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091. 'Who Controls Our Children?' Peg Lukisk at Johnstown, Pennsylvania, 1992.

091. 'Who Controls Our Children?' Peg Lukisk at Johnstown, Pennsylvania, 1992.

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Published by Cazzac111
'Who Controls Our Children?' Peg Lukisk at Johnstown, Pennsylvania, 1992.
'Who Controls Our Children?' Peg Lukisk at Johnstown, Pennsylvania, 1992.

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Published by: Cazzac111 on Aug 15, 2010
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Who Controls Our Children?Peg Luksik, speaking at Johnstown, Pennsylvania, August 3
rd
, 1992.TranscriptWhen I began the process I just didn¶t like the regulations because I thought, well, they arekind of nebulous and they don¶t make a lot of sense, and when we started investigating whatwe found is that the plan is really very organised and very well put together.The plan is to move education away from what we have right now, which is traditionaleducation; that¶s you have so many Carnegie Units; you have four classes of maths, and four classes of English and so many classes of history to graduate, to what is called µOutcomeBased Education¶. Outcome Based Education says that the student must demonstratesomething in order to meet the goal and be promoted or graduate.The traditional system said this is an A, this is a B, this is a C, this is a D, this is an E, andyou fit wherever you fit. Now you had so much time in order to do that. So, you know, youhad 180 days and then the achievement went up or down according to that. In OutcomeBased Education the theory is everybody gets an A or everybody gets a B and however longit takes you to get there is ok. If you can get there in three days then you graduate in threedays, if it takes you ten years then you graduate in ten years. Everything rides on the goals,and on meeting the goals. So instead of saying the schools will teach, the theory now is thestudent will demonstrate, and so it¶s a major shift in the way we look at education.In order to understand that I want you think of a telephone salesman. You get a telephone callfrom a telephone salesman. You pick up the phone and the salesman says hi, he asks youthree or four questions. I¶m selling purple shoes tonight so I want to know are you a shoeowner? And you say yes or no. And I say do you like the colour purple? And you say yes or no. Do you buy your own shoes or does your husband buy your shoes, or your wife buy your shoes, or your children buy your shoes or does some other person buy your shoes for you?And you say yes or no. That¶s my pre-test. I have just established the base line data and nowI know where you are so I can begin teaching you about why you need purple shoes. That¶sthe pre-test. Now that I¶ve established that I¶m going to do my sales pitch and I¶m going togive you ten reasons why you really really need purple shoes and you can¶t live without themand you want them. That¶s the curriculum. I have taught you something. I¶m done now.Would you like to put that Mrs Smith on your visa or on your master card? That¶s the post-test. I am assessing you to see if you have met my goal or not. My goal is that you are goingto buy my shoes. You say µput it on my visa¶. You have met the goal. I¶m going to say thank you very much and you may graduate from this conversation and I¶m going to hang up. Yousay µno¶. You have not met the goal. I am going to say, umm, well why not? What is your objection? And you¶re going to tell me and I am going to remediate you. I¶m going to putyou through another sales pitch to make you want my purple shoes. That¶s remediation.You¶re going to walk that loop with me one more time and at the end of the remediation I amgoing to say: shall I put this on your visa or your master card? I¶m testing you again. That¶s areassessment. If you say µyes¶ you have met the goal. You may graduate from the
 
conversation and I¶m going to hang up. If you say µno¶ I¶m going to say, what is your objection? And I¶m going to remediate you, again, and test you, again. Now if you wouldstay on the phone indefinitely I would keep making you walk that remediation loop until youfinally said yes you¶re going to buy my shoes, until you meet the goal. However, in atelephone sales call you can say: excuse me I¶ve been remediated enough I¶m never meetingyour goal and you can hang up the phone. A child in a classroom cannot hang up the phone.They are going to be remediated again and again and again and again until they meet thegoal. That¶s Outcome Based Education. Everything rests on the goal, that¶s the ladder thateverything rests on.So when I started getting involved way back in the fall I looked at the goal because that¶swhat everything rests on. I thought I¶d find geography, history, spelling, reading. I foundadaptability to change, ethical judgement, self esteem, family living, proper environmentalattitudes, understanding and appreciating others, and I went and met with Mr Fear who¶s theexecutive director of the state board of education in Pennsylvania and I said, where did youget these? And with every goal there was a list of exit outcomes. That¶s the specific behaviours that the child has to demonstrate in order to prove that they met the goal. Thechild just can¶t say I met the goal, understand others, isn¶t that great. They have a list of  behaviours they have to demonstrate in order to prove that they met the goal, so I said to Mr Fear, well where did you get the goals, and where did you get these exit outcomes, where didthey come from? And he said, oh, we had committees meet all over the state and we broughttogether teachers and parents and other groups, and we got together and had consensusforming and we re-evaluated them and re-did them, and they came up with over 500 studentlearning outcomes. And I said, well ok, what did they base it on? He said, oh nothing, wedeveloped these specifically for Pennsylvania. I said well, you mean when they went in andsat down the table was empty? On no, no. I said well what was on the table? µConnecticut¶sgoals.¶ Oh, ok. So, I wrote to Connecticut and said to Connecticut would you please sendme your goals and Connecticut did send me their goals, and I sat down and Connecticut¶sgoals and Pennsylvania¶s goals are the same goals. Word for word the same goals.Since then we¶ve gotten the goals from 26 different states and this just gives you a little over view of what some of those exit outcomes are and how close they were. µAll studentsunderstand and appreciate their worth as unique and capable individuals and exhibit self-esteem¶. That¶s Pennsylvania¶s. Connecticut: µeach student should be able to appreciate hisor her worth as a unique and capable individual and exhibit self-esteem¶. Does that soundfamiliar? You can take all the student learning outcomes and match them up. It doesn¶t matter what state you¶re in. It doesn¶t matter whose outcomes you are looking at, if you strip thenames of the states you can¶t tell whose are whose. Now, the other states, they passed their goals, and their exit outcomes, on the first go-around.Pennsylvania, because of the involvement of parents, like you and me and other ones acrossthe state, have been forced to rewrite their student learning outcomes seven times now. Someof these are from the first set that was first published in September. They published another set on March 11
th.
That set included in student learning outcomes that said students wouldexhibit proper attitudes to live in the American Constitutional Democracy. We don¶t have a
 
Constitutional Democracy, we have a Democratic Republic, the state board of education gotthe form of government wrong. So I went on the radio in Harrisburg and said the state boardof education doesn¶t know what their government is much less what attitudes you need to livein it. So they rewrote those learning outcomes on March 12
th
; that set lasted 24 hours.They¶re in their seventh re-write now of student learning outcomes and really they haven¶tchanged a bit. They have combined some, they have rearranged some, they¶ve reorganisedsome but the exit outcomes are still the same. Now when you move to Outcome Based Education there¶s are a couple of questions that youalways have to ask. Because every child must demonstrate the goal that means that first of allsomeone has to set a standard for what is mastery of this goal. How good is good enough?How much self esteem is enough self esteem? How much adaptability to change is too muchadaptability to change? So first we have to set a standard. Second, I have to test you in someway. I have to do an assessment to find out if you met my standard. Third, I have toremediate you. If you don¶t meet the standard I have to bring in a curriculum or an activity or a programme that will in some way change your behaviour to make you meet my standard. Now when you look at Pennsylvania¶s goals, we asked: what standards do you set, how doyou test, how do you remediate? The state¶s response was: well we¶re not real sure about that.So we went looking to see - well what are you doing right now?Well right now Pennsylvania gives a test and has since the 1960¶s. It was called theEducational Quality Assessment of the EQA. It was given all the way up until 1989 when itwas finally pulled. Each district took the EQA and it was given in grade 5, 8 and 11. Districtsare required to write their long range plan from the result of the EQA test, the EducationalQuality Assessment Test. In that plan each district had to say how they were going to changetheir curriculum in order to make the children do better on that assessment the next time. Now if you think about it that makes sense. If you give the same test in every district and Igive it in your district and your district and your district, and you were first and you weresecond but I¶m sorry you were last, what are you going to do? You¶re going to change your curriculum so you¶re not last anymore because that¶s embarrassing. So the EQA was the basis for curriculum planning for all the districts in the state and it was a mandatory test. Thedistricts had to take it because they had to base their long range plan on it in order to get their state money.What did the EQA test? The EQA tested first the 10 then the 12 quality goals of education.When we looked at the EQA parents thought it was testing reading, writing, self esteem,citizenship. It tested µlocus of control¶, whether you are an internally motivated person or anexternally motivated person, whether you stand up against a crowd or whether you go withthe flow, and they scored it. There was a right answer to the attitude questions. The rightanswer was go with the flow. In citizenship the EQA said it did not test anything in thefactual domain. It didn¶t matter if you knew what the United Nations was, it didn¶t matter if you knew who the president was, or 
what 
a president was. Citizenship tested thresholds o behaviour. How do I vary reward and punishment to make you do what I want you to do?

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