If given the opportunity to
be released from a Ministry of Education mandate, what would you choose? This week’s blog allows us the opportunity to
recognize the great work of our Active Learning Department. In response to the Ministry of Education’s
request for educators to use “Innovation to Think Differently”, our school has
taken the lead in petitioning the government to release us from providing
grades for our students in all grades of Physical Education. The continued
dialogue about assessment and evaluation is evolving and it’s great to see that
the Ministry of Education realizes that if things are going to change, it must
be from the grass roots. The M.O.E. application below outlines our bid to move
forward in how we assess and evaluate our students.
INNOVATION TO
THINK DIFFERENTLY
Ministry of Education Expression of
Interest from Sullivan Heights Secondary
Submitted by:
Mr. Ryan Neufeld & Mr. Jeff Vaughn
What do you want to do and why?
In the
Sullivan Heights Secondary "Active Learning Department" (formerly
PE), we believe strongly that the use of external rewards and punishments
produces short term gains but ultimately reduces the value of the activity
itself. Indeed, with activities requiring even rudimentary cognitive skill, use
of rewards (including large monetary sums) has been repeatedly proven to
actually reduce performance. These beliefs are based both in modern
psychological testing focused on motivation, as well as ancient understandings
of the value of intrinsic drive and higher purpose. Unfortunately, public
education in BC is structured around a grading system, which functions as an
external reward/punishment for student behavior, learning and ability. At
Sullivan we have been working to change this dynamic. It is our heart felt and
pedagogical desire to have grades removed completely from the discussion for
all grade levels. This will allow for the return to a truly internally
motivated environment where: (1) activities are valued for their own sake; (2)
where mistakes are not punished but seen as learning opportunities; (3) where
students are regarded holistically, as human beings first rather than as an
after-thought of curriculum; (4) where teachers and students feel safe to
experiment and honour emergent learning; and (5) where formative reports of
progress/assessment are co-constructed between student, teacher and parent.
What policy/order/regulation interim change are you
requesting?
We request
relief from the requirement to provide letter grades and/or percentages for all
our PE classes. Studies from around the globe have demonstrated the detrimental
effects grades have, and how strongly socioeconomic status, standardized
achievement and high grades are related. We are opposed to continuing to reward
and punish students based on their socio-economic status and level of support
at home. We are ready to move towards a system focused on mentoring each
student in his or her own learning journey. We believe the current system
limits immediate learning and can dismantle a child’s innate passion and
curiosity. We seek to create an environment, where learners understand and
believe in their own capacity for improvement.
What will be different when innovation is successful?
Without the
pressure and focus on grades, the community of learners at Sullivan will be
free to collaborate authentically and organically together in search of
"better practice" and individualized learning. The oft-stated goals
of the 21st Century Learner movement are marginalized at best, and unattainable
in most cases because of the constant pressure from the arbitrary but potent
grading/standardization/exam current that flows through schools. Teaching to
the test/exam remains a pervasive barrier to true individualized learning.
The use of grades as external motivators is counter productive to the goal of life
long learning. Having a prescribed learning outcome or intended destination
for every class defies the opportunity for emergent learning and
severely limits the ability of students to find new solutions or merge learning
in creative ways. Indeed, the entire paradigm shift (from teacher
centered to learner centered) demands the removal of subjective and
“objective” summative evaluation found in grading. It requires a new system of
evaluation where all participants in “education” are learners, teachers, and
evaluators. A system where formative assessment is evident via conversations,
collection of evidence, and the presentation of one’s learning as a final
summative assessment. This fundamental shift will free time to explore
teachable moments, trying new technologies, reworking lessons to be project and
exploratory in nature, and most importantly to allow student learning at its
own place and pace is monumental. Without “time” innovation will continue to be
brushed aside for “accountability” to the test, exam, and curricular outcomes.
Without grades everything will be different.
Diffusion: How might others learn about your work?
At Sullivan
we have a staff that have embraced themselves as learners and are connected with
each other as well as educators from around the world in the conversations of
improved practice. Before beginning this proposal, and in a matter of minutes,
connections were made within the school, the district, and the province and
even with other educators in other provinces. Through massive Personal Learning
Networks on Twitter, questions were posed and insights garnered from teachers,
administrators and innovations specialists from across the country. What we are
finding is that many others already know about and share our purpose.
This proposal
is very timely in that we are currently living in a revolution of assessment
reform in education. Many educators and parents are now challenging the status
quo, as many of them have now come to realize the harmful effects of our
current grading system. A major part of
our work will be to continue to present our learning and changes in practice to
other teachers through Professional Development days, District and Provincial
Conferences (and “un”conferences), and online through our presence on social
media (blogging and twitter). We have also recently been invited to attend and
present at a national conference for educators to further spread our
portfolio/interview assessment practices to a much bigger audience.
The message
“learning for learning’s sake” will have a resounding effect with educators and
students across the nation if the BC government leads the way by showing a
commitment to removing the largest barrier to changing teacher practice.
Diffusion: How might partner groups/community be
involved in the process?
By
definition, our formative assessment model requires a much greater involvement
in the learning and evaluating process from the learner. It has also proven to
require a much greater involvement from parents interested in their child’s
progress. Instead of symbol and number on a piece of paper, they are required
to dialogue with their children about the learning and growth process. In
concert with the teacher, the conversations students have with supportive
adults continue the metacognitive process of practice, self-assessment, and
goal setting. Through this discussion, a greater understanding of learner needs
emerges, as does a strong community of support.
With the
extra time afforded, teachers are relieved of the pressure to grade a set
curriculum so explorations of citizenship and stewardship can become far more
involved, both in depth and breadth throughout our courses.
PLEASE provide/attach research base supporting this
innovation.
1) Our Active Learning Department Head, Mr. Jeff
Vaughn, recently completed a Masters degree reviewing many of the concerns we
share about the dichotomy between personal needs and those of the system. In it
he summarizes much of our early research, and shares what progress we have
already made.
2) Alfie Kohn
- The case against grades.
3) Dan Pink -
Drive (The Surprising Truth about What Motivates Us) Video Summary
4) George
Couros - Carol Dweck’s Growth Mindset and Grading
5) Chris
Kennedy - Superintendent of West Vancouver School District
6) Will
Richardson
7) Sugata
Mitra - Hole in the Wall and Kid Driven Education Talks
Identify the
stakeholders… Trust the
process… Trust the people…
