This session will focus on various aspects of Kalenze’s new book, ‘What the Academy Taught Us’. Attend to learn more about (1) the school that inspired the book, (2) why the book’s arguments are framed as they are, (3) the U.S.’s top-down improvement milieu (and how the book aims to fit within it), and more.
Eric Kalenze’s career in education has included posts in teaching, coaching, administration, and consulting. He is the author of 2019’s ‘What the Academy Taught Us’ and 2014’s ‘Education Is Upside-Down’, and he regularly contributes pieces about education practice, research, and reform to publications like Education Week, Education Post, The Hechinger Report, Education Next, and TES US, as well as to his blog, ‘A Total Ed Case’. Based in Minnesota’s Twin Cities metro area, he currently teaches high school and serves as Curriculum and Instruction Lead at Apple Valley’s FIT Academy, plus works with schools/districts as an independent consultant and serves as researchED’s US Ambassador.
Like Hip-Waders for the Bullsh-initiatives: Research’s Role in Teachers Reclaiming Their Profession – This talk will explore various major over-corrections in the education enterprise in recent decades and suggest how, by becoming better users of available research and a number of key considerations, practitioners can influence future costly, time-ineffective bullsh-initiatives and improve all of education from their classrooms up.
When Facts Fail: How values influence reason, and how better ‘framing’ can move classrooms and professional debates
To borrow from Dan Willingham’s ‘When Do You Trust the Experts?’: sometimes, smart people just believe dumb things. And though it’s tempting to think that such unreason can be reversed with heavy salvos of evidence and argument, considerable research suggests that this approach is likely to be unproductive. Worse, it’s an approach that can actually cause subjects to hold on to their wrong views even more tenaciously. This session will (1) summarize recent decades’ research on the relationship between values and reason, (2) suggest specific ‘framing’ practices for educators seeking to improve their students’ motivation and decision-making, and (3) explore how what we know about values, reason, and framing can be applied to current debates in education.
Like Hip-Waders for the Bullsh-initiatives: Research’s Role in Teachers Reclaiming Their Profession
This talk will explore various educational over-corrections in recent decades and suggest how, by becoming better users of available research and other key considerations, practitioners can influence future costly, time-ineffective bullsh-initiatives and improve all of education from their classrooms up.
‘Finally! Curriculum Gets Its Moment! (…now let’s not blow it.)
No doubt and at long last: after decades working through many time-, money-, and angst-intensive reform strategies, American education finally seems to be grasping just how important curriculum is to all teaching and learning. Accordingly, as the studies and commentaries continue to pile up about curriculum’s power to increase student achievement, we’re sure to see a stampede of education leaders and practitioners rushing to the marketplace for new materials. But is upgrading or building a curriculum just a matter of finding the right off-the-shelf ‘fit’? In this session you’ll learn more about what should be understood and considered if you’re thinking of either building your own curriculum or improving the curriculum currently in your school or district. After all: if we’re not clear on matters like (1) what ‘content-rich’ even means, (2) how building students’ knowledge is a comprehensive and long-game proposition, (3) the ways a school’s curriculum can express its institutional goals and mission, and others, the research’s promised impact could very well never materialize.
Like Hip-Waders for the Bullsh-initiatives: How research and reason can help teachers reclaim their profession
This session will explore bullsh-initiatives in education: sweeping over-corrections to educational practice and policy that (1) are justified by ideals and intuitive appeal only, (2) inevitably burn through great deals of money, time, and angst, (3) deliver very little on their original promises, and (4) ultimately have damaging effects on teachers’ public esteem. Additionally, this session will suggest how research and framing can be used to disrupt bullsh-initiatives and, in turn, improve education for all.