Monthly Archives: March 2012
Here’s the hype: New York City’s “worst teacher” was recently singled out and so labeled by the New York Post after the city’s education department released value-added test-score ratings to the media for thousands of city teachers, identifying each by name.The tabloid treatment didn’t stop there. Reporters chased down teacher Pascale Mauclair, the subject of the “worst teacher” slam, bombarding her with questions about her lack of skill and commitment. They even went to her father’s home and told him his daughter was among the worst teachers in the city.Now the facts: Mauclair is an experienced and much-admired English-as-a-second-language teacher. She works with new immigrant students who do not yet speak English at one of the city’s strongest elementary schools. Her school, PS 11, received an A from the city’s rating system and is led by one of the city’s most respected principals, Anna Efkarpides, who declares Mauclair an excellent teacher. She adds: “I would put my own children in her class.”
Interest-powered. Interests power the drive to acquire knowledge and expertise. Research shows that learners who are interested in what they are learning, achieve higher order learning outcomes. Connected learning does not just rely on the innate interests of the individual learner, but views interests and passions as something to be actively developed in the context of personalized learning pathways that allow for specialized and diverse identities and interests.Peer-supported. Learning in the context of peer interaction is engaging and participatory. Research shows that among friends and peers, young people fluidly contribute, share, and give feedback to one another, producing powerful learning. Connected learning research demonstrates that peer learning need not be peer-isolated. In the context of interest-driven activity, adult participation is welcomed by young people. Although expertise and roles in peer learning can differ based on age and experience, everyone gives feedback to one another and can contribute and share their knowledge and views.Academically oriented. Educational institutions are centered on the principle that intellectual growth thrives when learning is directed towards academic achievement and excellence. Connected learning recognizes the importance of academic success for intellectual growth and as an avenue towards economic and political opportunity. Peer culture and interest-driven activity needs to be connected to academic subjects, institutions, and credentials for diverse young people to realize these opportunities. Connected learning mines and translates popular peer culture and community-based knowledge for academic relevance.
Educators have known for some time now that a one-size-fits-all approach to learning does not lead to the level of student engagement and academic success that schools strive to achieve. In their search for a more customized approach to delivering instruction, they’ve explored project-based learning, addressed different learning styles, and increased collaborative learning among students. Educators have also looked to technology for customizable solutions, implementing 1-to-1 laptop programs, utilizing data-driven decision-making tools, and setting up learning management systems to access digital content.