血路

以下是炸彈人未來小學校長的 blog…我特別對斜體字的兩個段落很有同感…有時心想炸彈人真是非常幸福，至少領袖和我都有能力給她「另類」的教育，能避開傳統學校那些透不過氣的操練和比較、趕課程什麼都趕趕趕的學習生活，而領袖也十分樂意用他的獨有方法陪伴炸彈人學習…早前吃早餐時聽見隔鄰的兩位媽媽談論她們的小朋友在校內如何遭老師磨滅自信心及老師如何敷衍了事，蠻悲哀…

爸媽確是 primary educators of all children，但老師也是一個小朋友十分尊敬和學習的對象，無奈的是現今老師的素質有目共睹，教育制度又令人無所適從，希望另覓新徑能為我們一家殺出一條新血路吧 ~~~

關於血路，朱東亦正在殺他自己的血路。過去的一兩個月領袖常常 bits and pieces 地談論龍虎山兄弟夜聚的瑣事，心覺朱東可能不甚開懷…現在事件總算去到另一個層次，而當中又再一次令我感受到龍虎山兄弟情是如何深厚，真是可口可樂，哈哈！

今早領袖和我離家時炸兩大哭，領袖說如此縱容下去炸兩一定考不到學校…還有大半年時間，炸兩，爭氣啊 ~~~

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Educating to failure?
Thursday 26th February 2009

Standardized tests, benchmarks, high stakes testing and the external pressures placed on both student and teacher by Governments (eager to quote a "value added" for political gain), Organizations, media and some curriculums corrupt the minds of our youth and eliminate the art of critical analysis, creativity in thought and entrepreneurial endeavor.

In the majority of these tests a mistake is seen as the worse possible thing a student can make. Our children live in a world where creativity is a precious commodity and courage is required to venture forth. The learner profiles of risk-taking and reflection equip our students with qualities that allow them to predict, attempt, hypothesize and experiment. In short, to inquire.

It is through inquiry that our children will both understand concepts and value essential knowledge, but most importantly have the mind and courage to explore new knowledge, new perspectives, alternative solutions and think critically.

"If you have made mistakes, there is always another chance for you. You may have a fresh start any moment you choose, for this thing we call "failure" is not the falling down, but the staying down." Mary Pickford (Canadian Movie Star)

"Training to failure" is a common term used often when referring to weight training. The controversial method of training basically promotes athletes to increase repetitions of lifting weights until the muscles fail and the athlete cannot lift again until rested. This, it is thought, promotes muscle growth and increases stamina and strength.

In much the same way we need students to extend their creativity and ideas by experimenting and risking mistakes. Extend and challenge their own minds and potential until they fail. A series of small mistakes often leads to greater success and enduring understanding. It is the "process" that promotes learning. The "doing" that leads to understanding and the reflection that creates other possibilities.

Formative assessment (assessing the process of learning) informs students and teachers about how we best learn and teach. It eliminates misconceptions before they become habits and promotes discovery. This is precisely why the PYP and MYP of the International Baccalaureate (IB) are challenging for traditional or conservative schools and systems to introduce.

They demand ongoing assessment (formative and summative), varied assessments (performance and passive, not always one dimensional paper tests) and mandate and evaluate standards in teaching. The IB evaluates teaching and learning, the school and its community as these are the prime drivers in quality, rigorous and relevant education.

It demands greater professionalism, more parental participation and a student focus in all we do. When your child (or yourself) is required to sit a standardized test ask the following questions. Firstly, why are they sitting to be tested and is my child being assessed only through a piece of paper or computer? Secondly, is this test going to positively impact on my child's learning and confidence? Thirdly, how, why and who composed this test?

As an IB student focused College we need to ask ...will this test improve the learning of these students?

Benchmarks and developmental milestones are helpful in identifying gaps in learning and identifying both needs and gifts. They can inform students, teachers and parents to better support future learning.

Excellent teachers know their students and listen to parents who are the primary educators of all children. Standardized tests do not measure attitude, courage, health, enthusiasm and creativity. If used well, they at best give a marker against accepted norms in terms of a child's development in literacy and numeracy.

The data gathered should be diagnostic (able to inform future teaching and learning) and be one aspect of a wide collection of evidence that supports learning, encourages risk-taking and questioning, and builds confidence as this is the key driver in motivating all humans to extend themselves.