certain parts of the country, it is certainly not that way everywhere in the United States of America.  Deep research is needed to determine if this is truly one of the best ways forward, but, it might help to close the achievement gap.

References

Robinson, K. (n.d.). Changing education paradigms. RSA Animate. Retrieved from: https://www.ted.com/talks/ken_robinson_changing_education_paradigms

Robinson, K. (2006). Do schools kill creativity? TED2006.  Retrieved from: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/up-next

In a fast-paced presentation at TEDGlobal 2012, Eddie Obeng discussed how essential it is to see change coming and be prepared to make seismic changes in educational policy quickly since the world adapts.  This, he argues, is the biggest challenge because as soon as data are collected and changes are made the data are already obsolete thanks to the speed with which the world turns.

For example, he discussed an image with two arrows (the Mullerr-Lyer illusion) as outlined in Figure 1 below) and asked the audience which one was longer.  The majority of respondents stated, “the same” when in reality one was longer than the other.  Why did the respondents reply that way?  It is because usually when presented with a very similar figure the answer is “the same” and those looking immediately thought back their conditioned response even though it was incorrect.  This, Obeng argues, is part of the problem.  The issue is that conditioned responses lead us to not think on our own and to rely solely on previously learned data.  If this is the way of the world then how could humanity possibly make appropriate advancements to close the achievement gap?

Figure 1: The Muller-Lyer Illusion (Barhelme, 2009).

Obeng argues that in order to make serious change, society needs to take big risks.  The biggest problem?  People are not likely to do so because if the idea fails then the employee is at risk of losing a job.  This is exactly where he believes change is needed since creativity leading failure should be rewarded because, when it does work, it can change the game and help people lean in bold new ways.  Society has taught us that it is best to do the same thing that has always been done and not to go against the flow.  Perhaps it is time to dam up the flow and see which creative idea leads to the breakthrough.

References

Barthelme, S. (2009). Culture and perception, part II: The Muller-Lyer illusion.  Retrieved from: http://cognitionandculture.net/blog/simons-blog/culture-and-perception-part-ii-the-muller-lyer-illusion.

Obeng, E. (2012). Smart failure for a fast-changing world. TEDGlobal 2012. Retrieved from: https://www.ted.com/talks/eddie_obeng_smart_failure_for_a_fast_changing_world/up-next

Andreas Schleicher gave his presentation entitled, “Use data to build better schools” at TEDGlobal 2012, he framed his discussion around the most recent results gleaned from the PISA test which compares how students perform on assessments across various countries.  This is fascinating information since anyone who knows me will know that I am a major proponent of using data to drive instructional practice and address achievement gaps.  Completing this testing and analyzing these data is a major challenge, but, it is good to get a sense of how things are going in the field of education and which initiative(s) have the greatest impact (ex. high spending, small class sizes, teacher pay, etc.).

Frustratingly, it was revealed that the United States of America has seen students’ academic performance decline since the 1960s.  The results from the 2009 PISA study demonstrated that students from Asian countries performed exceedingly well and that there were established gaps of up to seven years of academic knowledge between countries which is an enormous concern.  In Germany, when the PISA results came in and showed a decline in knowledge between 2000 and 2009, the country came together to review and make significant policy changes to improve educational quality.  As Figure 1 outlines, PISA worldwide rankings show some European, Asian nations as well as Canada and Australia did very well on the 2015-2016 PISA exam.

Figure 1: PISA Worldwide Ranking (Factsmaps.com, n.d.).

Quite interestingly, data revealed that student performance in Luxembourg did not improve significantly despite one of the highest per-pupil spending rates in the world.  In Canada, students performed very well which, according to Schleicher, means that equity does not need to be compromised for excellence.  So what is the major takeaway here?  In my opinion it is this: educational leaders must use these data to review policy trends which lead to quantifiable student improvement and consider making changes if the results are not as strong as other nations to help students to be competitive in the new global economy.

References

Factsmaps.com. (n.d.). PISA Worldwide Ranking – average score of math, science and reading.  Retrieved from: http://factsmaps.com/pisa-worldwide-ranking-average-score-of-math-science-reading/

Schleicher, A. (2012). Use data to build better schools. TEDGlobal 2012. Retrieved from: https://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools

A Shifting Culture and Workforce

In her speech at TEDWomen 2010, Hanna Rosin delivered a variety of information to help show how much the climate has changed for females.  Many statistics which would have been unthinkable just a few years ago are now the reality which, I believe, we are a better place for since women have so much to offer and make excellent leaders.  Among some of the key data points were:

• 3 women will get a college degree for every 2 men who do
• Over 50% of managers are women
• All but 2 for the fastest growing careers are dominated by women
• Young, childless single women are earning more than young men

When Hanna referenced the economic meltdown of 2007 (which while fresh for her in 2010 feels like ons ago in 2019) and how it had a greater fiscal impact on positions that were traditionally dominated by males (ex. manufacturing or construction) which had a low educational need and more of a physical skill set.  Today, the high wage jobs tend to be for those who are highly educated rather than for those who are brawny which suggests a paradigm shift in our culture.  Since women are graduating with college degrees at a higher rate, it is not surprising to see the growing rates of women in management occupations as outlined in Figure 1.

Figure 1: Women in Management Positions (United States Department of Labor, 2017)

This leveling of the playing field has taken decades to change and there are still major gaps to be overcome.  As a millennial who came of age well after women gained rights to read, write, vote, and earn gainful employment it is hard to imagine a time when women were not able to do so and the reasoning behind those rules/ideas.  I have worked for many different females since, as the graph shows, the majority of educational administrators (65%) are females and they have all been wonderful to work for.

What Hanna notes as a major change from an economy based on physical strength to one which is either low wage/low skill or high wage/high skill the tables are turning because, as she states, she feels women are more able to stay focused, listen, and adapt.

References

Rosin, H. (2010). New data on the rise of women. TEDWomen 2010. Retrieved from: https://www.ted.com/talks/hanna_rosin_new_data_on_the_rise_of_women

United States Department of Labor. (2017). 12 stats about working women. Retrieved from: https://blog.dol.gov/2017/03/01/12-stats-about-working-women

Schooling: A Privilege or a Right?

This moving speech by Kakenya Ntaiya at TEDxMidAtlantic in October, 2012 really helps shape the view of what others’ lives are like in nations where women are raised more to be mothers and wives than to be thinkers and readers.  Coming from the Maasai tribe, Kakenya was told that she was engaged to be married at 5 years old.  In their traditional culture, men are raised to be hunters, leaders, and possessors of all property while women historically played a second-fiddle role.

Kakenya went to school because her mother (abused and beaten when she disagreed with her husband) was denied an education and she wanted better for her daughter.  Kakenya wanted to be a teacher so she told her father that she would only go through with the cultural “ceremony” if she could go to high school.  He agreed and she went through with it so that she could continue her education beyond the compulsory level of 8th grade.

Figure 1: Education in Kenya (WENR, 2015)

Kakenya went on to get accepted to college and she could only afford to go with the financial help of the whole village.  Although not well received at first because she was not a male, the villagers supported her to head to college in Lynchburg, VA even though she was a female.  While in school, she learned that female genital mutilation is against the law in Keyna and she did not have to do that to get an education.  Each year, she learned, 3,000,000 per year females face the same thing.

Now, she operates a school for females only which educates 125 students at a time.  Her wise words, “if you change your world … you are going to create a better future” struck home for me because it really speaks to the courage she had to change her own reality even though it was not easy.

References

Clark, N. (2015). Education in Kenya. World Education News + Reviews.  Retrieved from: https://wenr.wes.org/2015/06/education-kenya

Ntaiya, K. (2012). A girl who demanded school.  TEDxMidAtlantic.  Retrieved from: https://www.ted.com/talks/kakenya_ntaiya_a_girl_who_demanded_school

Questioning The Status Quo

How often are the educated guilty of taking for granted their ability to read a sign on a building, count precisely 7 apples at the grocery store, or easily determine exactly how much change to put into a vending machine?  While these seem to be simple and routine tasks to many they are mountains for others who are routinely stuck without the tools to climb to the other side.  For many people across the globe, the challenge of learning to read and write has been a major one, as evidenced by Figure 1 below.

Figure 1: Literacy Rate By Age Group (Our World In Data, 2018)

In this TED Talk, Laura Boushnak talks about her own experience breaking barriers and fighting for the right to pursue her own higher education.  As Figure 1 outlines, more younger persons are reading than older persons, there are still much lower literacy rates in Africa and in the Middle East.  This is a major issue which undoubtedly impacts the global economy on an unfathomable scale.

Thankfully, people like Laura are helping to inspire other women to overcome the challenges they face.  In her work as a photographer, she has captured photos of women (many of whom were reluctant to participate) and asked that they write words of encouragement to encourage other women to become empowered.  Quotes like, “I sought education in order to be independent …” speak to how much literacy can change lives and provide women with the opportunity to act for themselves.  The data in Figure 2 shows the major disparity of male vs. female literacy rates in the Middle East where in 15 out of 16 had higher rates among males, some by far (ex. Yemen, Egypt, and Iraq).

Figure 2: Male vs. Female Literacy (Ostroski, 2015)

The reality that there are so many people in this world who face a life without the ability to read is unfathomable and unacceptable.  While efforts in the United States of America are to be lauded, there is clearly a need for a worldwide literacy push to help even the playing field to ensure that all citizens of the Earth have the opportunity to create their own future with literacy at the foundation of that base.

References

Boushnak, L. (2014). For these women, reading is a daring act.  TED Global.  Retrieved from: https://www.ted.com/talks/laura_boushnak_for_these_women_reading_is_a_daring_act

Ostrosky, C.M. (2015). Literacy in the Middle East.  Retrieved from: http://christineostrosky.wixsite.com/ostrosky-uss/single-post/2015/08/30/Literacy-in-the-Middle-East

Our World In Data. (2018). Literacy.  Retrieved from: https://ourworldindata.org/literacy

Mindfulness: A Program to Combat Test Stress

At Boca Raton Community High School (BRCHS), students take over 14,000 standardized tests annually.  There are myriad reasons for students to be taking standardized tests.  This includes testing requirements to earn a Florida high school diploma such as the Florida Standards Assessment for English Language Arts (FSA ELA) and the Algebra I, US History, Geometry, and Biology end-of-course exams (EOC).  In addition, BRCHS offers a wide variety of Advanced Placement (AP) courses through the College Board, Advanced International Certificate of Education (AICE) through the University of Cambridge, as well as industry certification exams such as electrocardiograph technician (EKG) and ServSafe certification to help give students the opportunity to earn meaningful employment upon graduation if the student is headed straight to the workforce.

This wide variety of rigorous coursework available to students led The Washington Post to rank BRCHS the 24^th most challenging high school in the United States of America (“America’s Most Challenging High Schools Top 25 National List,” 2017).  The internationally recognized programs that are offered to students lead to them earning acceptances to some of the most outstanding colleges in the country, but, it also creates pressure for students as the academic demands of collegiate-level courses (ex. AP and AICE) are higher than comparable honors-level courses.
In this environment, students can sometimes find themselves stressed and looking for ways to decompress.  BRCHS offers students the option to take Yoga as a course on their schedule.  Since the course is a regular-level credit, it can actually harm a student’s Honors Grade Point Average (HPA) which determines a student’s class rank.  This means that in many cases, students taking the most challenging courses so as to keep their HPA/class rank high opt not to take the course and thus lose out on the opportunity to take time out of their day to help center themselves and get some exercise.  In addition, every student who earns the AICE Diploma is exempted from the physical education requirement.
With such a challenging academic culture, BRCHS students could benefit from a non-credit-bearing after-school program developed and implemented based on the concept of mindfulness, defined as being aware of the moment in which you are experiencing through using techniques such as meditation (Burke & Hawkins, 2012).  This program would be designed to have different mindfulness techniques and exercises each week for students to participate in if they so choose.  This program would be open to any and all students who wish to participate with BRCHS covering the cost of the instructor who would be a teacher on staff working for outside-the-classroom pay.

A recent study showed that mindfulness can help students reduce stress and mind wandering while taking the Graduate Record Exam (Mrazek, Franklin, Phillips, Baird, & Schooler, 2013).  Given the results of this study and the number of tests that students take at BRCHS, it stands to reason that students could benefit from having the chance to take dedicated time to help improve their mental and physical wellness with the guidance of a trained instructor.  It could go a long way towards helping the students disconnect from their stress and re-connect with the strength and resilience that they have inside of them.

References

America’s Most Challenging High Schools Top 25 National List. (2017). The Washington
Post. Retrieved from https://www.washingtonpost.com/local/education/americas-most-challenging-high-schools-top-25-national-list/2017/06/25/a92e2c50-578e-11e7-ba90-f5875b7d1876_story.html?utm_term=.262d331f76a0

Burke, A., & Hawkins, K. (2012). Mindfulness in education: Wellness from the inside out. Encounter: Education for Meaning and Social Justice, 25(4), 36–40.

Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering. Psychological Science, 24(5), 776–781. https://doi.org/10.1177/0956797612459659