ERIC ED378694: Crafting Authentic Instruction.

19 Pages·1993·0.76 MB·English

by  ERIC

DOCUMENT RESUME
EA 026 464
ED 378 694
Crafting Authentic Instruction.
TITLE
Center on Organization and Restructuring of Schools,
INSTITUTION
Madison, WI.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
93
PUB DATE
R117000015-93
CONTRACT
NOTE
19p.
Serials (022)
Collected Works
PUB TYPE
Issues in Restructuring Schools; n4 Spr 1993
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Classroom Techniques; Critical Thinking; Elementary
DESCRIPTORS
Secondary Education; *Evaluation Criteria; Excellence
in Education; *Instructional Improvement;
*Instructional Innovation; *Learning Strategies;
Standards; Teacher Effectiveness; *Thinking Skills
ABSTRACT
Instruction that engages students and gets them to
this document as "authentic
use their minds well is referred to in
instruction." To assist in the articulation of a vision, the Center
Schools has proposed criteria
on Organization and Restructuring of
for authentic instruction, which consists of the following five
dimensions: higher order thinking, depth of knowledge, connectedness
social support
to the external world, substantive conversation, and
for student achievement. The first article offers examples of two
teachers who illustrate aspects of authentic instruction. A
social-studies teacher emphasizes coaching in a socratic seminar, and
mathematical thinking. The second
a mathematics teacher models
article describes in detail a. framework, based on the five dimensions
of authentic instruction, for observing instruction. The last
article, an interview with a middle-school principal involved in
school restructuring, offers views on how to support authentic
instruction. (LMI)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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141C
in restructuring schools
Crafting Authentic Instruction
emember your favorite classes? What made them so good? It didn't matter what
subject was taught or what grade we were in. What mattered were the experiences
that made us believe we could "get it" and do good work. We were challenged,
provoked. We developed our own ideas and found words to express them. We
grasped the standards and managed to reach them.
Instruction which engages students most of the time arid gets them to use their
minds well is still the key to student learning. The Center on Organization and
Restructuring of Schools calls this "authentic instruction." The concept, described
in the research article (page 3), consists of five dimensions: 1) higher order thinking,
2) depth of knowledge, 3) connectedness to the world beyond the classroom,
4) substantive conversation, and 5) social support for student achievement.
Why these five dimensions? At this point there is no conclusive evidence that instruc-
U.S. CePART RENT OF EDUCATION
tion which consistently meets these criteria will produce high quality achievement from
Office c Educatexml Rmerch and Indeoventent
ARONAL RESOURCES INFORMATION
all students in all subjects. However, these dimensions represent a synthesis of ideas
ITCED
CENTER (ERIC)
h.' document nee osen ,produce as
proposed by experienced educators and documented in various studies.
received from the person or organization
Does authentic instruction differ from old fashioned, good teaching? Maybe it
originating it.
0 Minor changes nave been made to improve
doesn't. However, at the Center, we predict that if school restructuring is aimed to
reproduction twenty
support authentic instruction, the payoff will he enhanced academic achievement,
POrrIta Cl vows or opiteons stated on Medici).
mend do not necessardy repiesbent official
that is. students using their minds well, both in school and out.
OEM OOlOriOn or porlroy
This article illustrates examples of authentic instruction in action today. It shows
students being intellectually challenged in a supportive atmosphere. The two classes
show now the five dimensions are revealed in the teaching of a high school social
studies and a middle school math teacher.
Coaching the Socratic Seminar
John McDermott entered teaching through the back door of sports. A scholarship
athlete and history major, his ambition was to coach, teaching would be a side line.
Twenty years later, after the fates ruled out basketball, a wiry, amiable, and high energy
ISSUE REPORT NO 4
McDermott finds himself a coach after allin the classroom, not on the courts.
SPRING 1993
The casual start to a mid-March seminar class, at Horizon High School in
Crafting Authentic
Thor-ton, Colorado, on the relationship between Dickens' Tale of Two Cities, Hugo's
instruction
Les Miserables and the French Revolution seems to belie a perceptible undercurrent of
1
enthusiasm. As students make a circle of chairs, "Mr. McDee" asks for standards.
Director's Overview
Responses from three students come quickly:
Standards of Authentic
Monica: "Make your arguments logically and not from a personal standpoint."
Instruction
3
Jen R.: "Don't judge a person, judge their ideas."
Shannon: "Be respectful. Don't interrupt."
Interview
14
2 BEST COPY AVAILABLE
CENTER ON ORGANIZATION AND RESTRUCTURING OF SCHOOLS
DIRECTOR'S OVERVIEW
Without missing a beat, McDermott
Seminar class embodies McDermott's
School restructuring can involve lots
critical principles of teaching: teenagers
asks Kizzy to start by making an obser-
of changes: school site councils,
speaking respectfully, doing homework
vation about any of the four areas
teaching teams, more heterogeneous
responsibly, entering class prepared to
assigned with yesterday's readings. She
groeeing of students, special support ser-
contribute. From McDermott's point of
compares Hugo's hero Jean Valjean and
vices for students, interdisciplinary cur-
the indigent who steals bread to survive
view, depth of knowledge is gained
riculum, changes in the schedule. These
through serious attention to homework,
with Dickens' wretched villagers who
changes make new demanw on teachers,
library research, reading current articles,
drink spilled wine mixed with mud:
administrators, students, and parents.
and good books. "They have to have
"The people were poor, they didn't
They call for new commitments, new
depth before they can reach higher
have any money. It was hard to get water
competencies, and patient perseverence
order thinking. The homework prepares
or wine, so whatever they could get
in conflict resolution. But do any of these
them, gives them good stuff to chew on,
they'd take."
changes improve instruction? What does
like a good meal. Then you can sit back,
Debbie develops the idea: "It's like a
it mean to "improve" instruction? What
go into the living room and get dessert,
metaphor. Because later on blood will be
confidence should we have that the ardu-
that's the seminar."
spilled on that street. But I think they are
ous struggle to restructure schools will
Doing homework is no more popular
going after the wine so passionately
actually enhance student learning?
among students at Horizon than any-
because the people don't have anything to
If we want new structures of education
where else. Says McDermott: "These
lose, and they are going into the revolution
to promote improved instruction and
kids say, 'We don't do homework.' "
with everything they've got."
learning, we must first make explicit a
And I say, 'You are not going to pass
The hour-and-a-half, World Affairs
desired vision or conception of teaching
unless you do.' And they understand
and World Literature class of 70 juniors
and learning. Unless school restructuring
and say, 'I'm not doing homework, and
and seniors is team-taught by a social
is guided by and focused on visions of stu-
I know I'm going to fail.' " Yet his
studies and an English teacher, and is not
dent achievement and of instruction
expectation remains.
an advanced placement course. It enrolls
needed to produce that achievement,
In class, the conversation moves on
students from .11 achievement levels:
what's the point of restructuring at all?
to the metaphor of society grinding
learning disabled, emotionally troubled,
To assist in the articulation of a vision,
young people old like a millstone. At
youth in trouble with the law, and 14-
the Center on Organization and
least 30 of 35 students participate active-
and 15-year-old moms whose babies play
Restructuring of Schools has proposed cri-
ly. A sampling of the dialogue follows:
at the school's child-care center.
teria for authentic instruction, described
First McDermott asks: What is the
McDermott, who holds a master's
in the research article (p. 3). The first
millstone in this section?
degree in gifted and talented education,
article offers examples of two teachers
Shannon: Hunger.
fought vigorously against tracking when
who illustrate aspects of authentic
McD: Yes, excellent. Hunger. And
he and a small group of educators devel-
instruction. A social studies teacher
who is getting ground down by this
oped curriculum for Horizon; he
!"--
emphasizes coaching in a socratic semi-
millstone.
believes Horizon's mission is to offer a
t
nar, and a mathematics teacher models
gifted and talented program to every
Kelly: Society.
mathematical thinking. The teachers
student. Designed to be a "restructured"
Jason: The lower class.
observed and interviewed here illustrate
McD: The lower class, the poor peo-
school, Horizon High enrolls about
in their practice and their explanations of
ple. They are being ground down until
1,500 students, 18% minority, and
teaching an emphasis on many of the five
there is nothing left. Dickens talks
boasts innovations such as: block-
dimensions. We leave it to the reader to
about another millstone. What does he
scheduling, integrated curriculum, site-
consider which of the dimensions seem
mean when he says this "And certainly
based decision-making, advanced com-
most prominent. Finally, we interview a
not in the fabulous mill which ground
puter technology, a work-study program
principal involved in school restructuring
old people young. No, this is the mill
for at-risk youths.
to see how he supports authentic instruc-
that grinds young people old."
The class discussed here has been
tion. We hope this material vill help to
Dana: He's talking about the atrophy of
split into two groups of 35. McDermott's
focus discussion on what ought to be the
childhood that Hugo talks about. These
philosophy of coaching is central to the
ultimate targets of organizational innova-
children aren't able to go out and play or
way he supports student conversation.
,
tion: instruction and student learning.
whatever because they have to go out and
Each fall, McDermott devotes two
work, and they grow up too fast.
weeks in every class to "getting-to-
Fred M. Newmann, Director
McD: It grinds young people old,
know-you" activities. Colleagues at
they never get a childhood.
other schools have chided him for game
Students continue to speculate that
playing with high schoolers, but during
those weeks McDermott establishes his
continued on page 7
bottom linerespect for one another.
RESEARCH
Standards of Authentic Instruction
By Fred M. Newmann and Gary G. Wehlage
that maximized the quality of intellec-
authentic forms of student achieve-
The Problem: Innovation
ment. We present here a framework
tual work, but were not tied to any spe-
Without Authenticity
cific learning activity (e.g. lecture or
for observing instruction derived from
Why do many proposed innova-
small group discussion). Indeed, the
the vision of authentic achievement.
tions fail to improve the quality
point was to assess the extent to which
The framework was created as a
of instruction or student achieve-
any given activitytraditional or inno-
research tor-1, but it can also be used
ment? In 1990, we began to explore
vative, in or out of schoolengages
to help teachers examine the authen-
this question by studying schools that
students in using their minds well.
ticity of their instructional activities.
have tried to restructure.
Unfortunately, even the most inno-
The Five Standards of
The Need for Standards
vative activitiesfrom school coun-
Authentic Instruction
for Instruction
cils and shared decision-making to
Instruction is complex, and quan-
cooperative learning and assessment
While there has been much
by portfoliocan be implemented in
tification in education can often be as
i recent attention to standards
misleading as informative. To guard
ways that undermine meaningful
for curriculum and standards for assess-
against oversimplification, we formu-
learning, unless they are guided by
ment, public and professional discus-
lated several standards, rather than
substantive, worthwhile educational
sion of standards for instruction tends
only one or two, and we conceptual-
ends. We contend that innovations
to focus on procedural and technical
ized each standard as a continuous
aspects, with little attention to more
should aim toward a vision of authentic
construct from "less" to "more" of a
student achievement, and we are
fundamental standards of quality.3 Is
quality, rather than as a categorical
examining the extent to which
achievement more likely to be authen-
(yes or no) variable.
instruction in restructured schools is
tic when the length of class periods
We expressed each standard as a
directed toward authentic forms of stu-
varies, when teachers teach in teams,
dimensional construct on a five-point
dent achievement. We use the word
when students participate in hands-on
scale. Instructions for rating lessons
authentic, to distinguish between
activities, or when students spend
include specific criteria for each
achievement that is significant and
time in cooperative groups, museums,
score-1 to 5on each standard.
meaningful and that which is trivial
or on-the-job apprenticeships?
Space does not permit us to present
We were cautious not to assume
and useless.
criteria for every possible rating, but
that technical processes or specific
To define authentic achievement
for each standard we first distinguish
sites for learning, however innovative,
more precisely, we rely on three crite-
between high and low scoring lessons
necessarily produce experiences of
ria that are consistent with major pro-
and then offer exampl-s of criteria for
high intellectual quality. Even activi-
posals in the restructuring movement:1
some specific ratings. Raters consider
ties that place students in the role of a
(1) students construct meaning and
both the number of students to which
more active, cooperative learner, and
produce knowledge (vs reproducing
the criteria applies and the proportion
that seem to respect student voices
declarative knowledge and algo-
of class time during which it applies.4
can be implemented in ways that do
rithms); (2) students use disciplined
The five standards are: higher order
not produce authentic achievement.
inquiry to construct meaning; and (3)
thinking, depth of knowledge, con-
The challenge is not simply to adopt
students aim their work toward pro-
nectedness to the world beyond the
innovative teaching techniques or to
duction of discourse, products, and
classroom, substantive conversation,
find new locations for learning, but
performances that have value or mean-
and social support for student achieve-
deliberately to counteract two persis-
ing beyond success in school.2
ment (see figure 1).
tent maladies that make conventional
In studying schools that have tried
schooling inauthentic:
to restructure, we decided to inquire
Higher-Order Thinking
about the extent to which instruction
1. Often the work students do does
in these schools w- aimed toward
not allow them to use their minds well.
The first scale measures the degree
2. The work has no intrinsic mean-
to which students use higher-
ing or value to students beyond
order thinking.
achieving success in the school.
Lower order thinking (LOT) occurs
This article was first published in
To face these problems head-on, we
when students are asked to receive
Educational Leadership, 50(7), 8-12,
articulated standards for instruction
or recite factual information or to
April, 1993.
3
4
..
Figure 1
3 = Knowledge is treated unevenly during
STANDARDS OF AUTHENTIC INSTRUCTION
instruction; i.e. deep understanding of
1. Higher-Order Thinking
something is countered by superficial
understanding of other ideas. At least
higher-order thinking is central
1...2...3...4...5
lower-order thinking only
one significant idea may be presented in
2. Depth of Knowledge
depth and its significance grasped, but
in general the focus is not sustained.
knowledge is deep
1...2...3...4...5
knowledge is shallow
3. Connectedness to the World
Connectedness to the World Beyond
the Classroom
connected
1...2...3...4...5
no connection
The third scale measures the extent
4. Substantive Conversation
to which the class has value and
no substantive conversation high-level substantive conversation
1...2...3...4...5
meaning beyond the instructional
context. In a class with little or no
5. Social Support for Student Achievement
value beyond, activities are deemed
positive social support
negative social support
1...2...3...4...5
important for success only in school
(now or later). Students' work has no
impact on others and serves only to
employ rules and algorithms through
Depth of Knowledge
certify their level of competence or
repetitive routines. As information
rrom "knowledge is shallow" (1) to
compliance with the norms and rou-
receivers, students are given pre-
"knowledge is deep" (5), the next
tines of formal schooling.
specified knowledge ranging from
scale assesses students' depth of knowl-
A lesson gains in authenticity the
simple facts and information to more
edge and understanding. This term
more there is a connection to the
complex concepts. Students are in
refers to the substantive character of
larger social context within which
this role when they are reciting previ-
the ideas in a lesson and to the level of
students live. Instruction can exhibit
ously acquired knowledge by respond-
understanding that students demon-
some degree of connectedness when
ing to questions that require recall of
strate as they consider these ideas.
(1) students address real world public
pre-specified knowledge.
Knowledge is thin or superficial
problems (for example, clarifying a
Higher order thinking (HOT)
when it does not deal with significant
contemporary issue by applying statis-
requires students to manipulate infor-
concepts or central ideas of a topic or
tical analysis in a report to the city
mation and ideas in ways that trans-
disciplinefor example, when stu-
council on the homeless); or (2) stu-
form their meaning and implications,
dents have a trivial cnderstanding of
dents use personal experiences as a
such as when students combine facts
important concepts or when they
context for applying knowledge (such
and ideas in order to synthesize, gen-
have only a surface acquaintance with
as using conflict resolution techniques
eralize, explain, hypothesize, or arrive
their meaning. Superficiality can be
in their own school).
at some conclusion or interpretation.
due, in part, to instructional strategies
Manipulating information and ideas
that emphasize coverage of large
Illustrative criteria for connectedness:
through these processes allows stu-
quantities of fragmented information.
1= Leon topic and activities have no clear
dents to solve problems and discover
Knowledge is deep or thick when it
connection to issues or experience
new (for them) meanings and under-
concerns the central, crucial ideas of a
beyond the classroom. The teacher offers
standings. When students engage in
topic or discipline. For students, knowl-
no justification for the work beyond the
HOT, an element of uncertainty is
edge is deep when they make clear dis-
need to perform well in class.
introduced and instructional out-
tinctions, develop arguments, solve
5= Students work on a problem or issue
comes are not always predictable.
problems, construct explanations, and
that the teacka and students see as
otherwise work with relatively complex
connected to their personal experiences
Illustrative criteria for
or contemporary public situations. They
understandings. Depth is produced, in
higher-order thinking
explore these connections in ways that
part, by covering fewer topics in sys-
3= Students primarily engaged in routine
create personal meaning. Students are
tematic and connected ways.
LOT operations a good share of the les-
involved in an effort to influence an
son. There is at least one significant
audience beyond their classroom; for
Illustrative criteria for depth of
question or activity in which some stu-
example, by communicating knowledge
knowledge:
dents perform some HOT operations.
to others, advocating solutions to social
2= Knowledge remains superficial and
4= Students engaged in an at least one
problems, providing assistance to peo-
fragmented; while some key concepts
major activity during the lesson in
ple, creating performances or products
and ideas are mentioned or covered,
which they perform HOT operations,
with utilitarian or aesthetic value.
only a superficial acquaintance or triv-
and this activity occupies a substantial
ialized understanding of these complex
portion of the lesson and many stu-
ideas is evident.
dents perform HOT.
5
4
students may seem
Substantive Conversation
5= Social support is strong; the class is
. .
.
characterized by high expectations,
The fourth scale assesses the
more engaged in activities
challenging work, strong effort, mutual
extent of talking to learn and
respect and assistance in achievement
understand the substance of a subject.
such as cooperative learn-
for almost all students. Both teacher
In classes with little or no substantive
and students demonstrate a number of
conversation, teacher-student interac-
ing or long-term projects,
these attitudes by soliciting and wel-
tion typically consists of a lecture
coming contributions from all students.
but heightened participa-
with recitation in which the teacher
Broad student participation may indi-
cate that low-achieving students
deviates very little from delivering a
tion or engagement alone
receive social support for learning.
preplanned body of information and
set of questions; students routinely
is not sufficient.
Using the Framework
give very short answers. Teachers' list
of questions, facts, and concepts tend
We are now using the standards
to make the discourse choppy, rather
to estimate levels of authentic
(that is, at least three consecutive
than coherent; there is often little or
instruction in social studies and math-
interchanges), and many students
no follow-up of student responses.
ematics in 24 elementary, middle, and
participate.
Such discourse is the oral equivalent
high schools which ha"e restructured
of fill-in-the-blank or short-answer
in various ways. The purpose of our
Social Support for Student
study questions.
research is not to evaluate schools or
Achievement
High levels of substantive conver-
teachers, but to learn how authentic
sation are indicated by three features:
Social support involves high expec-
instruction and student achievement
1. There is considerable interac-
Otations, respect, and inclusion of
are facilitated or impeded by:
tion about the ideas of a topic, that is,
all students in the learning process.
organizational features of
the talk is about disciplined subject
schools (teacher workload, scheduling
Social support is low when teacher
matter and includes higher order
or student behavior, comments, and
of instruction, governance structure);
thinking such as making distinctions,
the content of particular pro-
actions tend to discourage effort,
applying ideas, forming generaliza-
participation, or willingness to
grams aimed at curriculum, assess-
tions, raising questions, and not just
ment, or staff development;
express one's views. Support can also
reporting experiences, facts, defini-
the quality of school leadership;
be low if no overt acts like the above
tions, or procedures.
occur, but when the overall atmo-
school and community culture.
2. Sharing of ideas is evident in
sphere of the class is negative as a
We also examine how actions of
exchanges that are not cemOetely
result of previous behavior. Token
districts, states, and regional or nation-
scripted or controlled, as in a teacher-
acknowledgements, even praise, by
al reform projects influence instruc-
led recitation. Sharing is best illustrated
the teacher of student actions or
tion. The findings will describe the
when participants explain themselves
conditions under which "restructuring"
responses do not necessarily consti-
or ask questions in complete sentences
tute evidence of social support.
improves education for students and
and when they respond directly to
Social support is high in classes
suggest implications for policy and
comments of previous speakers.
when the teacher conveys high
practice.
3. The dialogue builds coherently
expectations for all strdents, includ-
Apart from its value as a research
on participants' ideas to promote
tool, the framework should help
ing that it is necessary to take risks
improved collective understanding
teachers to reflect upon their teach-
and try hard to master challenging
of a theme or topic.
academic work, that all members of
ing. The framework provides a set of
standards or criteria through which to
the class can learn important knowl-
Illustrative criteria for substantive
edge and skills, and that a climate of
view assignments, instructional activi-
conversation:
ties, and the dialogue between teacher
mutual respect among all members of
To score 2 or above, conversation
and students and students with one
the class contributes to achievement
must focus on subject matter as in
another. Teachers, either alone or
by all. "Mutual respect" means that
feature (1) above.
with peers, can use the framework to
students with less skill or proficiency
2= Sharing (2) and/or coherent promo-
in a subject are treated in ways that
generate questions, clarify goals, and
tion of collective understanding (3)
critique their teaching. For example,
encourage their efforts and value
occurs briefly and involves at least one
students may seem more engaged in
their contributions.
example of two consecutive inter-
activities such as cooperative learning
changes.
or long-term projects, but heightened
Illustrative criteria for social support:
4= All three features of substantive con-
2= Social support is mixed. Both negative
participation or engagement alone is
versation occur, with at least one
and positive behaviors or comments
not sufficient. The standards provide
example of sustained conversation
are observed.
5
6
Elmore, R. F., & Associates. (1990).
further criteria for examining the
I See Carnegie Corporation of New York
Restructuring schools: The next generation of edu-
extent to which such activities actual-
(1989), Elmore & Associates (1990), and
cational reform. San Francisco: Jossey-Bass.
ly put students' minds to work on
Murphy (1991).
Knapp, M. S., Shields, P. M. &Turnbull,
2 See Archbald and Newmann 1988,
authentic questions.
B. J. (1992). Academic challenge for the children
Newmann 1991, Newmann and Archbald
In using the framework, either for
of poverty: Summary report. Washington, Da
1992, Newmann et at 1992, and Wehlage et
reflective critiques of teaching or for
U.S. Department of Education, Office of
al. 1989.
research, it is important to recognize its
Policy and Planning.
3 For example, see the arguments for stan-
.
limitations. First, the framework does
Murphy, J. (1991). Restructuring schools:
dards in National Council on Education
not try to capture in an exhaustive way
Capturing and assessing the phenomena. New
Standards and Testing (1992), and Smith &
all that teachers may be trying to
York: Teachers College
O'Day (1991).
National Council on Education Standards
accomplish with students. The stan-
41n three semesters of data collection, cor-
and Testing, (1992). Raising standards for
dards attempt only to represent in a
relations between raters were .7 or higher, and
American education. A report to Congress, the
quantitative sense the degree of
precise agreement between raters was about
Secretary of Education, the National
60% or higher for each of the standards. A
authentic instruction observed within
Education Goals Panel, and the American
detailed scoring manual will be available to
discrete class periods. Numerical ratings
People. Washington, DC: U.S. Government
the public following completion of data collec-
alone cannot portray how lessons relate
Printing Office, Superintendent of
tion in 1994.
to one another or how multiple lessons
Documents, Mail Stop SSOP.
5 The standards may be conceptually dis-
might accumulate into experiences
Newmann, F. M. (1991). Linking restruc-
tinct, but initial findings indicate that they
more complex than the sum of individ-
turing to authentic student achievement. Phi
cluster together statistically as a single con-
ual lessons. Second, the relative impor-
Delta Kappan, 72(6), 458-463.
struct. That is, lessons rated high or low or
Newmann, F.M., & Archbald, D. (1992).
tance of the different standards remains
some dimensions tend to be rated in the same
The nature of authentic academic achieve.
open for discussion. Each suggests a
direction on others.
ment. In H. Berlak, F. M. Newmann, E.
distinct ideal or standard, but it is prob-
6 Evidence for positive achievement effects
Adams, D. A. Archbald, T. Burgess, J. Raven,
ably not possible for most teachers to
of teaching for thinking is provided in diverse
& T. A. Romberg, Toward a new science of
sources such as Brown & Palinscar (1989),
show high performance on all standards
educational testing and assessment (pp. 71-84).
Carpenter & Fennema (1992), Knapp,
in most of their lessons. Instead, it may
Albany, NY: SUNY.
Shields, & Turnbull (1992), and Resnick
be important to ask, "Which standards
Newmann, F. M., Wehlage, G. O., &
(1987). However, no significant body of
should receive higher priority and
Lamborn, S. D. (1992). In F. M. Newmann
research to date has clarified key dimensions of
under what circumstances?"5
(Ed.), Student Engagement and Achievement in
instruction that produce authentic forms of
Finally, although previous research
American Secondary Schools (pp. 11-30). New
student achievement as defined here.
indicates that teaching for thinking,
York: Teachers College Press.
Resnick, L (1987). Education and learning
problem-solving, and understanding
References
to think. Washington, DC: National Academy
often has more positive effects on stu-
Archbald, D., & Newmann, F. M. (1988).
Press.
dent achievement than traditional
Beyond standardized testing: Assessing authentic
Smith, M. S., & O'Day, J. (1991).
teaching, the effects of this specific
ace -tonic achievement in the secondary school.
Systemic school reform. In S. H. Fuhrman &
framework for authentic instruction on
Reston, VA: National Association of
B. Malen (Eds.), The politics of curriculum and
student achievement have not been
Secondary School Principals.
testing: The 1990 yearbook of the Politics of
examined.6 Many educators insist that
Brown, A., & Palinscar, A. (1989, March).
Education Association (pp. 233-267).
Coherence and causality in science readings.
there are appropriate times for tradi-
Philadelphia: Falmer Press.
Paper presented at the annual meeting of the
tional, less authentic instruction
Wehlage, G. G., Rutter, R.A., Smith,
American Educational Research Association,
emphasizing memorization, repetitive
G.A., Lesko, N., & Fernandez, R.R. (1989).
San Francisco.
practice, silent study without conversa-
Reducing the risk: Schools as communities of sup-
Carnegie Corporation of New York.
port. Philadelphia: Falmer Press.
tion, and brief exposureas well as
(1989). Turning points: Preparing American
teaching for in-depth understanding.
youth for the 21st century. Report on the
Rather than choosing rigidly and
Carnegie Task Force on the Education of
Fred M. Newmann is Director of the
exclusively between traditional and
Young Adolescents. New York: Carnegie
Center on Organization and Restructuring
authentic forms of instruction, it seems
Council on Adolescent Development.
of Schools and Professor of Curriculum
more reasonable to focus on how to
Carpenter, T. P. & Fennema, E., (1992).
and Instruction, University of Wisconsin
move instruction toward more authen-
Cognitively Guided Instruction: Building on
Madison. Gary G. Wehlage is Associate is
the knowledge of students and teachers. In W.
tic accomplishments for students.
Director of the Center on Organization
Secada (Ed.), Curriculum reform: The case of
Without promising to resolve all the
and Restructuring of Schools and
mathematics in the United States. Special issue of
dilemmas faced by thoughtful teachers,
Professor of Curriculum and Instruction,
International Journal of Educational Research,
University of WisconsinMadison.
we hope the standards will offer some
457-470. Elmsford, NY: Permagon Press, Inc.
help in this venture.
7
6
How do Yoii
Q
two subject*.
continued from page 2
_
infrirated
Brian: / think
classes are a lot- nigailtinging titan * old
classes. SecauseYod**0 learn how to
connect one class ttly#60iiir; and a lot of
times you don't sec
tion at all. Like
in my Core class in101*.iaide. they would
make us connect scl4iranail hiertorii.and
English. There are aiii*** connections this
But! think it's
year in history and 11Cirai
good. It keeps you fif&iiehitiOtat's all hap-
pening at what tirnekWtory. That's what's
good, all those connect.lit;i:-
Q By good do you moan you feel satisfied
after you're
hit with the
with your learning
challenges of connections?
Brian: I
feel that a lot, _witls this class. They
make you write reporte,arici essays and after
.
that I feel that i realTSedtdlearn something.
And especially if I cad say. it all In an essay.
2
And usually I can. So I think I really do learn a
4sa
lot from this. Core is about the same way.
Q: You feel good,
McDermott confers with students
riots in Los Angeles in some detail.
Brian: Like accomplishment.
Developing a connection with
current events, helping students per-
the mill of the wealthy grinds the
Q: Does It make you feel that when you
sonalize their studies and relate them
old young since they "get to play all
approach something else new you have dif-
to their lives outside of school is a
the time."
ferent skills that you*igh% not have had.
task McDermott says he works on in
McD: You know I'm learning
Like abstraction skilles Analysis skills?
every class.
with you because I don't honestly
Brian:
Oh definite&. Like connections, I can
Stacey: These problems happened
know what he meant by that. Well,
make connections a 10easier, a lot better.
then, a long time ago, and they are hap-
if you are old and have enough
uat
Even my essay gel
betteree.. .J
pening now. When the rich w: re getting
money, you can play all the time.
because we've doniftf
Well
richer and the poor were getting poorer,
What would it be like in our society?
you know how it's
POPF46 ..to
and things are happening now as they
Relate it to today.
; welt rValearned
learn history and ti
were in that day. And I think the
Kristine: Ross Perot.
how to do that now. if y learn when this
government is a big blame.
McD: Why can Ross Perot be an
book is written and all *events that hap-
Jason: The government can't do
old person ground young.
pened during that time, and how these peo-
anything without the people though.
John: Because he can get anything he
ple are thinking, it's pet easier to remember
Melanie: And I think that actually
wants. He has so much money.
dates and times thafthings happen.
poor people can see it more than all the
A number of students argue that
You feel the inforinitilon stIcki with you?
others.
luxury isn't at all bad. McDermott
McD: Let me just point something
doesn't challenge the comments, but
Brian: Yeah. Absolutely. You aren't going to
out to you. What time period is this
maneuvers the conversation back on
learn everything that.they say. But most of
happening?
track: How does that wine casque
it I think I still retains WOO challenging class.
Monica: About 1780 at the beginning
section and this section tie in with
The most challenging class that I have this
of the book.
the revolution?
year.
McD: Les Miz. What time period?
Dana: Things get bottled up, and after
Q: More homework?-
Brian G.: 1820's, 30's.
a while they start decaying, and after a
Brian: Not necessar:Oinore homework, but a
McD: What's he describing there?
while people start becoming scavengers.
lot of reading. It Just !ell& makes you think.
Chandra: Isn't he describing the
Dan: They are made into savages by
My other classes, they give me the work and I
poverty and the throw away kids?
the times.
Just do it, but this class you've got to think.
McD: We go from this time to 50
McDermott shifts focus:
years later, and what's happening?
Kristen, any examples of this in
Brian
Guerin, 12th grads student at.Horizon.
Stud .nts: The same thing.
today's society? Kristen discusses the
BEST COPY AVAILABLE
8
McD: We come to 1993 in LA,
and what's happening?
Students: The same thing.
Jeanine. It's all different govern -
ments. We have a democracy and like
the Soviet Union style, and all this is dif-
ferent governments.
McD: So where is the message in
all this? This is wonderful.
Students: I don't know.
McD: I don't blame you for saying
I don't know, but I want us all to
think. What's the message? What is
going on when we see the same
things in different governments?
Roger: Governments have different. ..
Jen R.: That it's the people. That it's
not the government, that no matter what
government it always happens.
Natalie: But the people are the gov-
McDermott's seminar class
ernment.
Stacey: And these people that are scav-
Kristine: Every man for himself.
enging for the wine, before maybe these
anywhere ever has or probably ever will
Brian G.: Yeah. And the other view
people had pride, and wouldn't drink wine
last forever. You should expect change;
would be the socialist view where every-
off the street. But they've been pushed to a
you should expect revolution from society
one is working together to get salary.
point where they'll just do anything. And
at some point.
And everybody receives the same thing
that's when the people revoked. They just
Jen B.: Didn't Thomas Paine think
whether this person worked harder than
wanted the revolution right then.
revolution was good?
this person who was lazy. They both
Brian A.: It's just that people are
Dana: Isn't that like the Greeks, and
would get the same thing.
forced in certain ways, in society they
three destinies will always continue to
Class is almost out of time.
aren't forced to drink the wine, but they
happen and cause people to think.
McDermott petitions: Somebody talk
With his rakish smile, McDermott
are forced to live that life.
about Charles Dicks-ms before we
McD: You know the three of you
interjects: And that's exactly why they
walk out.
are bringing up some very hot issues
are called classics. You read them
Wade: He saw the government as
that are discussed all the time in
because they apply and they cause you
being the problem. And he saw the gov-
society, that I think Hugo and
to think. What you are doing right
ernment as being why the people were
about
Dickens have certain opinions
now is far beyond just learning
hungry and poverty stricken.
about. But it's interesting today
a government, learning about a revo-
Stacey: And he's bad on run-on
how many people would disagree
lution. You are trying to analyze why
with what you just said. You are
sentences.
these things happen. And that
Conversation excerpted here,
blaming society for poverty. And
approaches the philosophical realm.
which used literature to understand
there are many people in society
Now if what everyone is saying is
not only revolution and other issues
who blame the people for poverty.
true, does that mean people like
pertinent to the relationship of gov-
Chandra: There is only so much
Rousseau, Voltaire, Montesquieu,
ernment to people, occurred virtually
and those who wanted to create this
hunger they take, only so much blood
without pause for a full 45 minutes.
they can take before they are going to
perfect society arc fools?
McDermott believes the heteroge-
take it out on the government in revenge.
Monica: I don't think they are fools.
neous mix of students enhances the dis-
Because the government is the rich people
I think everyone wants to have a real
cussion. Maybe some aren't reading or
and the ones that are getting richer. So
good life.
understanding every single word. "But
Mike: I don't know if you can have a
they are going to take from the rich what
after we do a discussion like today, they
the rich are taking from the poor.
society where everyone is rich.
are getting the idea. And perspnally, it
Becky: It's human nature for people
Brian G.: I just was thinking that one
doesn't matter to me if they read every
to rebel if they are forced to live in condi-
view is like a capitalist view: whatever
single word. They are sitting, intellec-
tions tnat are inhumane. It's human
people make they should be able to keep,
tualizing, and discussing. They are
nature, and there is nothing any govern-
that however hard they work that's how
exposed to a classic."
ment can do about it. No government
much they get.
9
8
er group if they run out. Her warmth
dardized test scores as
and easygoing style offset the rigorous
proof that students are
thinking she is about to demand.
learning? McDermott
"What I'd like you.to do is make
contends that the
some squares using your toothpicks.
improvement in essays,
I'm going to show you what I mean,"
the connections they
she says flicking on the overhead pro-
make between subjects,
jector and sketching a series of five
and the enhanced
connected squares.
thinking skills are all
the evidence he needs.
"There is a process of
integrating their ideas
I
and coming up with a
apw
,;)
,
product. And the prod-
uct is writing a short
"The idea is to work in pairs."
essay or poem, or draw-
The buzz of students regrouping them-
ings, or paintings, or
selves and being sidetracked by tooth-
plays, or presentations,
pick pursuits ensues. Some reinvent
or speeches, or whatev-
pick-up-sticks; some stack them in
er we ask them to do. I
Research in the library
piles; others test their durability.
am concentrating on
"Other than counting, determine
process, on how they
another way to figure out the number
think and how they put
As effortless as this class may
of toothpicks in those five squares.
things together rather than how many
appear, transforming his teaching to
Everybody take a moment and think
facts they know. However, I do believe
sustain a student-centered discussion
privately about how you might do
that giving the students challenging
required years of retraining and staff
that. If you come up with one way of
content is the essential first step.
development for McDermott. Stunned
doing that, think of another. Don't
"The goal of seminar isn't that
some years back when a principal sug-
verbalize at this point please," she
they come out with one piece of
gested that his teaching style was too
cautions in a soft mantra-like voice.
learning, because all of them ?re
teacher-directed, McDermott began
A gentle quiet falls as students
going to come out with. different
rethinking teaching. He discovered
work to recreate toothpick squares.
pieces of learning. That's my inter-
"wait time." He found the patience to
After a moment students are invited
pretation of the Socratic method.
let students struggle in silence without
"to share." Carey offers a thought,
They decide the truth."
bailing them out. Still, after twenty
then goes to the overhead to sketch
years, his major classroom challenge is
her visual motif.
Modeling Mathematical
to make material interesting.
.
Carey (seated): I did threes. There
Thinking
Horizon cultivates collegial help
were five of them, and then one extra.
among teachers. They plan, team
The banner across the back wall
Manning asks: Can you show us
teach, and evaluate one another.
"Mathematics: Don't leave
how you are seeing that Carey?
And, each teacher in the school has a
school without it!"stands boldly
Carey, drawing large-scale C's, cups
desk and tubby in an airy, centrally
among posters, signs, and photos deco-
the top, side, and bottom of the square:
located room, a staff office center,
rating the evergreen chalkboard and
3, 3, 3, and 3, and 3 and then one.
where adult conversations on peda-
pale green walls of Audrey Manning's
gogy take place continually.
classroom at Roosevelt Middle School.
"We're stealing ideas all the time.
It's drizzling on the sprawling 1950's
lc IC IC Itc lc I
In that open office people will say:
brick and shingle building in Eugene,
'What did you do? Tell us about that!'
Oregon, but the clear, resonant alto
And we say: 'Wait, we're doing the
voice of the teacher draws attention.
Civil War unit. Give me that!' It's
Manning, a tall, poised leader with
Manning summarizes: Okay, three
like a whole staff development course.
stolid grace distributes baggies filled
times the number of squares, and
You don't end up doing the same
with toothpicks to a pre-algebra class
then one. Is there a question as to
thing twice hereever."
of sixth, seventh, and eighth grade
how she did that? Do you under-
McDermott crafts his classes to
students arranged in tables of four.
stand? Does someone else have a dif
support sustained conversation and
She hasn't counted them exactly and
ferent way to look at it.
higher order thinking. Should the
asks her pupils to borrow from anoth-
(Later in the class this formula is
public still require scores from stan-
9
10