Posts Tagged basic_skills
One of my students followed up this investigation with the following juicy question:
Essential fluencies seem to structure skills within select criterion, however I am curious as to whether PBL uses these as guides (depending on the student’s PBL objective) or whether students are meant to meet all of these at different stages of their PBL (to achieve a final product)?
If this is a flexible criteria, would using a feedback grid be the most effective way of communicating the development of an idea (as it focusses less on curriculum goals, more on constructive advice)?
I decided to post my answer to part of this question here on the blog:
You’ve asked a good question about skills and standards. My understanding of PBL (and other inquiry-based models) is that assessing skills is just as important as assessing content knowledge.
There are two (opposing) axioms that relate to this:
- ‘What gets measured gets done’.
- ‘Not everything that matters can be measured; not everything that can be measured matters’.
At the moment I’m inclined to agree with the PBL movers and shakers – that developing ‘soft skills’ should be seen as a vital curriculum goal, just as important as the acquisition of discipline knowledge and technical skills. The argument here is that if we don’t find a way of measuring/assessing soft skills then teachers will continue to sideline them. Because ‘what gets measured gets done’.
The BIE crowd have developed a range of assessment rubrics for the four skills that they identify as most important to PBL specifically: creativity and innovation, presentation/communication, collaboration, and critical thinking. You can find them here:
Of course, the opposing view is that such assessment rubrics lead people to forget the second axiom ‘not everything that matters can be measured’. I know sometimes I’ve watched presentations for example that are awesome, but their awesomeness can’t be explained using the BIE assessment rubric. It’s like all rubrics actually need a criteria labelled “X factor!” for when a piece of work or project does something amazing that we didn’t plan to (or cannot) measure. And sometimes by focussing students so explicitly on assessment rubrics, they can get obsessed with how to ‘game’ the criteria to reach the highest standard, rather than taking risks in their learning to work toward a big-picture goal.
As there is no ‘Ultimate God of PBL’, we are free to use whatever framework we want to think about “soft skills”. We can take up the Essential Fluencies, we can take up the skills foregrounded by BIE, we can use the 4Cs proposed by p21.org, or we can use the General Capabilities from the Australian Curriculum.
But ultimately I’d argue that yes, whatever framework you choose, you should find a way of explaining to students the standards you are looking for on a range of criteria, for the particular project they’re working on. Assessment rubric sheets should be designed to make the criteria and expected standards transparent to the learner, and to aid the feed-forward process throughout a project as well as the feed-back process at the end of a project.
I know I haven’t answered all of the parts of this student’s juicy question, and we’ll be talking more about it in class. It may generate another blog post. In the meantime…
- How would you answer this student’s question?
- Do you agree that providing assessment rubrics for soft skills is useful for learning in PBL (or otherwise)?
Choose your terms wisely. Alt title: How I am slowly eliminating the term ‘basic skills’ from my classroom
I’m half way through semester 1 and currently reading my students’ assignment 1 work. They had to tell me, with reference to personal experience as well as scholarly theory, what their philosophy is on English teaching and which pedagogical approach they find most relevant in 2014.
In the weeks leading up to the assignment due date I impressed this message upon them:
If you tell me that you advocate a ‘basic skills’ approach to teaching I will fail your paper.
Now, I wouldn’t seriously fail an assignment on the back of such a mistake (though I will ask students who make the mistake to meet with me and explain why they haven’t been in lectures!). But from what I’ve read so far, the scare tactic worked and the message has thankfully sunk in.
So this is how, one cohort at at time, I am slowly doing my bit to erase the misleading, poorly defined, often destructive term ‘basic skills’ from educational discourse.
Why do I bother with this?
I have a personal beef with the term ‘basic skills’ as it is an affront to the work of educators on many levels.
Firstly, there are the negative connotations of the term basic. If these skills are so basic, as in ‘boring’ or ‘unintriguing’, we should not be surprised that students don’t flock to master them. Nor should we expect teachers to employ pedagogies that drill students on them lest we run the risk of boring everyone to death.
Secondly, it belies the complex task of engaging students with learning in areas such as literacy or numeracy. If the job of teaching reading (for example) is so basic, then buddy, how about you come try it?
Thirdly, I find that when most people talk about basic skills, what they really mean to talk about is something like ‘key concepts’.
A prime example was seen today when national education correspondent Justine Ferrari (who should well and truly know the difference between knowledge and skills) wrote an article comparing how “key maths concepts” are taught in Australia compared to Singapore, then tweeted to publicise her article announcing that it was about ‘basic skills’. I would dismiss this as an honest mistake, except that Justine is no rookie and has been writing about education for years.
I tweeted back to let her know my thoughts:
Am I just being pedantic?
No, I don’t think so.
The terms we use to describe ideas MATTER.
As an English teacher, I know this. As a journalist, Justine knows this. But what I want so desperately is for all my students to know this too.
This semester I personally lecture and tutor all 110 students in English Curriculum Studies 1. They all have a sense that there are such things as ‘fundamental concepts’ (which relate to content knowledge) and they all wanted to advocate learning ‘skills that are important for life’. By taking the term basic skills away they were forced to articulate what it was they actually believed in. Was it literacy? If so, they were empowered to use the wealth of available theory on literate practices and multiliteracies. Was it life skills? If so, I directed them to the general capabilities in the Australian Curriculum, where they could find out about and debate the thing closest to ‘skills’ currently underpinning Australian schooling.
Good bye basic skills!
I know I can’t change the world over night. But I do hope that by banning the term basic skills from my own class that I at least give the 100+ students I teach each semester pause for thought.
My message to them: If you mean literacy or numeracy, then say so. And be ready to explain your definition of such terms.
I’ll end this post by sharing an answer that I gave one student a few weeks ago. She asked: what should we do when people insist on using the term ‘basic skills’? I suggested she might ask such people to list what those basic skills are. I already know from experience that most folks have no such list in mind (which begs the question – if the skills are so basic, why can’t you tell me what they are?). Instead they just have some washed-out notion in their heads that includes spelling and multiplication tables…and that’s about it. I also assured her that most people at dinner parties would be bored by the conversation by that point, so it’ll rarely come up 😉
Parent-teacher interviews are another story. A story for another time perhaps.