I agree with you when we are talking about simple multiple choice tests, Nicole. But I think that we can create tests that are challenging and engaging and allow standardized measurement of what students know and can do. When the tests are aligned with a challenging curriculum, then teaching to the test simply means teaching the curriculum. I think that this can be a good thing and does not have to stifle creativity. However, teachers have to trust their students to learn and students have to stop worrying about grades and embrace the uncertainty of learning. As a teacher, it is both scary to compare your own students’ performance to students in other classrooms, but it can also be informative. I think that the emphasis on test scores as the endpoint rather than one piece of data to be used to inform teaching is one problem. Also, in addition to the problems you mentioned, I think that we need to work on parents and students to see grades as feedback not judgement. Too many students (and their parents) think that a grade of B or C is failing. All of it is tied together.

also please turn off comment moderation.

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Great post! I too wonder how this method could be applied in very large classrooms. I think that there is a lot value in discussion and learning from/teaching your peers. I found Iris’ blog post about education in Ghana to be an interesting read. Given your post I think you will enjoy it: https://blogs.lt.vt.edu/iris2312/2017/01/30/chew-and-pour-pass-and-forget/

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I enjoyed your post. While NCLB did create a culture of teaching to the test and drill and kill in some schools, it also provided the impetus to make schools pay attention to ALL students. Because test scores had to be disaggregated by race and disability status, and all subgroups had to meet the standards, achievement gaps lessened. However, the stipulation that 100% of students in each school must be working at grade level by 2014 was unrealistic. Unfortunately, too many schools focused on getting students to pass the tests than on teaching students the curriculum.
If we had great tests, then the best way to pass them would be to learn the curriculum. If the curriculum is challenging, then this is a good thing, And teaching to the test becomes a good thing. I think that the International Baccalaureate Diploma program is a great example of this. Great curriculum, great tests for which the best way to prepare is to engage with the curriculum. Little memorization and lots of thinking. Too bad they cost so much to develop and grade!
I think we need great teachers and administrators who trust them to do their job. We need to use standardized tests to measure what our students our doing in a way that lets us compare our students to students in other states and countries. What we don’t need are punitive measures based on test scores.

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I also agree with you that the classroom environment can have a huge impact on student engagement and learning experiences. Unfortunately, sometimes instructors are forced to teach in rooms with less than optimal conditions. In those cases you have to rely on your dazzling personality and charisma to engage your students. I think you might enjoy this post by Meghan: https://mtbeardsley.wordpress.com/2017/01/30/this-post-is-mindlessly-mindful-or-mindfully-mindless/ if you haven’t had an opportunity to read it yet.

I think you’ve got it! Using your computer or phone to look up a word gives you the opportunity to follow and participate in the discussion at a richer level. Yes, you could write down the unfamiliar words and look them up later, but unless you have amazing recall you’ll probably get more out of the discussion by finding out / discovering / learning what those words mean while the context is still immediate and relevant. I’m suspicious of the “being taught” component of the definition of learning. I think you’re right about the passive voice. Curiosity motivated by mindful attention seems to more aptly characterize the process.

I agree that the classroom environment definitely enhances teaching experience. It gives the sense to the students that they are important and that we do our best to teach them, that could drive them to work harder as well.

I unfortunately think you are correct regarding the state of the current generation and their comprehension of the “mindfulness” concept. Additionally, I feel like I can define mindfulness in several different ways depending on the context. I would suppose that for Langer, this would be mindfulness in academia. For your aunt, this would be mindfulness in personal health. That of course is depending on how nuanced you want to go with this concept.

Everyone wants to throw away lectures like they are some cursed thing. I disagree. I do not think lectures need to dominate, but I think they, along with other forms of class material, have their place in the class schedule. I think providing a multi-faceted class would be best. I think you would adopt a more mindful state as an instructor and a learner if you challenged yourself to provide a multi-faceted course. This not only benefits your students, but also yourself.

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Hey Mary

I agree with your thoughts regarding science and the like. However, I also believe the university system has beaten out some of the flexibility that you discuss. You mention how scientists build on past research and accept that things can change. There are unfortunately many people (and journals) in place that would rather have you follow their system of repetition than to provide something too innovative and new that it cannot be supported by a mountain-sized literature review. In my area (hiding out in social sciences over here), several researchers have come out complaining that they see creative, new articles rejected for the sake of safe, repetitive articles that offer minimal contribution.

I am pretty sure what I just wrote was what we would straight up classify as a babbling. Anyways, on to my next comment. I sincerely appreciate your comments regarding teaching and recommendations of avoiding being a dinosaur or a unicorn. I agree with your sentiments on this matter. I too disagreed with Wesch and his support of the lack of a teacher is best. Being a dinosaur with feathers, or whatever creature suits you and the metaphor, is a nice mindset to have. I do however wonder if universities and public schools will be open to it. I feel like there’s a lot standing against it.

Nice connection to Kellyanne Conway. Every time someone of the present administration speaks I actually cringe. I am concerned about all of those out there sitting mindless and accepting what they are told. We definitely need to work on our mindful/critical thinking skills. As present and future teachers, we are inherently responsible for our students. Perhaps with some practice we can teach them to be mindful and learn to think for themselves. Hopefully there will be enough of an impact to help propel the next generation back into academia and into an era of mindfulness.