Online Making Headlines

More and more rumblings about online teaching or online applications are being heard in education circles. Just this week the following healines made the news:

• Free Online Tool Help Teachers to Track Student Progress (T.H.E. Jornal) reports on a new tool to help teachers monitor student progress towards classroom and state goals. This free online grade book records comments and student grades compared to state standards. Washington and Oregon standards are completed, California, Alaska, and Idaho will be added next.
• Texas Students, Teachers to Share Materials on iTunes Channel (The Dallas Morning News) explains how students and parents in Texas now have free access to multimedia educational materials that are uploaded by teachers through the Texas iTunes U Channel. It allows teachers to share and comment on each other's videotaped lessons. (This is new to me!);
• Chicago Pilot Program to Extend School Day with Online Instruction (Chicago Tribune) reports on a proposal to extend schooling for 15 elementary schools by adding 90-minutes to the end of each day. The block would be used for math and reading using a combination of online instruction and nonteacher supervision. Union leaders are naturally upset.
• Early Elementary iPad Use Sign of Things to Come? (Converge Magazine) informs us that more than 20 city public schools are testing the new tablet computing device this year to run applications that help early elementary students answer abstract questions, refining their handwriting, take audio notes, and produce their own multimedia projects. The reference is not to fist and second year college students, but early elementary students!

These headlines are mentioned as our family embarked on an interesting experiment this year: total virtual school for our daughter. Instead of a 180 school days, she is enrolled year round. Instead of access to teachers for six hours a day, she has access to teachers 12 hours a day. Instead of a heavy carry bag full of books, everything (literally) is delivered online. Instead of having a close circle of friends (clique), she has met tons of new friends at the local home school group and home school sports clubs. Together with a councilor and teachers, we as parents dictate the pace and schedule. We reward or discipline. We have a choice of a regular pace or accelerated pace, regular curricula or accelerated content.

Come to learn that last year 24,000 students were enrolled full-time in virtual school in our state. These students were supported by over 1,000 full-time teachers. Online schooling (virtual school) are no longer an experiment. It is the fastest growing sector in the education market and soon to be mainstream. Question is, when do you embrace it?
Michael Cordier

The Learning Process

Someone once said that when we stop learning we might as well die. It is for this reason that two sciences developed in the field of learning: Pedagogy - the teaching of children; and Andragogy - the training of adults. Both groups of students set out to absorb new content but is motivated by different outcomes. We can agree that any learning should develop critical thinking and problem-solving in our modern society. Or should it?

The London-based Institute of Education just published a study under the direction of Chris Watkins in the Research Matters journal that ties the current discussion over how to teach modern critical thinking and problem-solving skills back to the decades-old discussion of students' motivation in the classroom. They found that two parallel motivations drive student achievement:

1) "Learning Orientation" - the drive to improve knowledge and competency;
2) "Performance Orientation" - the drive to prove that competency to others.

Guess which orientation is being developed under the current US-style assessment accountability system?

Watkins found the highest-achieving students had a healthy dose of both types of motivation, but students who focused too heavily on performance ironically performed less well academically, thought less critically, and had a harder time overcoming failure. Improving meta-cognition (exercises such as journaling or class discussions) does not always take place in a Learning Orientation environment which robs a student from showing or proving competency. On the flip side, a Performance Orientation emphasis does drive up competition in a classroom (which I personally don't think is a bad thing).

Education Week (Aug 17, 2010) which highlighted this study reports that the likelihood of U.S. or British schools moving away from high-stakes accountability is low, and the Research Matters review suggests educators should stop thinking of learning and performance as diametrically opposed. What educators should be aware of is that both motivators exists for optimal learning and to incorporate it in their teaching strategy.
Michael Cordier

Teacher Takes a Stance

Kate Quarfordt is a mother, teacher, artist, and writer. But she is not a policy wonk who scrutinizes education proposals for legislation. That is until she was asked to appear at a briefing on Capitol Hill representing practitioners to discuss policy recommendations for the Well-rounded Education in the Elementary and Secondary Education Act (ESEA).

The act itself sounds great after years of hearing about math, science, reading and writing being highlighted in the 'No Child Left Behind' education policy. The budget request for ESEA in 2011 does reflect an increase of 38.9 million in funding to support teaching and learning in arts, history, civics, foreign languages, geography, and economics. But it seems as if this increase is achieved by combining eight subject-specific grant programs into a single competitive grant program.

Kate realized that disciplines other than math and science will have to compete against each other, "with some of them undoubtedly getting the short end of the stick". She further recognized the fact that pitting subjects against each other will undermine or eliminate the spirit of collaboration among disciplines in schools aiming to provide a well-rounded education.

My problem in addition to those stated by Kate lies in the small increase to cover so many important disciplines. $38.9 million dollars in the overall education budget is a proverbial drop in a bucket and will not have any impact on our 100,000 public schools. Neither will it lead to a truly comprehensive, well-rounded education program. A small comparison would be to look at the fully fledged foreign language schools in India and Pakistan to prepare their youth for the global markets. Or China focusing on world history and economics for the next generation to be the new world power.

The argument for more funding for the so called 'core subjects' is a mute point by now. It is well funded and fully integrated. The challenge now is to position our students to be competitive against students from the rest of the world. Somehow that critical point is lost in translation.

Michael Cordier

Nutrition Becomes a Strategic Issue

The House Committee on Education and Labor passed the "Improving Nutrition for America's Children Act". This will now go to the House floor for financing - probably from the "Hunger-Free Kids Act of 2010" passed by the Senate Agriculture Committee funded at $4.5 billion over 10 years.

A major push for this legislation comes from the military. Finally it is being acknowledged that obesity impacts the strategic balance of the country. For years, the fight of obesity was waged on micro level but now it is being fought at macro level because the increase of obesity threatens the very safety of the country. The 15,000 military recruiters found that 1 in 4, or 27% of all young adults between 17 and 24 cannot enlist. They are too overweight. As a result, hundreds of otherwise excellent recruits are being turned away.

The statistics are well known: Childhood obesity rates have tripled in the past 30 years. According to the CDC, in 10 years the number of states reporting 40% or more young adults as overweight or obese jumped from one to thirty nine!

A group of 150 retired generals and admirals released a report called "To Fat to Fight" to raise public awareness about a national security implications of the childhood obesity. The consensus is that parent choices cannot be legislated but food provided in school can be regulated. The price tag of $4.5 billion over ten years is far less than the $75 billion spent each year on health care costs related to obesity.

Finally, obesity is every one's problem.
Michael Cordier

Accountability

An interesting article from the Washington Post by Daniel Willingham caught the eye the other day. It had nothing to do with physical activity on which we normally focus but might have everything to do with leading healthy lifestyles.

The author questions the push of the Department of Education towards teacher accountability where teachers could loose their jobs if student performance does not improve. The Department in essence gives students a free pass for any accountability (if tests scores are discounted). The point is made that it is fair for a first grade teacher to reach out to students as they might not respond on their own. But if the same thing is said to a high school teacher the system failed to teach and prepare students to handle responsibility.

Dr. Willingham, who teaches at the University of Virginia, reflects that freshmen are unaccustomed to the idea that they are fully responsible for their actions in the academic arena. In contrast, most professors think of students as 100% responsible for their own learning while their job is to teach well. It is indeed the same attitude in the workplace or military. Why then the entitlement attitude of young adults to think that someone else will step up or that there is always a plan B?

In all the formulations of teacher accountability for student performance, student responsibility is not taken into account at all. Failure is blamed solidly on teachers. Certainly students are responsible to do their part and society should demand it.

The same principle applies to leading a healthy lifestyle. One can have all the knowledge, all the equipment, and all the support, but if you don't take the first step you can expect personal results. It remains the responsibility of the individual.
Michael Cordier

The Heavy Weights Weigh In

Imagine the incredible brain trust or think tank you get when combining the resources of the Centers for Disease Control and the Department of Health and Human Services. This happened recently when a research paper was published that summarized all research related to the association between school-based physical activity, including physical education, and academic performance.

In fact, the team reviewed 406 articles from nine databases against a set of indicators including cognitive skills and attitudes, academic behaviors, academic achievement, physical activity, physical education, recess, classroom-based physical activity, and extracurricular physical activity. In the end, 50 unique studies from 43 articles deemed appropriate to analyze and draw conclusions.

 Interestingly, across all 50 studies there were a total of 251 associations between physical activity and academic performance! Of all the associations examined, 50.5% were positive (supporting the benefits of physical activity on academic performance), 48% were not significant (in behavior, attitude, or academic change), and only 1.5% were negative.

In essence, 14 studies found one or more positive associations between school-based physical education and indicators of academic performance while three found no significant associations. Eight studies found one or more positive associations between recces and indicators of cognitive skills, attitudes, and academic behavior. None of the studies found negative associations with recess. Eight out of nine studies found positive associations between classroom-based physical activity and cognitive skills, attitudes, and academic behavior. The focus was on 5 - 20 minute activity breaks in academic classes (excluding PE).

All 19 studies examining relationships between participation in extracurricular physical activities (interscholastic or other sports) and academic performance found one or more positive associations between such activities and academic performance.

The implication of this report for policy is far reaching. There is substantial evidence that physical activity improve academic performance including grades and standardized test scores. It underscores that physical activity have an impact on cognitive skills and attitudes as well as academic behavior - all of which are important components of improved academic performance. Finally, increasing or maintaining time dedicated to physical education may help, and does not appear to adversely impact, academic performance.

We rest our case.
Michael Cordier

Ohio Gets It Right!

The legislation in Ohio just signed the Healthy Choices for Healthy Children into law and will take affect in the new school year. They are obviously serious about curbing obesity in this state where it is estimated that 19% of all kids are overweight. The legislation calls for:

1. Healthy interventions from Kindergarten through 12th grades;
2. Schools to use Body Mass Index (BMI) to estimate a healthy body weight (but parents can opt out);
3. PE teachers hired after 2012 must be certified and licensed;
4. All schools are required to offer a pilot program with 30 minutes of rigorous physical activity each day - aside from recess;
5. Schools are forced to provide healthier options in cafeterias and vending machines.

We know that an obese 10-year old has an 80% chance of being obese as an adult. These initiatives from Ohio will go a long way towards proper education for healthy lifestyles in the long term. It is a big step closer to stem the the obesity growth and who knows, see a decline in a generation. Well done to all the legislators from both parties who supported these efforts.
Michael Cordier

The Crux of the Matter

Cleveland.com reported that lawmakers in the Ohio State House voted 77 - 21 to approve legislation which pushes out candy machines and soda pop in favor of low-fat milk, fruit juices, water, and healthier food in Ohio's school lunch rooms by 2014. The bill furthermore requires Ohio schools to measure student's body mass index in Kindergarten, third, fifth, and ninth grades and calls for 30 minutes of physical activity a day. So far, so good.

Then the infighting started. Republicans say that government is interfering too much and taking responsibility away from parents. They admit that one third of students in Ohio is obese. It is therefore a difficult argument to make because one third of parents are contributing to the obesity problem. The Democrats argues that they know physical activity and nutrition will improve the health of youth but there are possible exceptions. Immediately the door opens for both parties to 'pull the teeth' from good legislation for their own political purposes.

The end result is that school districts can seek a waiver to drop the body mass index measurement. Who is going to add more work on an overburdened system? It is fair to assume that this initiative has already failed. Furthermore, school districts successfully lobbied to turn the 30 minutes of daily exercise into a pilot project for districts who want to participate. Guess what's going to happen amongst scheduling nightmares? It's not going to happen.

So the winners are the politicians who tackled a 'tough subject' and passed some legislation and the school districts which can opt out in the primary areas of assessment and activity.

The biggest losers? The students - again!
Michael Cordier

The Truth and Nothing But the Truth

Finally someone spoke up and reported it: the state mandates for physical education is a farce in most cases. It lacks the teeth to be effective due to the rising number of mindless waivers and exemptions that students and parents can use not to partake in physical education.

The Associate Press reported on a study by the American Heart Association and National Association (AHA) for Sports and Physical Education (NASPE) that shows more states requiring physical education at elementary, middle, and high schools but few require students to exercise for a specific amount of time. AHA's Nancy Brown comments that "the movement has not been more significant and it is more of a sporadic approach".

Waivers and exemptions include participation in band, ROITC, one semester of organized sport, dress-out restrictions, and the list goes on. The end result is that students are denied proper teaching of healthy lifestyles. It is well documented that physical education counters obesity and long-term health problems in addition to better academic performance.

84% of states require PE for elementary students, 76% for middle and junior high schools, and 90% in high schools. This is significantly higher than a few years a go. Interesting to note that only five states require PE consistently from K - 12.

Both the AHA and NASPE recommend 150 minutes a week of instructed physical education for elementary students and 225 minutes a week for middle and high school students. The issue remains to get students in the PE class!
Michael Cordier

Physical Education Legislation - A Positive Step

The 'Fitness Integrated with Teaching Act' or FIT Kids Act has been approved by the US House on April 21, 2010 and is heading to the Senate for approval. However, this legislation has met some opposition and the fear is that it could get bogged down due to the measure's new reporting requirements.

The legislation would impose a new set of reporting requirements on virtually all school districts to make it easier for members of the public to learn what physical activities and education schools offer. The argument is that these reporting requirements would burden local schools already struggling to meet a vast array of federal mandates.

Like so many initiatives, this bill does not provide federal aid for districts to spend on PE but does call for an unspecified amount of funding for the National Research Council to examine and make recommendations on 'innovative and effective ways to increase physical activity'. As if we need yet another study to confirm findings of hundreds of other studies over the past 10 years.

Boo-hoo to both groups for opposing accountability to finally make PE part of a level playing field (pardon the pun) and legislators for proposing a toothless initiative where the money is not where the mouth is. It sounds like a lot of 'feel-good' language to counter a growing concern about childhood obesity in the USA.

The upside is that physical education is on the front burner of legislators and critical issues are being addressed to imform parents and the public on:
- The amount of time students are required to spend in PE by grade level compared to national recommendations;
- Whether schools follow an age-appropriate PE curriculum;
- How schools promote 'healthy lifestyles' including school programs and policies on nutrition and physical activity as it relates to Title I recipients.

Data collection costs money and so does good programs. Perhaps research appropriation should go to data collection which will identify good practices and thus provide direction on proper spending or equipment and curriculum.
Michael Cordier