The Broken Model

The Broken Model

Salman Kahn

Short History of American School-

Class Dismissed

Argument:

    The author Salman Kahn argues that our predominant classroom learning structure, based on the Prussian model designed to create loyal, obedient graduates and prepare them for industrial employment, is outdated, promotes conformity and discourages individual creativity and critical thinking.  He believes that standardized testing provides a “snapshot of where the student stands at a given moment in time” and does not ensure an accurate measure of student learning or potential, often limiting their future.  

Talking Points:

    “ If you want to influence a person…you must fashion him in such a way that he simply cannot will otherwise than what you wish him to will” 

Our educational framework (K-12) was influenced by the Prussian Model of Education developed in the 18th century, which established compulsory,  tax-funded public education for all children with an emphasis on discipline and conformity over individual thought and free will.  As stated in the assigned video, this model promoted obedience to authority, promptness and time organization to prepare students to enter the military and factory workforce as compliant workers.  Today, these influences remain part of our educational structure evidenced by age-based classrooms, rigid structured curriculum uniformity, standardized testing and compliance which promote conformity.  Although there has been some evolution with the introduction of more flexible personalized learning models, there is still a need for further growth.  Khan argues that today’s workforce needs “creative, curious, and self-directed lifelong learners” -something the Prussian model does not support.  We must shift from that rigid model to a structure of classroom learning that will go beyond teaching the basics and implement strategies to encourage students to explore, create and use higher order thinking to problem solve in real world situations.  

    Khan believes that “tests measure the approximate state of a student’s memory and perhaps understanding, in regard to a particular subset of subject matter at a given moment in time it being understood that the measurement can vary considerably and randomly according to the particular questions being asked”.  Tests are said to be partial and selective which can lead to scores that do not accurately show a student’s complete understanding of a subject, their potential for learning or knowledge retention.  Learning may be based on repetition and memorization  rather than actual understanding of subject matter. It’s possible that a test may contain questions on content that was not discussed or reviewed as thoroughly and failing to acknowledge all the student has learned . Some factors that may affect test scores are distractibility, fatigue, time constraints or even how a question is phrased.  My daughter, diagnosed with ADHD, excels academically but sometimes will have a grade that does not accurately reflect her full knowledge due to occasional distractions or careless mistakes.  Teachers can sometimes focus instruction to match standardized test content (teaching to the test) to improve test scores but may limit broader learning. I remember in nursing school, instructors highlighting certain questions they felt would be on state boards.  We also had NCLEX prep books that we would review over and over trying to memorize correct answers for  multiple choice test questions. Focusing on test taking skills can hinder deeper understanding and retention of important content.  Also, a right answer may just be a good guess!  In the TED Talk Let's Teach for Mastery-not Test Scores, Khan discusses how test scores should be meant to identify gaps in knowledge and need for further personalized instruction before moving on to the next more advanced subjects that will only build on the gaps. He advocates for mastery-based learning, where concepts are fully understood before moving forward.

https://www.youtube.com/watch?v=-MTRxRO5SRA

    According to Kahn, “ The danger of using assessments as reasons to filter out students is that we may overlook or discourage those whose talents are of a different order-whose intelligence tends more to the oblique and intuitive.  At the very least, when we use testing to exclude, we run the risk of squelching creativity before it has a chance to develop”   Traditional standardized tests require students to provide a specific “right” answer by recalling facts and relying on memorization of specific content.  They do not assess higher order thinking skills such as critical thinking,  reasoning and creative problem solving abilities crucial in STEM fields.  Alternative assessments and differentiated learning tools tailored to individual students can better assess  knowledge of content and abilities.  Standardized tests also run the risk of eliminating some students who struggle with test anxiety, thereby preventing them from demonstrating their true knowledge and abilities.  When I was in nursing school, we were required to achieve a perfect score demonstrating proficiency in math and medication calculations in order to graduate.  I remember a classmate who was extremely bright,  but try as she might,  could not after multiple attempts successfully pass the test.  One of the instructors recognized this as being problematic for her and administered the exam at the beach. My classmate achieved a perfect score, graduated and went on to become a nurse practitioner!

    One of the things that I have become more aware of when sitting in on faculty meetings is the emphasis on state testing scores.  There is always that push to improve the scores of those students who have scored lowest.  While I understand the importance of this, both for the school and the student,  I often wonder which is deemed as most important.