In my
previous blog posts, I hope that I was able to make it clear that education is
much more than gaining ‘textbook knowledge.’ Education has a greater purpose than
teaching students to memorize the parts of a plant cell, or to understand the
functions of the human body. When education is delivered effectively, it can be
life changing! Education can be used as a tool to help students to develop a
growth mindset, instilling in them a belief that their failures can be overcome
and that they can continue improving and reach towards their potential.
Education can also be an effective tool in encouraging students to place value
on traits, such as hard work, initiative, compassion and the list goes on.
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| A downfall of education is that students only develop book smarts. They know subject material well, but once they enter into the real world, they are inadequately prepared for the challenges that they will face. They don't have the answers for the problems life is throwing at them. It is important that our education systems prepare students for the real world, so they can become successful. (https://winterlyrics.files.wordpress.com/2011/07/selfhelpdaily-charlie-brown-quote.png?w=620) |
Take a moment and ask yourself this
question, would I rather have the knowledge to be able to list off the parts of
a plant cell, or would I rather have the ability and knowledge to bounce back
from failures, or to be someone who values and is passionate about things in
life? Too often, the important, and real life application aspects of education
are overshadowed by ‘textbook knowledge.’ A further example of this is a final
examination assessment where students study as much lecture and textbook
material as possible, and replicate what they have learned onto a written test.
Often, once the exam is finished students begin to forget what they have
learned, and the material they have studied is no longer applicable. Final
assessments should have real life application as well. One way to accomplish
this is by introducing Rich Performance Assessment Tasks into the classroom
more frequently.
Rich Performance Assessment Tasks
are culminating assignments founded in problem solving, and help to foster
deeper student learning (Drake,
Reid, & Kolohon 2014). Unlike traditional final examination assessments,
RPAT’s are purposeful and meaningful. In a paper called, ‘Designing PerformanceAssessment Tasks,’ an example is given of how RPAT’s can provide students with
purposeful and meaningful experiences.
In the example, a fourth grade teacher asks her students to create a
story book about plant life cycle's, which they are studying about in their
science unit. Then, they use their book to help teach the grade three class
about the plant life cycle. This RPAT gives the grade four students purpose, as
they are given a role in teaching the grade three students what they have
discovered about plants. This experience
is also meaningful for the grade four students, as they are developing
leadership skills, and having a small part in educating their younger peers. In
this RPAT, it can also teach students to be accountable in learning the subject
material at a deeper level, as they have the responsibility to ensure that the
grade three students understand what is being taught.
More examples of Rich Performance Assessment Tasks:
- Student-created test
- Mock documents such as a newspaper, journal, sketchbook related to subject material
- Performing a detailed skit related to a novel read in class
In this example of a Rich
Performance Assessment Task, there is obviously an emphasis on textbook
knowledge in understanding the plant life cycle, but this RPAT provides so much
real life application! In this RPAT students are able to develop: leadership
skills, growth mindsets, accountability, and passion. These skills can be
implemented in various areas of their lives. For example, in developing the
value of accountability, students may learn to be accountable in other areas of
their lives such as in after school jobs. This value may transfer to them
feeling responsible to have a good work ethic at their place of employment. In
a Ted Talk led by Marc Chun on deep learning, he reaffirms this point that
RPAT’s allow for deep learning, as well as the transfer of knowledge, skills,
and values into real life situations. He labels this as ‘far transfer,’ opposed
to ‘near transfer.’ Near transfer is limited to the transfer of knowledge onto
a test, and does not provide the student with real life applicability.
If you have time, watch the whole video! Marc Chun goes into further detail about the importance of deep learning, and discusses how deep learning results in a 'far transfer of knowledge' into real world situations.
Most recently as a student in
Education 4P19 I have begun to work on my very own Rich Performance Assessment
Task, where I am required to develop a curriculum with my group. This
assessment task is a three-step process, and I have finished step 1. I have
found this RPAT to be frustrating, challenging, and also surprisingly
rewarding. I can understand how doing this RPAT will benefit me as I begin my
career as an educator. Having a thorough understanding of curriculum expectations
is important as a teacher in order to equip students with the knowledge that
they need to know in order for them to be successful in all areas of life. This is one
real life application that I have gained from this RPAT thus far.
Reflecting on what I have learned
from writing these past three blogs, I have found that teaching subject
material may not be the hardest part of a teacher’s job. I believe that the
hardest and most challenging part of teaching will be helping students to
develop the skills, knowledge, attitudes, behaviors, and values necessary for
success in the real world. This may be the most challenging part of teaching,
but also the most rewarding. In my opinion, knowing that you have equipped your
students to succeed in the real world, is far more rewarding and valuable than
raising a student body that only possess book smarts.
References:
Drake, S.M., Reid, J.L., Kolohon, W. (2014). Interweaving
curriculum and classroom assessment: Engaging the 21st- century
learner. Canada: Oxford University Press.
Cohen, P. (1995). Designing Performance Assessment Tasks. Volume 37: 6.
Diving into deeper learning. (2013). Retrieved from: https://www.youtube.com/watch?v=k6BmbdzPcrY
