{"id":8981,"date":"2019-02-21T08:00:18","date_gmt":"2019-02-21T12:00:18","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=8981"},"modified":"2020-03-03T18:38:26","modified_gmt":"2020-03-03T22:38:26","slug":"thinking-about-classroom-practice-five-ideas-for-education-reformers","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/thinking-about-classroom-practice-five-ideas-for-education-reformers\/","title":{"rendered":"Thinking About Classroom Practice: Five Ideas for Education Reformers"},"content":{"rendered":"\n
\"\"<\/figure><\/div>\n\n\n\n

Recently in Fordham\u2019s Flypaper, Robert Pondiscio reflected a new direction for education reform: a focus on instructional practice. He writes:
<\/p>\n\n\n\n

Shifting ed reform\u2019s focus to improving practice is an acknowledgment that underperformance is not a failure of will, but a lack of capacity. It\u2019s a talent-development and human capital-strategy, not an accountability play. Forcing changes in behavior, whether through lawmaking or lawsuit, may win compliance, but it doesn\u2019t advance understanding and sophistication. Teachers need to understand the \u201cwhy\u201d behind evidence based practice to implement it well and effectively. To that end, let me suggest a few ideas that might shape how to think about classroom practice and education research, and a role for policymakers\u2014not a leading role, but a supporting one. Taken together these might not bring about a \u201cGolden Age of Educational Practice.\u201d But they might keep it from blowing up on the launch pad.
<\/p>\n\n\n\n

1. Ask the right questions. Education research lacks the precision to dictate classroom practice. \u201cWhat works?\u201d is the wrong question. \u201cThe right question is \u2018Under what conditions does this work?\u2019\u201d<\/p>\n\n\n\n

2. Understand and accept trade-offs. A debate about trade-offs and opportunity costs is very different than arguing whether something \u201cworks.\u201d Those discussions will and should<\/em> vary greatly depending on local context. <\/p>\n\n\n\n

3. Kill education myths. Indulging pseudoscience is not a good look for a field that wants to be taken seriously as a profession.<\/p>\n\n\n\n

4. Learn the lessons of cognitive science.  Cognitive science tells us that cognitive \u201cskills\u201d are not directly teachable or transferable like, say, riding a bike. They are largely \u201cdomain specific.\u201d To think critically about topics in science or history, for example, requires knowing a lot about those topics. You can\u2019t train kids to be all-purpose critical thinkers and polymath problem solvers.<\/p>\n\n\n\n

5. Stop demanding bad practice through policy. If there\u2019s a policy play here, it\u2019s not \u201cidentify best practices and make them mandatory.\u201d It\u2019s stop functionally demanding bad practice through poorly conceived testing and accountability measures.<\/p>\n\n\n\n

The last point might be the most important, at least for policymakers and others in a position of authority over schools. Accountability isn’t going away, nor should it in a system that runs on public funds. But it won’t do for pundits and policymakers to natter on about evidence-based practice while ignoring the instructional signals our policies send to teachers. Let’s fix that first.
<\/p>\n\n\n\n

For more, see https:\/\/edexcellence.net\/articles\/thinking-about-classroom-practice-five-ideas-for-ed-reformers<\/a>
<\/p>\n","protected":false},"excerpt":{"rendered":"

Recently in Fordham\u2019s Flypaper, Robert Pondiscio reflected a new direction for education reform: a focus on instructional practice. He writes: Shifting ed reform\u2019s focus to improving practice is an acknowledgment that underperformance is not a failure of will, but a lack of capacity. It\u2019s a talent-development and human capital-strategy, not an accountability play. Forcing changes Read more about Thinking About Classroom Practice: Five Ideas for Education Reformers<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":1475,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[5,4,338],"tags":[51,80,198,67,205,77,113],"class_list":["post-8981","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-politics-policy","category-school-reform-leadership","category-uscee","tag-best-practices","tag-education-research","tag-educator-effectiveness","tag-instruction","tag-instructional-improvement","tag-school-reform","tag-transformative-practices"],"yoast_head":"\nThinking About Classroom Practice: Five Ideas for Education Reformers - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/thinking-about-classroom-practice-five-ideas-for-education-reformers\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Thinking About Classroom Practice: Five Ideas for Education Reformers - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"Recently in Fordham\u2019s Flypaper, Robert Pondiscio reflected a new direction for education reform: a focus on instructional practice. 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