Eric Kalenze Twitter - @ erickalenze Email - erickalenze@gmail

1. Like Hip-Waders for the Bullsh-initiatives How research and reason can help teachers reclaim their profession Eric Kalenze Twitter - @erickalenze Email - erickalenze@gmail.com A Total Ed Case blog - erickalenze.wordpress.com

7. Foundation: Observations & Actions Mismatches, pre-professional training & practice Provided professional development experiences ‘empty’ Independent Research (Arranged by successive ‘gateway drugs’) Education history (Ravitch, Kliebard, Cremin) Education critique/history/philosophy (Hirsch, Delpit, Egan, Zoch, Heclo, etc) Cognitive science: Literacy (Sticht, Recht/Leslie, Cunningham/Stanovich, etc) Cognitive science: Memory/attention/perception/linguistics (Lakoff, McWhorter, Chomsky, Haidt, etc)

8. Foundation: Observations & Actions Teacher-leadership: PD design/delivery, continuous school improvement, district action teams Externally provided school improvement & research Publishing (Ed is Upside-Down, blog, articles), speaking, researchED conference organizing, etc. MISSION: To Eliminate (or at least mitigate)Educational Over-Correction & Bullshit

9. Over-Correction, A Quick Primer

10. Over-Correction, A Quick Primer A severe, abrupt reaction to an identified challenge, …executed before challenge is thoroughly understood …executed with insufficient consideration of actual best course …ultimately interferes with actual positive progress …or, worse,

11. Educational Over-Correction Reasons For Being Ed enterprise continually seeks to legitimize/fulfill ideals & claims of early Progressive Educators

12. Educational Over-Correction Reasons For Being Ed enterprise continually seeks to legitimize/fulfill ideals & claims of early Progressive Educators From Trilling & Fadel’s21st Century Skills: Learning for Life in Our Times (2009)

13. Educational Over-Correction Reasons For Being Ed enterprise continually seeks to legitimize/fulfill ideals & claims of early Progressive Educators Compare to these ‘New Articles of Faith’… Freedom vs Control Child Initiative vs Teacher Initiative The Active School Child Interest as the Basis of the New Educational Program Creative Self-Expression Personality & Social Adjustment …from The Child-Centered School (Rugg & Shumaker) 1928

14. Educational Over-Correction Reasons For Being Ed enterprise continually seeks to legitimize/fulfill ideals & claims of early Progressive Educators Substantial progress expected, and quickly Eternal faith in ‘cool practices’ as missing pieces for generating substantial progress (media- and ‘philanthropically’ fueled)

15. Educational Over-Correction Reasons For Being 3. Eternal faith in ‘cool practices’ to generate quick positives (media- and ‘philanthropically’ fueled) NAME THAT ED TECH INNOVATION & DECADE (courtesy of Tyack & Cuban, Tinkering Toward Utopia: A Century of Public School Reform)  __________ was going to be different, said reformers. When the ______ Foundation entered the arena…with its subsidies and publicity, the campaign for instructional _________ gained momentum. [LONG STORY SHORT: BALLYHOOED PROMISE QUITE UNFULFILLED.] Disappointed reformers complained that teachers were laggard and fearful if not incompetent. Teachers gave other reasons. They pointed to problems with hardware: there was not enough, or it was broken or complicated, or it took too much time to arrange for its use. They criticized the content …as inappropriate to the curriculum, as not fitting the class schedule, or as of poor quality. Top-down implementation provoked many teachers to dig in their heels or simply to put technology in the closet. **TELEVISION, 1950s**

16. Educational Over-Correction Reasons For Being Ed enterprise continually seeks to legitimize & fulfill ideals of early Progressive Educators Substantial progress expected, and quickly Eternal faith in ‘cool practices’ as missing pieces for generating substantial progress (media- and ‘philanthropically’ fueled) 4. DESPERATION

17. Educational Over-Corrections… Activate & Catalyze Bullshit

18. Academically speaking, of course… Bullshit Moral philosopher Harry G. Frankfurt, 1986 (2005 monograph, p. 57) ‘…the bullshitter…is neither on the side of the true nor on the side of the false… He does not care whether the things he says describe reality correctly. He just picks them out, or makes them up, to suit his purpose.’

19. More specifically… Bullshit Bullsh -initiatives Moral philosopher Harry G. Frankfurt, 1986 (2005 monograph, p. 57) ‘…the bullshitter…is neither on the side of the true nor on the side of the false… He does not care whether the things he says describe reality correctly. He just picks them out, or makes them up, to suit his purpose.’

20. Bullsh-initiatives Purport to solve fundamental education issue (often over-simplified, based on promise) Solutions often over-corrections with weak evidence bases, operating on intuitive and/or innovative appeals

21. Bullsh-initiatives Purport to solve fundamental education issue (often over-simplified, based on promise) Solutions often over-corrections with weak evidence bases, operating on intuitive and/or innovative appeals

22. How weak? From James G. Lengel’sEducation 3.0: Seven Steps to Better Schools (Teachers College Press, Columbia, 2013) *In all, ‘Recognize the Need for Change’ chapter features 10 citations—including a Cisco whitepaper & 2 regarding Thoreau’s Walden

23. Bullsh-initiatives Purport to solve fundamental education issue (often over-simplified, based on promise) Solutions often over-corrections with weak evidence bases, operating on intuitive and/or innovative appeals Exert substantial impact on operations, professional development, spending Very often do not deliver promised outcomes, and sometimes opposite

24. Over-Correction Bullsh-initiative, Illustrated Skills-focused Instructional Methods & Scheduling Reading & math time expanded, other content areas decreased; workshop models implemented to engage Alternatives to Exclusionary School Discipline Strategies Implementation of restorative practices, extensive racial bias training, mandated suspension reduction, etc. Ed-Technological Solutions Interactive whiteboards; 1:1 iPad initiatives; various interventions delivered digitally Professional Development Model Adjustments Teacher evaluation systems/VAM, coaching protocols/cycles

25. Over-Correction Bullsh-initiatives: Contrast to Medicine MEDICINE ACTION Surgery (evidence-supported) Initial Examination Office Checkup Pain Identified ‘Shoulder Hurts’ Treatment Plan (evidence-supported) Additional, More Intensive Examination

26. Over-Correction Bullsh-initiatives: Contrast to Medicine EDUCATION Promise/Potential ‘Grit Important to Success’

27. Over-Correction Bullsh-initiatives: Contrast to Medicine How Children Succeed (Paul Tough, 2012) “In past decade, [many experts] have begun to produce evidence that…what matters most in a child’s development is not how much information we can stuff into her brain…but whether we are able to help her develop a very different set of qualities, a list that includes persistence, self-control, curiosity, conscientiousness, grit, and self-confidence.”

28. Over-Correction Bullsh-initiatives: Contrast to Medicine How Children Succeed (Paul Tough, 2012) “In past decade, [many experts] have begun to produce evidence that…what matters most in a child’s development is not how much information we can stuff into her brain…but whether we are able to help her develop a very different set of qualities, a list that includes persistence, self-control, curiosity, conscientiousness, grit, and self-confidence.”

29. Over-Correction Bullsh-initiatives: Contrast to Medicine EDUCATION Promise/Potential ‘Grit Important to Success’

30. Over-Correction Bullsh-initiatives: Contrast to Medicine EDUCATION Promise/Potential ‘Grit Important to Success’ Over-Corrected Interpretation ‘Schools Should Teach Grit’ (OC, as uncertain of how—or IF—it can be done successfully) Action (BSI, ‘Spin’) ‘Integrate, then Evaluate on Grit’ (Clarified by Tough, Duckworth in later works, seldom so lucky.)

31. Over-Correction Bullsh-initiatives: Contrast to Medicine EDUCATION Promise/Potential ‘Grit Important to Success’ Over-Corrected Interpretation ‘Schools Should Teach Grit’ (OC, as uncertain of how—or IF—it can be done successfully) Action (BSI, ‘Spin’) ‘Integrate, then Evaluate on Grit’ Douglas Carnine, ‘Why Education Experts Resist Effective Practices’: ‘This is a classic case of an immature profession, one that lacks a solid scientific base and has less respect for evidence than for opinion and ideology.’

32. For all the Bullsh-initiatives, Teaching Force Needs These… …and sound research habits can provide them

33. Like Hip-Waders for the Bullsh-initiatives Notes, Guidelines RE Using Research Make your waders water- (and BS-) tight Get current w/‘what works’ research (especially cognitive science), explore states of bullsh-initiatives at home and elsewhere Be skeptical, be sound: Interrogate ‘Why to’, not just ‘What to/How to’ Examine initiatives’ evidence bases. See if they’ve worked for kids, not just that they could or that kids love it (also, examine context, sample size, etc—THINK: Is it right for OUR NEEDS?) Challenge experts—and writers!—for evidence Where you don’t see evidence as described above, ask for it. Don’t wait: Get networked, get going If waiting for proper time & space, may wait forever. Find people (researchED!) interested in similar questions, pick brains, compare findings & insights. And SHARE: social media, blogs, etc. In debate/discussion, mind your FRAMING

34. Framing Effect (very briefly) • Changing the relative attractiveness of choices through wording, presentation • ‘Works’ according to our cognitive arrangement of world & what certain language evokes • (both inadvertent) • G Lakoff, early 2000s: framing in pol discourse • SOME KEY IDEAS • People vote their identity, not rational self-interest • To get points across, don’t use opposition’s frame • Facts aren’t nearly enough

35. Framing Effect (very briefly) Lakoff’s ‘4 Really Important Guidelines’ SHOW RESPECT RESPOND BY REFRAMING THINK AND TALK AT THE LEVEL OF VALUES SAY WHAT YOU BELIEVE

36. Framing Effect (very briefly) Lakoff’s ‘4 Really Important Guidelines’ SHOW RESPECT RESPOND BY REFRAMING THINK AND TALK AT THE LEVEL OF VALUES SAY WHAT YOU BELIEVE

37. Hip-Waders? What’s In It For Me? Considering Educators’ Values VALUE Individual Judgment is Respected Manageable & Rational Workload Students Able to Realize Dreams FRAME “As long as our profession is considered immature, our individual judgments will be discounted.” “To stop the churn of short-lived, costly, & unproductive initiatives, each must be subject to scrutiny.” “Studentsdeserve to learn in safe environments and to be taught in ways that genuinely account for their learning processes.” …etc.

38. Hip-Waders? What’s In It For Me? Considering Educators’ Values VALUE Individual Judgment is Respected Manageable & Rational Workload Students Able to Realize Dreams FRAME “As long as our profession is considered immature, our individual judgments will be discounted.” “To stop the churn of short-lived, costly, & unproductive initiatives, each must be subject to scrutiny.” “Studentsdeserve to learn in safe environments and to be taught in ways that genuinely account for their learning processes.” At bottom, about reclaiming the profession

39. What the Academy Taught Us Continuous school improvement: What works, what probably won’t, & why Explores site-based improvement vs ‘transformational system change’ Several powerful experts consulted to reach educators & leaders at level of values **Inspired heavily by Michaela, K Chenoweth JOHN CATT ED, to be released 2019 (fall?)

40. Questions, Discussion Eric Kalenze Education Is Upside-Down @erickalenze erickalenze@gmail.com

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