West Hempstead Weekly Update
January 2, 2024
In his thought-provoking book, Who Owns the Learning?, educator Allan November challenges traditional models of teaching and learning. He argues that too often, teachers and schools take ownership over the learning process, dictating what students must learn and how they will learn it.
Instead, November advocates for giving students more agency and ownership over their education. When students have a voice in deciding what and how they want to learn, they become more invested, engaged, and self-motivated learners.
Some key ideas from November's book include:
- Moving away from teacher-led rote learning toward more student-driven project-based learning
- Giving students choices in the topics they study and how they demonstrate their knowledge
- Integrating technology as a tool for student creativity, collaboration, and self-directed learning
- Creating classroom cultures that promote risk-taking, questioning, and an entrepreneurial mindset
The central premise is that real, lasting learning happens when students take charge of their educational experience and pursue knowledge driven by their curiosity and passions. The role of the teacher shifts from lecturer to facilitator and coach.
While implementing a fully student-owned learning model requires innovative thinking, the potential benefits are significant. Students develop invaluable skills like problem-solving, critical thinking, self-management, and digital literacy. Perhaps most importantly, they cultivate a love of learning beyond their school years.
As #WHe continue to engage our students and prepare them for a rapidly changing world, the ideas in Who Owns the Learning? are worth exploring. After all, when students have ownership over their education, the possibilities for learning are endless.
This comes from the article, Assessment of Student Learning Is Broken, and is part of a larger discussion #WHe have been having.
"Take an introductory writing class as an example. One instructor may not have an AI policy, another may have a “ban” in place and be using AI detection software, a third may love the technology and be requiring students to use it. These varied policies make the aggregated data as evidence of student learning worthless. The inconsistencies also complicate cross-sectional comparison to identify trends like failure rates or equity gaps. Currently, this data does not tell us anything about instruction or student learning."
I wonder...While varied grading policies across different sections of the same course can introduce complexities in data analysis and comparison, dismissing the entire dataset as worthless would be an overreaction. Even with differing AI policies, the core learning objectives and assessments for the course are likely to remain consistent, allowing for meaningful insights into student performance and learning outcomes. Additionally, these variations can provide opportunities for valuable research on the impact of different approaches to emerging technologies like AI in education.
Rather than discarding the data, a more constructive approach would be to account for these policy differences through careful data analysis and interpretation. Researchers and instructors can identify trends and make informed comparisons by analyzing the data based on the specific AI policies in place. Furthermore, this diversity of approaches can serve as a natural experiment, enabling educators to evaluate the effectiveness of various AI policies and their impact on student learning, equity, and engagement.
If we are going to rethink assessment in the AI age, how about...
#WHe rethink traditional assessment methods and explore new approaches that can effectively measure student learning while accounting for the potential use of AI tools. Here are some assessment ideas in an era of AI for education:
Process-based assessments: Rather than focusing solely on the final product, these assessments evaluate the process of problem-solving, critical thinking, and decision-making. Students could be required to document their thought processes, explain their reasoning, and demonstrate their understanding through interactive activities or presentations.
Collaborative projects: Assigning group projects that require teamwork, communication, and collaborative problem-solving can help assess skills that are difficult for AI to replicate effectively. These projects can mimic real-world scenarios and evaluate students' ability to work together, manage tasks, and integrate diverse perspectives.
Open-ended prompts: Instead of multiple-choice or short-answer questions, open-ended prompts that require students to synthesize information, develop original ideas, and construct well-reasoned arguments can be more challenging for AI to generate convincing responses.
Timed assessments: Introducing time constraints or conducting assessments in controlled environments can reduce the potential for AI assistance, as students would have limited opportunities to leverage AI tools during the assessment.
Oral examinations: Conducting oral examinations or interviews can provide insights into students' depth of understanding and ability to articulate their knowledge in real time, making it harder for AI to provide meaningful assistance.
Portfolio assessments: Evaluating a collection of student work over an extended period can provide a more comprehensive understanding of their learning progress, skills development, and ability to apply knowledge in various contexts.
Capstone projects or case studies: Complex, real-world scenarios or case studies that require students to integrate knowledge from multiple disciplines and apply critical thinking skills can be challenging for AI to replicate effectively.
Peer and self-assessments: Incorporating peer and self-assessment components can foster metacognitive skills, self-reflection, and a deeper understanding of the learning process while also encouraging accountability and ownership of one's work.
Some of this work sounds very familiar to what we are currently doing.
With "WHe" as our theme this year, #WHe are inspired to explore, discover, and achieve future wonders. Allow me to share some of the ways one could envision completing the idea of "WHe" throughout this remarkable journey:
- Wonder and Curiosity: Let us ignite a spark of wonder and curiosity in every aspect of our learning. Encouraging students and staff alike to question, explore, and seek knowledge beyond the ordinary.
- “WH”olistic Education: Emphasizing the growth of the whole individual – social, emotional, and academic. We aim to provide opportunities for personal development and well-being in addition to academic excellence.
- Empathy and Humanity: "WHe" stands for "We" as well, reminding us of our collective responsibility to foster empathy, compassion, and kindness. We will create a supportive and inclusive community where everyone feels valued.
- Waves of Change: As a theme, "WHe" also signifies the ever-changing tides of life. We will adapt to new challenges, embrace innovation, and be resilient in the face of uncertainty.
- Expressions of Art and Culture: "WHe" encompasses the essence of artistic and cultural expressions. We will celebrate creativity, appreciate diversity, and nurture talents in various forms.
- Wellness and Health: Prioritizing physical and mental health, creating a safe and nurturing environment where everyone can thrive and grow.
- Leadership and Collaboration: "WHe" represents collective wisdom and the power of collaboration. We will empower our students to be leaders in their own right while fostering teamwork and cooperation.
About Us
Email: drehman@whufsd.com
Website: www.whufsd.com
Location: 252 Chestnut Street, West Hempstead, NY,
Phone: 516-390-3000
