#parents who are home and consistent internet access have really been unable to engage with a lot of classes

[thedreadvampy]

On the other hand, and moving away from direct Mechanisms Discourse (which I prefer to not get over involved in tbh but also this ISN'T about that it's just jumping off it) - it absolutely is deeply classist to assume that somebody is illiterate or ignorant because of poverty/assumed poverty, and that's a huge problem. but also I think on a broader social level (at least in the UK) there is an idea in the left that it's classist to acknowledge the connection between poverty and illiteracy, while the truth is that illiteracy is a problem of poverty (poverty not in the sense of just Not Having Money but in the sense of system denial of adequate resources). Poverty doesn't = illiteracy but illiteracy is very much a problem of poverty - not a failure of a marginalised individual but a failure of the system marginalising them.

Adult illiteracy is a surprisingly large issue in eg both rural and urban Scotland, but it's not because poor people are stupid, ignorant or unwilling to learn - it's because schools are inadequate or inaccessible, classes are managed not taught, teachers are stretched thin and schools are underfunded so don't have resources to help struggling students, if you get to secondary school still unable to read and write you're completely locked out of the educational system unless you can access a school with the resources to teach you individually, and because of this, classism and a lack of support, poorer kids are more likely to switch off school as early as possible.

Social geography is also a big issue. In urban areas, schools in poorer areas get bad reputations, so they're underfunded, so they do worse, so they're funded less, etc, until they're a bare minimum of staff just trying to get through the day in collapsing buildings with no resources and five textbooks. Where better-funded schools can afford teaching assistants, 1:1 support for struggling students, decent food provision for kids, follow-up on children in need of support at home, more teachers for smaller classes, maybe counseling and psychological support, maybe Special Educational Needs classes for older kids to work on basic literacy and numeracy to catch up, worse-funded schools have one underpaid unsupported teacher trying to manage a class of 35 kids with wildly different needs. They don't have the resources to help support kids with issues that might affect their schooling, like parental abuse or neglect, trauma, a parent in prison, care responsibilities, hunger, homelessness, neurodiversities that affect their ability to learn in the prescribed way, learning disabilities like dyslexia, physical health issues including visual or auditory impairments...all things that when supported are highly surmountable but when unsupported often end up with children being perceived and treated as stupid, disruptive or evil. The problem then compounds itself because the kids are badly treated which makes them more disruptive and less able to learn, and more and more work is needed to help them which teachers continue to not have any capacity or resources for.

Rural poverty comes with its own schooling issues as well, in that poverty is generally correlated with remoteness. Poor rural communities are often hours away from population centres, so either you have tiny highly local schools serving a handful of families where a single teacher needs to invent lesson plans that somehow balance the needs of 11 year olds and 4 year olds of all abilities, or your kids need to somehow get into town every morning before you get to work, which may mean dropping them off at 6am, having to part pay for buses, taxis or ferries, sending them on their own, or leaving them with friends and family, and realistically the way that often shakes down is that they don't go. You teach them at home, and they may not even exist for the truancy office to know about.

Literacy is also connected to family culture. Both my parents were people with degrees from educated families, and my mum was a full time parent, and the result is that school didn't teach me to read - I was already a confident and enthusiastic reader. Even richer families may hire tutors for small children, pay for extracurricular learning, etc. The poorer a family is, the more likely neither parent is available to spend time reading with their kids, because they're working full time - at that economic level a single income household is almost entirely unviable so either both parents work or there's a single parent working extra hours or they're just exhausted from worrying about the bills and what's sold to them as a personal failure to look after their family.

One thing it's easy to forget is that while people in the UK still do drop out of school in their teens to work, a generation ago it was almost the norm for a lot of communities (especially the children of farmers, miners and factory workers) to have left school well before the end of compulsory education, both because of school being a hostile space and because of the need for an additional income. Now as well as then, a lot of kids drop out to work as unpaid carers, disproportionately in poorer families that can't afford private care or therapeutic support. Literacy aside, generations of leaving school with no qualifications doesn't tend to teach you that formal learning is as important as experience and vocational learning, and you don't expect to finish anyway so why put yourself through misery trying to do well? But it includes literacy. I grew up in a former mining area and a lot of people my dad's age and older were literate enough to read signs and football results, but took adult classes in middle age or later to get past the pointing finger and moving lips. and if you're parents don't or can't read, it's a lot harder for you to learn.

There's a lot of classism and shame tied up in the roots of illiteracy. Teachers and governments and schoolmates will often have vocally expressed low expectations of poorer students; a rich child who does poorly at school has problems, a poor child who does poorly at school is a problem child. They're often treated with hostility and aggression from infancy and any anger or disinterest in school is often treated not as a problem to be solved but as proof that you were right to deem them a write-off. Poorer or more neglected children (or children for whom English is a second language) will often be deemed "stupid" by their peers, and start at a disadvantage because of the issues around early childhood learning in families where parents are overstretched.

Kids learn not to admit that they don't know or understand something, because if you start school unable to read and write and do basic maths when a lot of kids your age are already confident, you get mocked and called stupid and lazy by your peers, and treated with frustration by your teachers. So kids learn to avoid people noticing that they need help. That means that school, which could help a lot, isn't somewhere you can go for help but a source of huge anxiety and pain - more so when you factor in the background radiation of classism that only grows as you get older around not having the right clothes, the right toys, the right experiences, my mum says your mum's a ragger, my mum says I shouldn't hang out with you because you're a bad lot - so again kids switch off very early and see education as something to survive not something helpful.

The same is very much true of adult literacy. A lot of adults are very shamed and embarrassed to admit that they struggle with reading and writing - a lot of parents particularly want to be able to teach their kids to read, but aren't confident readers themselves, and feel too stupid and embarrassed to admit out loud that they can't read well, let alone to seek out and endure adult literacy classes that are a constant reminder of their perceived failure and ignorance (and can also be excruciating. Books for adult literacy learning are not nearly widespread enough and a lot of intelligent experienced adults are subjected to reading Spot the Dog and similar books targeted at small children's interests). Adult literacy classes also cost time and also money, so a lot of people only have the space for them after retirement, if at all.

And increasingly, illiteracy (or lack of fluency in English) increases poverty and marginalisation, and thus the chances of inherited literacy problems. Reading information, filling out forms and accessing the internet in a meaningful way are all massively limited by illiteracy, and you need those skills to access welfare, to access medical care, to avoid exploitative loans, to deal with any service providers, etc. Most jobs above minimum wage and a lot below require a fairly high level of literacy, whether it's office work or reading an instructional memo on a building site or reading drink instructions in McDonalds. Illiteracy is a huge barrier between somebody and the rest of the world, especially in a modern world that just assumes universal literacy, and especially especially as more and more of life involves the internet, texting, WhatsApp, email, and so on - it's becoming harder and harder for people with limited literacy to be fully involved in society. And that means the only mobility is downwards, and that exacerbates all the problems that lead to adult illiteracy.

People who can't read after the age of 6 or so are treated as stupid. People who can't read fluently when they're adults are seen as stupid and almost subhuman. There's so much shame and personal judgement attached to difficulty reading, but the fact that illiteracy is almost exclusively linked to poverty and deprivation is pretty conclusive. Illiteracy isn't about the failure or stupidity of the individual, it's about the lack of support, care and respect afforded to poor people at all stages of their life. Being illiterate doesn't make you stupid - many people are highly intelligent, creative, capable, thoughtful, and illiterate. I know people who can immediately solve complex engineering problems on the fly but take ten minutes to write down a sentence of instruction. It isn't classist to say that illiteracy is caused by poverty - it's both classist and inaccurate to say that illiteracy says anything about the worth, intelligence or personhood of the poor, that it's a result of a desire to be ignorant, or that it's evidence that people are poor because they're stupid, incapable, ignorant or bad parents. The link between poverty and illiteracy is the problem of classism and bigotry, no more no less, and we deal with it by working against the ideas that both poverty and lack of education are a reflection of individual worth.

Illiteracy isn't a problem of intelligence, it's a problem of education, and that matters because education is not inherent. it's something that has to be provided and maintained by parents, by the state, by the community. you're not born educated. you are educated. except more than a quarter of the Scottish population isn't educated, because the system doesn't give a fuck about them and actively excludes them or accidentally leaves them behind.

[mathematicianadda]

Fidelity Through Thoughtful and Strategic Implementation

This article features contributions from MIND's Education Success Manager, ShaKeitha Green.

In the past six months alone I’ve logged over 20,000 flight miles visiting ST Math® schools around the country, and I’ve seen a lot. 

I’ve seen students seated at their desks, all working silently on ST Math while their teacher walks the room, supporting students. I’ve seen rowdy ST Math time with music playing and kids jumping up with fists pumping when they accomplish a level. I’ve seen ST Math centers, or rotation stations, where students are grouped in various ways. I’ve seen students with ST Math on iPads curled up in bean bag chairs. I’ve seen a whole class of kindergarteners cheering on their one remaining classmate to reach 100% progress, then dancing around the room when he achieved his last objective. 

I’ve seen bulletin boards showing whole school progress competitions. I’ve attended school-wide celebrations, where the principal presents certificates to students for standout successes. I’ve seen hallways lined with calendars and student names with objectives completed spaced out across the weeks, and I’ve seen “racetracks” where students are recognized for overcoming hurdles. 

I’ve seen technological set-ups that would rival conference rooms in Silicon Valley, and I’ve seen tech carts no bigger than a milk-crate where only 7 of the 13 devices are checked out because the remaining 6 had worn-out batteries or broken screens. I’ve seen a student in a BYOD (bring your own device) school trying desperately to click with accuracy on a touchscreen that looked like a car windshield after a head-on-collision. 

I’ve seen teachers teach whole class units using a smart screen, and I’ve seen teachers come in before school, when the first bus arrives, to give students who don’t have internet access at home, extra time on the program and a warm space to get out of the cold. 

Everywhere I go, I see teachers and students embracing and learning with ST Math.

Varied Goals and Constraints

For those who don’t yet know, I’m MIND’s Senior User Experience Researcher. I visit ST Math schools to observe and interview students, teachers, and administrators about how they’re using ST Math. I also test design prototypes for the next version of ST Math. (Stay tuned to this blog for more on that!)

All over the country, I see schools with different goals and different constraints. To understand whether the implementations I see during my research visits work over time, I’ve teamed up in this post with ShaKeitha Green, Education Success Manager for the Los Angeles area, which includes LAUSD, the 2nd largest public school district in the nation.

The Los Angeles area, like many of our nation’s regions, encompasses wide socioeconomic diversity in both its student populations and educational funding. ShaKeitha has over 12 years of experience with ST Math and has been supporting this region for 5 ½ years. She also trains educators from coast to coast as part of our ST Math Train the Trainer program. Though I’ve seen a lot, ShaKeitha has seen and supported a whole lot of variations in implementation—and seen varying degrees of success.

Schools that build thoughtful and strategic implementation plans around how to integrate ST Math into their weekly schedule have successful results, positive experiences for both students and teachers, and consistent usage across classrooms.

We’ve seen educators committed to implementing ST Math with fidelity given whatever their particular circumstances. While our design team is working on future-features that will make it even easier for teachers to implement with fidelity in their varied situations, we thought we’d share some examples of non-standard implementations, as well as best practices that are bringing about success as we start back to school in this 2019-20 school year. 

Recommendations and Modifications

ST Math has a recommended implementation and we have the data to prove the effectiveness of that implementation. This recommendation is two 30-minute sessions per week for kindergarten through first grade, and two 45-minute sessions per week for grades two and above. 

Last month, I read all 1,832 responses to the optional open-ended final question on our annual teacher survey. What I read echoed what I’ve seen in my research studies. Schools sometimes have obstacles that impinge on their ability to uphold this recommended implementation. 

If your school is also working within such constraints, there are ways to still have a successful implementation.

Shorter Time Blocks

When a class period, or a math block, is shorter than the recommended 30 or 45 minutes per session, even teachers with 1:1 devices find themselves having to modify their implementation to align to their daily schedule. 

Minutes per week in the program is the primary metric we recommend schools focus upon, but efficacy isn’t automatically achieved with a straight sum of minutes. Remember, ST Math engages students’ perception action cycle. The neuroscience behind ST Math shows that students engage more deeply and learn more when they attempt something, learn from informative feedback, and attempt again—or apply what they gained from the feedback to the next puzzle, problem, or lesson.

When the total session time is too brief, students don’t get the chance to persevere, learn from the feedback, and apply that learning. Our design team is constantly looking at ways to streamline the between-game navigation in order to optimize time spent in ST Math. Each time students sign in they spend time reorienting themselves to where they left off last session. Additionally, students need time to think about, process, and apply what they’re seeing in the feedback animations. 

“I’ve seen schools attempt to complete their 60 or 90 (total) minutes a week by breaking it up into five short sessions, one each day. This has been shown to work, but teachers need to be mindful of transition times. Transitions need to be tight to allow enough space for students to complete levels,” says ShaKeitha.

When a class period, or a math block, is shorter than the recommended ST Math session, she recommends that teachers, “Make sure students are powering-up and logging in quickly and taking full advantage of the time allotted. With short session times, the last table to get devices from the cart may lose ⅓-½ of their ST Math time.”

If the teacher is mindful of students’ transition times, and is available to facilitate to ensure that students aren’t at a standstill in the same content over multiple sessions, ShaKeitha has seen results that compare well to the expected results from two 30 minute sessions.

For upper elementary grades and above, where students are more adept at signing in, balance is key. ShaKeitha points out, “It simply takes longer to do multi-step equations or long division, for example.” This makes it more challenging to shorten the time block for some students working on particular content. That said, “If some sessions are shorter while space is made for longer sessions, students in the upper grades, with timely facilitation, can be very successful with this modified implementation.”

Free-choice is another viable support to shorter time blocks. One teacher, responding to this year’s end-of-year survey, said:

My students have greatly enjoyed learning the program and frequently prefer to go on ST Math when given free choice on the computer. It has really helped my students become more deeply engaged with math.

Set Students Up For Success

One further cautionary note about shortened time blocks: students need longer time blocks at the beginning of the year to “plant” their password. As with all things in ST Math, the picture password learning has been tested and proven successful through neuroscience. When students only spend 10 or 15 minutes at a time trying to learn their password, they’re not building the patterns they need.

 “At the beginning of the year, teachers need to set long enough blocks for students to learn their password,” cautions ShaKeitha. “Students who move quickly through the password training, and make their way into the intro games, can be asked to logout and then log back in again to get another practice with their password,” she recommends.

By starting students off well, they will spend less time transitioning, and more time working through ST Math puzzles.

Station Rotation or Centers

When schools don’t have enough (working) devices, we most often see centers or station rotation implementations. Some teachers pull small groups of students working on the same ST Math objective as one of their stations, while other teachers let students work independently on ST Math while they work with students using their book or other materials.

The most common pitfall we see in this sort of implementation are students, who are struggling on a particular game, escaping their teachers’ notice. Station Rotation models work best when the teacher is available to facilitate with students.

ShaKeitha works with schools where the teachers have been instructed to use a station rotation model for intervention. Teachers are expected to split their time between subject areas, with ST Math serving as the math intervention, and the teacher pulling small groups for reading intervention.

“The potential obstacle in this implementation is if the teacher is unable to reach all students with ‘many tries’ alerts,” ShaKeitha points out.

In the absence of alternative ways to support students in ST Math, these teachers turn to peer and parent helpers. ShaKeitha, like many of our Education Success Managers, recommends parent trainings where “parents learn about how ST Math works, and how to facilitate, rather than show their kids where to click.”  Following any one of the many guides available in ST Math Central, peer and parent helpers are able to encourage students when the teacher is unable to do so directly.

In many of our station rotation models, teachers pull struggling students and work with them in small groups. In this manner, the teacher is able to facilitate with more than one student at a time and can multiply their facilitation efforts.

As with the shortened time block implementation, transition times can be a big killer, with device functionality being the next biggest derailer. Making sure all devices are charged is crucial to any shared devices model. 

Support Seeds Success

Students’ feelings toward ST Math are often a direct reflection of their teacher’s feelings. We’ve seen firsthand that teachers thrive with the support of their administrators. There are many different ways to celebrate ST Math success, and I’ve seen some fantastically creative and truly joyful ones. The best of these give opportunities for a variety of students’ successes to be recognized, not just the students who excel in math and proceed rapidly through content.

Establishing a JiJi culture is a great way to encourage students’ success. This includes celebrating success metrics, embracing and implementing problem-solving practices, supporting productive struggle, and encouraging a growth mindset. 

An example from one of our schools on the East Coast comes from a lower elementary teacher that focuses on student’s completion of objectives. “They have a bulletin board where each student is represented by a penguin, and each objective is represented by a fish. When students completes Introduction to the Number Line or Subitizing, they get a fish with that objective name printed on it for their penguin,” ShaKeitha shares.

This focus on growth motivated students, and they mastered content beyond their goal for the year. They also focused on their priority domains, despite working with a shorter-than-recommended time block. 

Constraints are a reality for many of our partner schools. While we encourage schools to implement according to our recommended, tested, and scientifically proven method, we also recognize that ST Math is one piece of an overall math curriculum.

In order for it to be as powerful as possible, ST Math needs to be implemented with fidelity.

Students need to start off with success. Students need the time to engage their perception action cycle, to think, to process, to apply, to attempt, and repeat. Students need facilitation support from teachers or trained helpers. Teachers need support from administrators. 

Schools can reach out to their Education Success Manager (ESM) who, like ShaKeitha, is well-versed in how schools can achieve fidelity through thoughtful, strategic implementations and succeed despite constraints.

It takes passion and commitment, and a willingness to learn every day—these are qualities of our great ESMs, great administrators, great teachers, and great ST Math students.

from MIND Research Institute Blog https://ift.tt/30uqRsh from Blogger https://ift.tt/2z77sS2

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