ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
*****************************************************************************

There is a LOT of research on motivation and engagement and there are a
number of relatively simple interventions that would likely dramatically
raise student achievement.  The problem is that these interventions are
in direct conflict with the American myth of a "quality" school and most
of them are unlikely to be tolerated by parents.  This problem is
especially severe in "good" districts, where the parents are likely to
be professionals, those members of the elite 10% whose survived, if not
flourished in the same sort of environment.  Their model of quality,
therefore, reflects their own experience, in ignorance or denial of the
vastly larger numbers of negative experiences.  One good place to find
references to research is the public library spaces of Spent
(www.mspnet.org).

Consider one very well proven concept - that grading tends to lower
motivation and achievement.  How likely is your own school district to
stop grading homework and instead provide comments directing students to
make improvements? 

We have our daughter in the worst-performing district (on test scores)
and highest tax rate district in our region (also the least equitably
funded by our state, but that is another issue) and we did that on
purpose and in defiance of all conventional wisdom on which school
districts are the best in our area.  We wanted her to go to a school
where not every kid was white upper class and I've seen what passes for
teaching in the "good" districts around us.  It's not coincidental that
the "best" district also has the highest rate of teen suicide.  We are
not totally satisfied with her experience (there is too much busywork
for homework and too much literacy for literacy's sake, instead of
literacy for the sake of learning).

Richard Elmore (Harvard U) has compelling findings about the performance
of "high performing" districts - many of which show little or no growth
in achievement over time.  Much of the learning in those districts is
occurring through the activities of private tutors and has very little
to do the schools.  Not only does this falsely validate the outmoded
learning theories in use in some of those classrooms, it also generates
a false picture of the actual per-pupil spending needed to generate even
modest levels of student achievement.  

For a much more philosophical, but very powerful treatment of the
importance of spirit in education, read Parker Palmer's book To Know as
We Are Known.

David

David L. Smith, Ph.D.
Director of Professional Development
Da Vinci Discovery Center, Allentown, PA 
http://www.davinci-center.org
"Who will pick up where Leonardo left off?"



> -----Original Message-----
> From: Informal Science Education Network
> [mailto:[log in to unmask]] On Behalf Of Joe Ruggiero
> Sent: Thursday, February 16, 2006 11:51 AM
> To: [log in to unmask]
> Subject: Re: informal supporting formal
> 
> 
> ISEN-ASTC-L is a service of the Association of
> Science-Technology Centers Incorporated, a worldwide network 
> of science museums and related institutions.
> **************************************************************
> ***************
> 
> Gees Beryl,
> 
> Does anybody have any references as to how formal 'learning'
> crushes the 
> spirit out of any kind of learning. I have an 11 year old son 
> in the 5th 
> grade of a supposedly 'good school.' He comes home with all the 
> enthusiasm of a banana slug (no slight on you banana slug 
> fans intended) 
> and enough mindless 'fill in the blanks sheets' to choke a 
> camel. This 
> passes for teaching and education nowadays? We spend all his 
> hours out 
> of school trying to undo all that was done in. It is very 
> discouraging.
> 
> Joe Ruggiero
> www.TheExhibitGuys.com
> 
> 
> 
> Beryl Rosenthal wrote:
> 
> > ISEN-ASTC-L is a service of the Association of Science-Technology
> > Centers Incorporated, a worldwide network of science museums and 
> > related institutions.
> > 
> **********************************************************************
> > *******
> >
> >
> > Hi all,
> > I am seeking references that address how informal learning supports 
> > formal learning.  I've already hit the usual suspects
> (Hein's Learning
> > in the Museum, Falk & Dierking's Museum Experience, etc). Just
> > wondering if there is something else i may have forgotten, 
> or frankly,
> > something more recent.  Yes, i need it for a grant.  Yes i need the
> > reference by today.
> > Thanks,
> > Beryl
> 
> **************************************************************
> *********
> More information about the Informal Science Education Network
> and the Association of Science-Technology Centers may be 
> found at http://www.astc.org. To remove your e-mail address 
> from the ISEN-ASTC-L list, send the message  SIGNOFF 
> ISEN-ASTC-L in the BODY of a message to [log in to unmask]
> 

***********************************************************************
More information about the Informal Science Education Network and the
Association of Science-Technology Centers may be found at http://www.astc.org.
To remove your e-mail address from the ISEN-ASTC-L list, send the
message  SIGNOFF ISEN-ASTC-L in the BODY of a message to
[log in to unmask]