The Achievement Gap

What exactly is the Achievement Gap?  According to the Glossary of Education Reform the Achievement Gap refers to:

any significant and persistent disparity in academic performance or educational attainment between different groups of students, such as white students and minorities, for example, or students from higher-income and lower-income households.

The NMC Horizon Report defines the Achievement Gap as “an observed disparity in academic performance between student groups, especially as defined by socioeconomic status, race, ethnicity, or gender.”

Is there an achievement gap in British Columbia? Why is the achievement gap a concern?  One has only to look at the controversial FSA results to see that it exists in our own backyard.  My own school ranks 949/956.  Does this reflect the quality of teaching?  Do these schools have exceptional teachers?  More innovative programs?  I would argue that the staff at my school are just as qualified, experienced,innovative and dedicated as that of any school on the list.  All of the top ten are in the lower mainland and six of them are in Vancouver itself.  Compare the demographics and it becomes apparent that there is a link to socio-economic status and achievement.  This suggests that it is a social justice issue.

My school district is making an effort to address the achievement gap.  Research shows that “progressive systems that provide more funding to higher-need schools can help correct this imbalance. (Horizon, 2017) To this end SD#68 has identified several “focus” schools that it has directed additional resources to.  Presently we are in the second year of this initiative so long term effects are not yet known.

The BCTF’s stand to reinstate stripped language pertaining to class size and composition from contracts is justified from an academic achievement perspective as the Horizon report states that “ investment in lower student-teacher ratios and higher teacher wages resulted in schools with smaller achievement gaps and better educational outcomes for low-SES students”

While inequality still exists in British Columbia schools, we are fortunate our students are not faced with barriers such as war or overt sexua;l discrimination that exists in many countries and heavily impact  achievement.  All students have the opportunity to attend school although they may come with different degrees of readiness.

I have heard it argued that we are investing too many resources into lower-performing demographics and neglecting higher achievers.  I was intrigued by the research cited in the Horizon (2017) report that suggests  improving learning for low performers does not come at the expense of average or top performers”

I am committed to closing the achievement gap and providing all students with the opportunity to achieve their full potential regardless of socio-economic status, gender, race, religion, or physical ability. These words spoken by (though not originating from) a teacher featured in the article Blueberries  by Jamie Vollmer resonate with me,.

We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Every one!

References

Concepts, L. (2013). Achievement Gap Definition. The Glossary of Education Reform. Retrieved 9 February 2017, from http://edglossary.org/achievement-gap/

Editorial Projects in Education Research Center. (2011, July 7). Issues A-Z: Achievement Gap. Education Week. Retrieved 7 February 2017 from http://www.edweek.org/ew/issues/achievement-gap/

2016-nmc-cosn-horizon-report-k12-EN.pdf. (2017). Google Docs. Retrieved 9 February 2017, from https://drive.google.com/file/d/0B6btfF7n9

Vollmer, Jamie. The Blueberry Story: The teacher gives the businessman a lesson.. (2017). Jamievollmer.com. Retrieved 18 February 2017, from http://www.jamievollmer.com/blueberries.ht

TechNology Versus TechYesogy

Technology in the classroom is a hot topic these days.  This is not surprising.  Technology is embedded in the lives of our students.  According to statistics released by Commonsense Media and published by Techaddiction by age eight, 96% of children have watched TV, 90% have used a computer, 81% have played console video games, and 60% have played games or used apps on a portable device (cell phone, handheld gaming system, iPod, or tablet).  While it is prudent to be aware that not all students have access to or are familiar with common forms of technology, a significant portion of our students use technology on a regular basis and are engaged by it.  Cox cites a study that states  students prefer technology because they believe that it makes learning more interesting and fun.

There are many reasons educators should incorporate technology into their instructional design.  Mathis cites several of them in her article Technology in the Classroom:  5 Undeniable Reasons to Embrace It.  Among these compelling reasons is our obligation to prepare our students for the work force and life after school; creating responsible digital citizens; providing opportunities to learn independently and collaboratively; offering multiple means of acquiring and representing knowledge; and the opportunity to pesonalize the educational experience for our students.  I would also add that it is included in British Columbia's redesigned curriculum.  

Technology in the classroom may include (but is not limited to) student-created slide presentations, delivering lessons using Nearpod on a mobile device, using augmented reality like Aurasma to have students embed reflections or additional detail in their work; or using Kahoot or Plickers to do formative assessment.  The possibilities are exciting and virtually endless.  I have found that using Lexia with my students as part of a station rotation and lab rotation has assisted in increasing student achievement.  

One concern is the effect of screen time on developing brains.  This of particular importance for younger students.  In fact as of May 2013, "internet use disorder" (IUD) was added to the Diagnostic and Statistical Manual of Mental Health Disorders, published by the American Psychiatric Association. (Crawford, 2017)

In her article Crawford (2017) cites research that shows that certain activities, such as playing video games or playing on certain apps can release dopamine. This natural chemical often referred to as the pleasure chemical can create addictions and can result in serious problems.

Used with purpose and intentionality technology can increase student achievement by providing access to diverse resources and allowing the teacher to rethink instructional delivery. Technology itself isn't the solution, it is simply a mechanism through which a solution may be achieved.

Join the debate. Check out this Pixton. Do you agree with Chantoui or Chantenon?
https://Pixton.com/ic:bghbqrkt

References

Cox, Janelle.  Benefits of Technology in the Classroom. (2017). TeachHUB. Retrieved 4 February 2017, from http://www.teachhub.com/benefits-technology-classroom

Crawford, N. (2017). Wired Kids: How Screen Time Affects Children's Brains. Breaking Muscle. Retrieved 4 February 2017, from https://breakingmuscle.com/learn/wired-kids-how-screen-time-affects-childrens-brains

Mathis, Meghan.  Technology in the Classroom: 5 Undeniable Reasons to Embrace It. (2017). TeachHUB. Retrieved 4 February 2017, from http://www.teachhub.com/5-undeniable-reasons-why-educators-should-embrace-technology-classroom

Statistics on Children’s Use of TV, Internet, & Video Games - TechAddiction. (2017). Techaddiction.ca. Retrieved 4 February 2017, from http://www.techaddiction.ca/media-statistics.html

The Power of Yet

It is probably a safe assumption that every teacher has heard a student mutter "I can't do this" or "This is too hard."  They believe that the task is beyond their ability and they give up.

You have probably also encountered those students who, when faced with failure, reflect, take a different approach to the challenge and persevere. They understand that they just haven't succeeded YET. They understand that with reflection and practice there is a very good chance that eventually they will succeed.

Carol Dweck would refer to the first example as a fixed mindset and the second is a growth mindset.  Individuals with a fixed mindset believe that abilities are fixed...you are good at something or you are not.  Persons with a Growth Mindset tend to view abilities as progressive.  They try, reflect, adapt and try again with the belief that they will keep improving and eventually succeed.   This is a trait that many innovators and problem-solvers possess.  It is one that employers seek out.

Can a mindset be altered?  Can an individual with a fixed mindset develop a growth mindset? Studies conducted by Mindsetworks, founded by Carol Dweck,  suggest we can indeed change a person’s mindset from fixed to growth, and when we do, it leads to increased motivation and achievement. In a study in which seventh graders were divided into one group that received memory training and a second group which were given training in growth mindset the first group continued to show declining grades, but the growth-mindset group showed a clear rebound in their grades.

Growth Mindset is not directly addressed in British Columbia’s redesigned curriuculum but is a good fit with he Personal Awareness and Responsibility Competencies which include self-determination and self-regulation.

In exploring Growth Mindset I discovered a wealth of resources that explain and illustrate Growth MIndset.  I curated them in a Symbaloo lesson.  Curious to learn more?  Click on the link and let the journey of discovery begin!

http://lessonplans.symbaloo.com/start?accessCode=41113

References

MindsetWorks (nd) Decades of Scientific Reserach that Started a Growth Mindset Revolution. Retrieved 21 January 2017 from https://www.mindsetworks.com/science/

British Columbia MInistry of Education. (2017) Personal Awareness and Responsibility Competency.  Retrieved 21 January 2016 from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/PersonalAwarenessResponsibilityCompetencyProfiles.pdf

The Antidote to Burnout

The topic of teacher burn-out and the importance of self-care got me thinking about an article published by Lisa Dabbs in Edutopia titled 20 Tidbits for New Teachers.  The article contains some good advice for new and veteran teachers.  Amongst the tips is build relationships; collaborate, ask for help, be willing to grow, get a mentor and, of course, make time for r&r.  Dabbs (2011) is clear that “If you don't take time for rest and relaxation you will crash and burn.”  In her article 5 Tips for Avoiding Teacher Burnout Hertz (2014) also identifies the importance of self-care in preventimng teacher burnout and encourages teachers to maintain their “other” life outside of school by exercising and socializing.

I will be the first to admot that pursuing my Masters degree while working full-time has meant that self-care has not been a priority.  I succumbed to my addiction to Coca Cola and have been more sedentary than is healthy.  Fortunately my personal trainer (otherwise known as my golden retriever Tucker) gets me out for a two kilometer walk most mornings before work.  I also have a colleague at a different school that I talk to regularly which both provides an opportunity to socialize and discuss work-related challenges.  This is a start, but it’s not enough.  My present challenge is, where do I find the time and energy?  I am already stretched with work, studying, professional learning groups and other professional development initiatives.

So what can I do that I can fit into my packed schedule?  Journaling at the end of the day before bedding down for the night is a possibility.  I also love movies.  I am an escapist.  It has been a long time since I have been to the theatre.  There are a few movies I would like to see.  Taking the initiative to invite someone to go with me to see a movie and leave the real world behind for a few hours would be welcome and something I could pursue.  

Having completed two marathons I am a big believer in an active body supporting an active mind.  Exercise, and running in particular, has taken a back seat as of late.  My dog is aging and his muscles no longer respond to running and I would feel guilty leaving him behind while I run by myself so we now take shorter walks.  Looking at the list of potential activities posted in the OLTD 509 Quest I think it is time to identify other means of being active.  I have a stationary bike that I could use before settling down on the couch to study after work and I am sure the Internet is abundant in quick exercise videos.  It is time to make activity a priority again. According to Robinson et al (2017) people who exercise regularly tend to do so because it gives them an enormous sense of well-being. They feel more energetic throughout the day, sleep better at night, have sharper memories, and feel more relaxed and positive about themselves and their lives.  That is reason enough for me to make it a priority again.

The activity that I do that promotes my emotional well-being the most is not on the list.  Spending time with my pets has always been what grounds me.  Nothing soothes away the stress of a difficult day like cuddling with a cat or petting a dog.  Best of all, they are never too busy to listen. I have been known to say that fur is the fix.

We have all heard the saying, “If Mom ain’t haopy, nobody’s happy.”  I suggest that this is true of anyone in the position of a caregiver.  It is not selfish to make yourself a priority every once in a while.  It’s necessary.

So, in the interest of being a better teacher I am going to continue to begin my day with a morning walk but I will investigate ways I can incorporate more activity and socializing nto my tight schedule.  Maybe that new J.K. Rowling movie is still playing.  Popcorn, anyone?

References

Dabbs, Lisa. (2017). Edutopia. Retrieved 8 January 2017, from https://www.edutopia.org/users/lisa-dabbs

Dabbs, L. (2011). 20 Tidbits for New Teachers. Edutopia. Retrieved 8 January 2017, from https://www.edutopia.org/blog/20-tips-new-teachers-lisa-dabbs

Hertz, M. (2014). 5 Tips for Avoiding Teacher Burnout. Edutopia. Retrieved 8 January 2017, from https://www.edutopia.org/blog/5-tips-avoiding-teacher-burnout-mary-beth-hertz

Robinson, Lawrence  and Jeanne Segal, Ph.D., and Melinda Smith, M.A.(2017) The Mental Health Benefits of Exercise: The Exercise Prescription for Depression, Anxiety, Stress, and More). Helpguide.org. Retrieved 9 January 2017, from https://www.helpguide.org/articles/exercise-fitness/emotional-benefits-of-exercise.htm