“I believe that education which does not occur through forms of life, or that are worth living for their own sake, is always a poor substitute for the genuine reality and tends to cramp and to deaden” (Dewey, 1897). I was drawn to this quote because it seems that our present emphasis on testing and accountability is cramping and deadening our education. Students are not motivated to learn math or writing simply because a test looms around the corner. The only way to engage them in these subjects is by connecting it to their individual lives. The consequence of an uninteresting education is a high dropout rate, as evidenced by the approximate 30% of high school students who don’t graduate from high school each year. “Every school day, about 7,000 students decide to drop out of school – a total of 1.2 million students each year – and only about 70% of entering high school freshman graduate every year” (Obama, 2010). What is this statistic telling us? Tolstoy can help to gain some insight. “For the educating class to know what is good and what bad, the classes which receive the education must have the power to express their dissatisfaction, or, at least, to swerve from the education which instinctively does not satisfy them” (Tolstoy, 1860). It seems that the 1.2 million students each year who are dropping out of school are expressing their dissatisfaction pretty blatantly.
On March 01, 2010 President Obama released a statement announcing steps to reduce dropout rate and prepare students for college. In sum, efforts are geared towards turning around low performing schools. Low performing schools have the option to choose between four reform models; turnaround model, restart model, school closure, or transformational model. I’m not yet convinced this is the best way to improve student attrition.
I’m interested in hearing the opinions of students about dropping out of school. Therefore, for this weeks assignment I decided to think about a lesson that has students explore the implications and reasons associated with dropping out of school and discussing ways to improve education so that it’s more engaging and relevant. “I can teach” a lesson that examines these factors. I believe it would make a very real and honest lesson and I think it is important for students to be aware of the dropout rate and understand the consequences. The design of the lesson would look similar to this:
1) Students would be broken up into groups of three to four. They would first be responsible for doing individual research to learn about the current statistics and identify any trends. They could research information such as the expected income of a high school dropout, trends in gender, or minority groups, etc.
2) Students would then reconvene with their groups to discuss their findings.
3) The next step would be to engage in a more extensive project. Student groups could choose to either (1) interview a friend or peer who has, or is thinking about dropping out (identity kept private), or interview someone older who dropped. They would be encouraged, if possible, to ask specific questions relating to reasons for dropping out and any repercussions they feel as a result. (2) Students could choose to explore another countries statistics and ways that that particular country addresses the problem. (3) Picking a topic of choice and exploring it in more detail, such as the implications of No Child Left Behind, or ways to make education more relevant to the 21st century, etc.
4) The next step is for each group to discuss ways to engage students and make learning more real and exciting. I would encourage students to think abstractly and not be shy about radical suggestions.
5) The final step in the project is for students to create a digital story. They could choose to either (1) make a powerpoint presentation, (2) create a digital narrative, or (3) make a video. The project is open ended, the requirements are only that students keep all identities private, share their findings and suggestions in a respectful manner, and use digital media appropriately.
I’m sure this lesson has many kinks that would need to be worked out but I like the general skeleton. Plus I think it would be very interesting to hear the ideas and suggestions from students about ways to make education more meaningful.
Sources:
Dewey, J. (1897). My Pedagogical Creed. The School Journal.
Tolstoy, L. (1860). On Popular Education. Yasnaya Polyana.
Obama, B. (2010). President Obama Announces Steps to Reduce Dropout Rate and Prepare Students for College and Careers. The White House: Office of the Press Secretary. Retrieved (2010) from http://www.whitehouse.gov/the-press-office/president-obama-announces-steps-reduce-dropout-rate-and-prepare-students-college-an
Samantha Peterson bPortfolio 
Nov 20, 2010 @ 23:00:54
Samantha,
What a great idea of a social studies lesson that addresses “a tough” topic for a lot of students! I believe that honestly facing it and rationally looking into it, instead of running away, – will not only teach your students how to treat controversial issues, and do research (probably, even bringing up statistics and math!), but will help you to win their hearts, and, possibly, prevent some potential drop outs from leaving school.
Keeping the latter outcome in mind, I like how you suggest (in step 4) to shift the focus of the lesson to “what can you do to help students who want to drop out from school to find meaning in learning there ?” I think this should direct your students to a more positive, contributing, and creative mode of thinking – instead of just complaining about all kind of shortcomings of schooling. This will automatically take them to your side, empower them, and encourage more caring about others.
Also, it’s a good example of using technology for educative purposes. I am sure, students will find this an engaging project.
Wishing you a happy Thanksgiving,
Masha
Nov 21, 2010 @ 17:00:28
Samantha,
I greatly enjoyed reading your post this week. I love the fact that you have students actually looking at the data, and questioning the reasons for dropping out. I think that politicians on both sides often make suggestions based on emotion as opposed to information. I wonder what the data is behind the dropout rate, and I’d be interested to know what these students find. Both my experience in high school in California, and recent personal observation in Washington, has shown me that quite a few students leave school out of necessity. Parents split up, single parents cannot shoulder the burden alone, and the eldest child is asked to provide by going to work. Again, I’ve seen scenarios both exactly like this or some variation, both in the late 80’s and early 90’s, as well as today. I’d say that in many instances, the decision to drop out has less to do with teachers, and more to do with individual situations and home life. As much as we celebrate the fact that education is free and available to all children, we must not forget that people come from a variety of backgrounds, with a variety of cultural traditions, and while the decision to drop out may not be an easy one, in some families it might be a necessary one. I hate to see it happen, but due to huge economic disparities in this country, and a legacy of disadvantages, it is a reality we must face. Thanks again for the great insight!
Terrance