Education Issues & Trends
In today’s heavily academic world, instruction is driven by data and analysis to ensure
children are succeeding while encouraging students to set career paths to promote college
readiness. Meanwhile, the fall of “No Child Left Behind Act” paves the way to the newly adopted
"Every Student Succeeds Act"; displacing emphasis from the national government to the state
government. While collecting data is vital to ensure students are making gains in the classroom,
how are these changes going to affect the future of our teachers?
Educators are consistently presented with the challenge of change in their field through
new standards, curriculum, and laws while maintaining the charge of providing each individual
student with a quality education. Fortunately, with the rise of “Race to the Top”, the push for
personalized learning is sweeping the nation and has been embraced by Georgia and
specifically Fulton County. As a member of the Fulton County Vanguard Team, and VanLeader
of the Northeast Learning Community for Elementary School teachers, I am heavily involved in
the movement for personalizing learning in the classroom. Through tech integration and
authentic tasks involving project based or performance based learning we are working toward
creating problem solvers, critical thinkers, creative learners, while reaching out to the global
community to better equip our students for college and career readiness. But the question
remains, how are educators who are presented with the juxtaposition of personalized learning
versus standardized testing properly able to plan instruction for their students while ensuring
successful results on tests? Can there be a perfect balance between standards and
personalized learning? How do standards work with standardized testing and fit into our world in
a way that makes sense without jeopardizing student learning?
First, we must understand the main reason behind having national and state standards.
Standards should be used as a point of reference for what students should ideally know in order
to properly aid in vertical planning among the grade levels. When educators hold themselves
strictly to the standards, their students suffer. When teaching to the standards, learning isn’t
driven by individual student knowledge, what the student knows, rather what the student should
know. Perhaps the biggest concern revolves around if we teach students to demonstrate
knowledge in a creative way that matches both their interest and their learning style, how can
we measure them on state mandated standardized tests reaching only a small set of learners? I
believe, the answer to that question lies in redefining the purpose of the test. As we all know,
data is extremely important. The school, county, and state need some sort of measurement tool
to see where our students fall in the scheme of the education matrix. The only way to easily
collect data for this type of measurement of such a vast sea of knowledge would be through
standardized tests. With the change from the state CRCT to Georgia Milestones, students are
offered additional means for answering questions that lie outside the scope of merely multiple
choice options increasing opportunities for additional learners to succeed. While this change is a
step in the right direction, should these tests label students and dictate pass or fail? I say no.
Ideally the emphasis for measuring student academic growth should be what is learned in class
and to track each individual’s growth over the course of the year. This is where personalized
learning sets the bar. Student academic data should strictly come from the school, teacher, and
individual students. Standardized tests emphasis should be minimized and used for strictly
giving the state the information it needs without penalty to the students and the quantity of tests
decreased. Transfer the pressure off of these high stakes pass or fail tests that label students,
and focus on teacher data from the classroom on student performance tasks.
So, how does personalized learning fit into our world? Studies show that students who
are taught to their strengths, offered flexible pacing, exposed to intuitive tech tools, voice and
choice in student demonstrations or projects, and PBL for example, demonstrate academic gains
that were astronomical. Students are getting a deeper more authentic understanding of
their learning objectives which in turn should help them with testing. But most importantly, a shift
should occur in which students are not measured to a set bar or standard, but to their own
personal best.
Sir Ken Robinson, advocate for personalized learning, stated “It isn’t that everyone has
to learn different things, although eventually our interests will take us in different directions,” he
continued. “But in terms of the things we want all people to learn… personalized learning is
finding the best ways to engage with people with different interests, passions, and ways of
thinking. It’s what good teachers have always known. That their job is not to teach subjects, but
to teach students.” So, how do we do it? What are the outcomes? Successes? Challenges?
Where do we start?
Well, the best place to start, is in my room! If I can find a way to manage 700 students in
a meaningful way that creates positive change in my classroom, I can model and demonstrate
those changes with the classroom teachers. Serving as a music educator, I have the opportunity
to work with all elementary school students from kindergarten to fifth grade. This incredible task
has really offered the challenge of finding out how to make these changes in our school in an
efficient, functional way that is authentic, yet fun for both teachers and students. When teachers
think of teaching to the strengths of each individual child, that’s a must; however, imagining just
how is where the challenge arrives. To understand how a classroom could function
appropriately, how teachers can create content that is student directed to each individual child in
the classroom, I dove head first into my classroom teacher Vanguard mentees. After receiving
my master’s degree in Educational Technology, I fully believe that technology is the driving
factor in easily tracking, assessing, collaborating, creating and engaging students. I think it is
safe to say that I embrace technology as an enhancement in my classroom and push for proper
integration in my school.
Often times to reach my students at the beginning of a unit, I do a quick diagnostic
assessment, and group students based on the results. I enjoy using TouchCasts to differentiate
learning, incorporate flexible pacing, and embed live links for remediation or enrichment that are
tied to authentic tasks. I consistently use Nearpod to facilitate teaching new material, while
providing an outlet to give each student a voice combined with assessments. I use assessment
tools such as Nearpod, Kahoot, Socrative, Plickers for just-in- time instruction, offer timely
feedback, and most importantly to inform instruction. I feel reflections truly help you understand
how the child feels about his/her learning. Through completing a post on Padlet or clicking a
smiley face on iDoceo, students at all levels are able add input on how they feel about their
knowledge on the subject. Perhaps my favorite addition to class this year has been
encouraging students to discover their own creation tools which sometimes includes app
smashing with applications or programs like Quaver’s Marvelous World of Music, ChatterPix,
Comic Heads, Educreations, TouchCast, and Do Ink to name a few. This opportunity for
students to take part in the principle of voice and choice, has created a higher caliber of projects
and presentations, mostly in part because of student interest and comfort. I have been an
advocate for bringing in the global community to my classroom through Skype and video
messages from professionals as well as publishing and sharing student work to the worldwide
web for comment. Padlet is a wonderful tool for collaborating on student work with the
stakeholders, teachers, and parents. To truly create a transformational classroom, educators
must remember to publish and share student work for the betterment of the community. My
students have many opportunities to share their work through my website, Edmodo, Seesaw,
and Padlet. Perhaps my favorite non-tech tool that I have embraced in my classroom is the use
of Pair and Share technique. The results have demonstrated a deeper level of retention and
learning all while creating a higher level of engagement. I encourage my students to have the
confidence to choose an answer and defend it through a supported discussion.
As we work toward the perfect balance, we must recognize the importance of training
and modeling for our teachers just how to create a symbiotic relationship between the standards
and standardized learning, and assessment and personalized learning. Leaders in the building
must identify those master teachers and have them visit classrooms and discuss ways to
implement change in their own classroom. Tech coaches in the building or neighboring buildings
can come and demonstrate combining the pieces in individual classrooms, for as we know,
each classroom, each teacher, and each child has their own diverse needs. Fortunately, Fulton
County has paired with Kennesaw State University’s iTeach program to aid in a smooth
transition to personalized learning. Special professional development courses for the county are
consistently being added in various forms of meeting styles to fill the gap through Edivate.
Collaboration, sharing, and demonstrating will be vital as we work with our students in this major
shift in education. After all, it’s what is truly best for our children.
children are succeeding while encouraging students to set career paths to promote college
readiness. Meanwhile, the fall of “No Child Left Behind Act” paves the way to the newly adopted
"Every Student Succeeds Act"; displacing emphasis from the national government to the state
government. While collecting data is vital to ensure students are making gains in the classroom,
how are these changes going to affect the future of our teachers?
Educators are consistently presented with the challenge of change in their field through
new standards, curriculum, and laws while maintaining the charge of providing each individual
student with a quality education. Fortunately, with the rise of “Race to the Top”, the push for
personalized learning is sweeping the nation and has been embraced by Georgia and
specifically Fulton County. As a member of the Fulton County Vanguard Team, and VanLeader
of the Northeast Learning Community for Elementary School teachers, I am heavily involved in
the movement for personalizing learning in the classroom. Through tech integration and
authentic tasks involving project based or performance based learning we are working toward
creating problem solvers, critical thinkers, creative learners, while reaching out to the global
community to better equip our students for college and career readiness. But the question
remains, how are educators who are presented with the juxtaposition of personalized learning
versus standardized testing properly able to plan instruction for their students while ensuring
successful results on tests? Can there be a perfect balance between standards and
personalized learning? How do standards work with standardized testing and fit into our world in
a way that makes sense without jeopardizing student learning?
First, we must understand the main reason behind having national and state standards.
Standards should be used as a point of reference for what students should ideally know in order
to properly aid in vertical planning among the grade levels. When educators hold themselves
strictly to the standards, their students suffer. When teaching to the standards, learning isn’t
driven by individual student knowledge, what the student knows, rather what the student should
know. Perhaps the biggest concern revolves around if we teach students to demonstrate
knowledge in a creative way that matches both their interest and their learning style, how can
we measure them on state mandated standardized tests reaching only a small set of learners? I
believe, the answer to that question lies in redefining the purpose of the test. As we all know,
data is extremely important. The school, county, and state need some sort of measurement tool
to see where our students fall in the scheme of the education matrix. The only way to easily
collect data for this type of measurement of such a vast sea of knowledge would be through
standardized tests. With the change from the state CRCT to Georgia Milestones, students are
offered additional means for answering questions that lie outside the scope of merely multiple
choice options increasing opportunities for additional learners to succeed. While this change is a
step in the right direction, should these tests label students and dictate pass or fail? I say no.
Ideally the emphasis for measuring student academic growth should be what is learned in class
and to track each individual’s growth over the course of the year. This is where personalized
learning sets the bar. Student academic data should strictly come from the school, teacher, and
individual students. Standardized tests emphasis should be minimized and used for strictly
giving the state the information it needs without penalty to the students and the quantity of tests
decreased. Transfer the pressure off of these high stakes pass or fail tests that label students,
and focus on teacher data from the classroom on student performance tasks.
So, how does personalized learning fit into our world? Studies show that students who
are taught to their strengths, offered flexible pacing, exposed to intuitive tech tools, voice and
choice in student demonstrations or projects, and PBL for example, demonstrate academic gains
that were astronomical. Students are getting a deeper more authentic understanding of
their learning objectives which in turn should help them with testing. But most importantly, a shift
should occur in which students are not measured to a set bar or standard, but to their own
personal best.
Sir Ken Robinson, advocate for personalized learning, stated “It isn’t that everyone has
to learn different things, although eventually our interests will take us in different directions,” he
continued. “But in terms of the things we want all people to learn… personalized learning is
finding the best ways to engage with people with different interests, passions, and ways of
thinking. It’s what good teachers have always known. That their job is not to teach subjects, but
to teach students.” So, how do we do it? What are the outcomes? Successes? Challenges?
Where do we start?
Well, the best place to start, is in my room! If I can find a way to manage 700 students in
a meaningful way that creates positive change in my classroom, I can model and demonstrate
those changes with the classroom teachers. Serving as a music educator, I have the opportunity
to work with all elementary school students from kindergarten to fifth grade. This incredible task
has really offered the challenge of finding out how to make these changes in our school in an
efficient, functional way that is authentic, yet fun for both teachers and students. When teachers
think of teaching to the strengths of each individual child, that’s a must; however, imagining just
how is where the challenge arrives. To understand how a classroom could function
appropriately, how teachers can create content that is student directed to each individual child in
the classroom, I dove head first into my classroom teacher Vanguard mentees. After receiving
my master’s degree in Educational Technology, I fully believe that technology is the driving
factor in easily tracking, assessing, collaborating, creating and engaging students. I think it is
safe to say that I embrace technology as an enhancement in my classroom and push for proper
integration in my school.
Often times to reach my students at the beginning of a unit, I do a quick diagnostic
assessment, and group students based on the results. I enjoy using TouchCasts to differentiate
learning, incorporate flexible pacing, and embed live links for remediation or enrichment that are
tied to authentic tasks. I consistently use Nearpod to facilitate teaching new material, while
providing an outlet to give each student a voice combined with assessments. I use assessment
tools such as Nearpod, Kahoot, Socrative, Plickers for just-in- time instruction, offer timely
feedback, and most importantly to inform instruction. I feel reflections truly help you understand
how the child feels about his/her learning. Through completing a post on Padlet or clicking a
smiley face on iDoceo, students at all levels are able add input on how they feel about their
knowledge on the subject. Perhaps my favorite addition to class this year has been
encouraging students to discover their own creation tools which sometimes includes app
smashing with applications or programs like Quaver’s Marvelous World of Music, ChatterPix,
Comic Heads, Educreations, TouchCast, and Do Ink to name a few. This opportunity for
students to take part in the principle of voice and choice, has created a higher caliber of projects
and presentations, mostly in part because of student interest and comfort. I have been an
advocate for bringing in the global community to my classroom through Skype and video
messages from professionals as well as publishing and sharing student work to the worldwide
web for comment. Padlet is a wonderful tool for collaborating on student work with the
stakeholders, teachers, and parents. To truly create a transformational classroom, educators
must remember to publish and share student work for the betterment of the community. My
students have many opportunities to share their work through my website, Edmodo, Seesaw,
and Padlet. Perhaps my favorite non-tech tool that I have embraced in my classroom is the use
of Pair and Share technique. The results have demonstrated a deeper level of retention and
learning all while creating a higher level of engagement. I encourage my students to have the
confidence to choose an answer and defend it through a supported discussion.
As we work toward the perfect balance, we must recognize the importance of training
and modeling for our teachers just how to create a symbiotic relationship between the standards
and standardized learning, and assessment and personalized learning. Leaders in the building
must identify those master teachers and have them visit classrooms and discuss ways to
implement change in their own classroom. Tech coaches in the building or neighboring buildings
can come and demonstrate combining the pieces in individual classrooms, for as we know,
each classroom, each teacher, and each child has their own diverse needs. Fortunately, Fulton
County has paired with Kennesaw State University’s iTeach program to aid in a smooth
transition to personalized learning. Special professional development courses for the county are
consistently being added in various forms of meeting styles to fill the gap through Edivate.
Collaboration, sharing, and demonstrating will be vital as we work with our students in this major
shift in education. After all, it’s what is truly best for our children.