Diversity and Culture in Learning

I enjoyed reading Jenny Michaels thoughts regarding the differences in learning in Eastern verses Western cultures.  I would like to add that in Eastern thought, the entire being is engaged in learning; this concept is not as common in western cultures and and western thought.  However, because many students come to us from different backgrounds and social construct, it is critical that we incorporate these elements into our classroom instruction.  As educators we must model for students what it looks like to have genuine respect for culture and different ways of thinking.  One way we can accomplish this task is to celebrate customs, traditions and cultures in a way that fosters appreciation and understanding.

In the video below, the message to instructors doing what it takes to  "mind the gap" is broached.  There are many gaps that may be present in our students' learning and understanding their culture is a way of helping to bridge any "gaps" that may exist in the learning process.  There are multiple methods that instructors can use to integrate cultural perspective into their courses.  A few of those include: using multicultural literature, honoring cultural celebrations and giving students an opportunity to share information about their cultures.   As the video points out, as educators we must ask ourselves, how are we minding the gap?

A Resource for Standards Based Grading: Challenges in Changing our Gradiang Culture

 

 

 

 

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6NoRPie2geDvTuoU8hi4porERPKzCn2sVQ0uBExWrAZo02ZmRFfMb2FlvhTLKpJ_6muPhyphenhyphenrPx0dqAQi_QCTMyzGtCLTv8QktlYtXp3wwDkmr-PHW4ntn4hn54EzFQUNuOrHnhw0XqRSDQ/s1600/No+Grades+2.png

Jennifer's post regarding the implementation of standards based grading truly resonated with me this week.  You see, standards based grading is the new grading approach sweeping the nation and prompting an educational culture overhaul. The implementation of standards based grading does not come without challenges. My daughter and I personally experienced the challenges of changing the grading culture to standards based.  Therefore, I would like to share our experience with you and provide a resource which considers the challenges of changing the grading culture within our school systems. 

While my daughter was taking Math II during her Freshman year, the Math department decided to implement standards based grading.  The idea was that each student would be evaluated on their ability to master state Math II standards using a rubric as an evaluation tool.  Questions on the math test were associated with a specific standard.  The idea was that students would be able to identify their strengths and weaknesses as it relates to a particular concept.  Additionally, teachers are able to provide more accurate and personable feedback about their mastery level. 

While I completely understood the advantages of utilizing this grading method, very little thought about the implementation of standards based grading had occurred.  When my daughter received her first test back, I was troubled by the MATH II grading rubric.  There was no concise description of what constituted a four, three, two, or one.  Furthermore, the school used a percentage grading system rather than standards based.  Therefore all grades had to be converted into a percentage grade.  This was not a simple task due to the considerable amount of subjectivity and inequalities among how teachers graded.  We discovered that my daughter's teacher graded the tests more strictly than the other math teachers.  Where was the equity in the evaluation tool?

Jasmine Kullar (2015) blogged about the implementation challenges in standards based grading.  She identifies difficulties in converting a standards based grade to the traditional percentage scale and separating behavior from academics as significant challenges.  She suggests that to effectively implement standards based grading one must abolish the traditional percentage grading system and determine how to report life skills.  Based upon my experience, I would agree with her.  But is the educational community ready for that?

Implementing a standards based grading system while the traditional percentage system is in place is not practical since college acceptance is determined by GPA's and life skills.  Furthermore, one should consider the basic grading assumptions of students and parents before implementing this grading cultural change.  As educators we must consider the impact of such cultural changes prior to implementing a standards based grading system to ensure equity is preserved in education.

References:
Kullar, J., (2015). BLOG POST: Implementation challenges of Standards Based Grading.  Retrieved from http://www.solution-tree.com/blog/implementation-challenges-of-standards-based-grading/

Action vs Theory

http://www.apisanet.com/nnh-content/uploads/an/an-ounce-of-action-is-worth-a-ton-of-theory.jpg

          

 A theory is a representation of observed or experienced phenomena. Good theory fulfills the purpose of explaining the phenomenon that is experienced but unexplained in our world. 

http://izquotes.com/quotes-pictures/quote-in-theory-there-is-no-difference-between-theory-and-practice-in-practice-there-is-yogi-berra-16840.jpg

 This famous line by Yogi Berra contends that under pressure, practical knowledge is more valuable than theory. Practical knowledge is considered our theories we actually use versus theories we just say. Brookfield’s three conditions that turn practical decisions into practical theories are as follows:

•               Theories go beyond individual experience and allow us to compare experiences
•               Theories are predictions; if you do this, then that will occur
•               Theories allow us to classify events

              Cervero contents that there is a great difference between theory and practice. He offers four viewpoints about this relationship.

1.               The first is Adult Education Without Theory in which educators developed theory by direct experience of a set of ideals and practical knowledge
2.               The second is Theory as the Foundation of Practice and it contends that practical knowledge is not a sufficient basis for practice and that theory is developed to improve practice.
3.               The third, Theory in Practice believes that work is based on theory and theory is derived from work.
4.               The fourth, Theory and Practice for Emancipation suggests theory and practice are united and make up a single, connected reality.

              Even with all of these, Cervero believes that the problem between theory and practice is not one to be solved.  It just needs to be viewed as highly conflicted.  Disagreements between theory and practice  are social and political process handled by real people working with real problems. 

http://www.guydownes.com/2011/05/cartooning-for-a-global-pr-report/more-theory_guy-downes-2011/

References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Fransico, CA: Jossey-Bass.