Failing the intent...

Over last two-three years, I have observed a curious thing during the school exams. Usually teacher hands-out the question paper a few minutes ahead of the answer sheets. The idea is, by reading the questions in advance, students can organize their thoughts and plan their answers.

However, as soon as the question paper is given the doubts and questions start coming up. Here is a collections of questions that keep coming up again and again, at every exam. Should we also write the questions ? Should we write entire sentences or only fill-in the blanks ? or can we write only the blanks (!) ? Can we solve questions in any order ? How much should I write for this question ? For match the pairs, do we have to write the pairs or only labels ?

These are questions just related to the format. Then there are questions related to the content, comprehension, spellings, grammar. How much time will I get  ? Can I write on only one side of supplement ? the questions continue almost till the end of the paper. If the subject teacher makes a mistake of visiting the class suddenly new questions appear. Now it become difficult to decide if we are clarifying the doubts or actually giving them clues and answer to the questions ? The boundary becomes blurred.

As a teacher, I find this most irritating and worrying. What is missing here is the ability of students to recognize the intent of the question, the question paper and the examination it self. They are unwilling to (or unable to) guess the intent of the question and answer it. Instead of becoming wise thinkers students act like drones and clerks.

Interestingly, this doesn't mean they have become stickler of rules. When the time comes to collect the answer sheets, despite of several reminders, you will find handful of papers without names, roll-numbers, wrongly stapled supplements, answers written on wrong side in wrong order, forgotten to write the question numbers.

Students are failing en-mass to see the intent of the question (what is the purpose of the question) and act judicially accordingly. It seems, as though they can take-in only a word at time and never see the larger picture.

For some reason, such behaviour comes out most during the exams. However, I suspect, this lack of ability to read deeper intent of questions or comprehension must be wide spread.

What are exams for...

In any subject or for any skill, the abilities of students vary. Some are naturally good, some learn to be good, some struggle to learn and some can never really acquire the skill. This is not abnormal. This is how people (even grown-ups) perform on any skill, craft or trade.

If an exam is given to test an ability and we were to plot how many students did how well, it would follow a Bell-shaped curve. A few students would do very well, majority of students would do ok and a few would have done not so well - making the graph look like a Bell. If you are testing a skill and your exam shows this curve then you should celebrate - because your test was fair to all and balanced.

A balanced test is telling you with confidence that those who are on a lower side of the Bell need your help, those in the middle of the Bell need to understand and work harder and those on the upper side of the Bell should work on advance skills. Everyone need to work towards better.

This is not how most exams look though. Most often teachers think that if majority of students get more than 60-70% marks then they have learnt well and teaching was a success. The trouble is, when everyone gets good marks, you are testing very little. And if you get less than 40% then you have failed. They automatically create two casts - those who pass easily and those who fail bitterly. Such exams say more about the exams themselves (was it easy or hard) than they say about the students (who are good and bad performers). They say very little about who is where on that skill. Exams should not to tools to fail students or even pass them.

A good balanced exam will be one in which students follow a Bell-shaped distribution of performance, with majority getting marks close to 50%. In such an exam, there is no pass or fail. Everyone has passed ! Some need to learn more, some need to work harder and some need a greater challenge.

As a teacher one needs to aware of what an exam is testing. Are we measuring students abilities ? Are the marks artefacts of the way we give exams ? Exams should be used to set a passing bar ? or Should exams evaluate abilities and take remedial actions.

When did you understand fractions...

This is a question I often ask parents and other teachers. Fractions are taught as a chapter in Grade 5. At the end of the year students are given tests on fractions. And they pass with good or bad marks. But this has nothing whatsoever to do with understanding of  fractions.

We really can't say when we understood fractions. Somewhere from age 9 onwards the sense of a "fraction" gradually builds. Some interesting twists in fractions may occur to us many years later. For example, its not easy to realize that 1/5 of something can be greater than 1/3 of something else. Then we see how fractions are also related to percentages and to decimals. This is how any true knowledge is built - gradually and through different experiences. Over time, different aspects of the concept are polished. We make mental and graphic links with related concepts and a deeper understanding is built.

If this is how we learn and learn well, then why are our Tests not designed for this. While learning is a continuous and interactive process, testing is not.The Exams expect that everyone in the class must learn fractions in Grade 5 to the given competence level and prove it by getting passing marks.  Our exams say, you better know this here and now, else you have failed.

This create two bad trends. Firstly, students just learn to operate numbers by given rules and get the correct answers. Getting marks makes them think that they now know fractions. But there is no real understanding happening. Secondly, students who can't grasp the rules fail, nearly fail or barely pass. They have no second chance. In Grade 6 we move onto other Math things, too bad for you.

Our Exams are designed to disrupt the learning process, to encourage learning rules and to disqualify those who can't do it here and now.

The gossip

I took a bunch of 10-11 year old kids on a two-day outdoor, nature camp. The group was a mix of girls and boys of same grade but different divisions. The kids worked out well with each other. Some did cooking and others explored the outdoors. We had discussion on changing climate and importance of learning skills. When things got wild, pillow-fights broke-out. As you can see the camp went-off well.

Throughout the camp, I listened to their gossips. And I was surprised to hear how much of their talk was about their teachers and how they taught in the class. Teachers weren't trashed or discussed with any bitterness. The talk was mostly giggling about their peculiar manners and happenings in the class. Who were the crazy teachers and mimicking those. Surprisingly bad teachers weren't discussed much but good and peculiar ones were.

I was made aware of the large role teachers have in children's lives today. The gossips and talk was rarely about their own parents or hobbies. It was rarely about the gadgets they buy or the money they spend. It wasn't even about what teachers teach. It was mostly about how the teachers teach and about teachers personal lives when they cross with children's own. Listen to what children are talking amongst themselves. Its seems teachers, especially the good-cranky ones, are the binding thread for these kids.

While the role of parents has become more and more of that of a provider, teachers roles has grown. They are the people around whom children's social interaction happens. I hope teachers realize the strong influence they have on children's social life and so do parents.

Hurrey ! No text-books

The teacher says we won't need a text-book this year, we will just learn what we can. No text-book means no reading, no mugging-up, no portion to complete and doing question-answers from end of the chapters. This is dream come true for children. They love it. Now they are ready to discuss and happy to plan what we should learn this year.

This is what is happening in my class. As a teacher, actually, I haven't given-up the text-book or the syllabus. I follow the topics and concepts from the curriculum. I just don't toe the text-book, line by line, and check the students on text-book questions. But the students don't know this since they don't open the text-book now.

As a teacher, I can now focus on the concepts and explain them using what the children themselves have to contribute in discussion. So we are making a good progress on understanding. But what about the written work and testing ?

I hadn't realized the true impact of this till now. Since there is no text-book to hold-on to, children have to write what-ever we discuss as notes. I give tests based on the class-notes. If they miss-out on notes it's their problem. As a result students have to stay focused in class and take down the notes. It has made them more responsible, not less. In fact, I told them that I will be using their note-books as Text-books for the next year's class, so please write well. This made them real proud.

What good is a text-book ? Your read from the text-book, children read from the same text-book. Questions are asked from the text-book and children write whatever is given in the text-book. As you can see, in this circular process one can get good marks without understanding an iota of a thing. For many children no knowledge is generated in this entire process, yet they get good marks.

Superficially, It may look like, to give-up text-books is a disaster. Will this drop the quality ?, what will children learn ? On the contrary, now children have to do lot more work. They don't realize this is a trick to get them to do more work, not less. Learning a subject through discussions, notes and reference work and writing these down in your own words  is much more work. They are ready to work harder for the same curriculum.

I have realized that learning with text-book has become mindless. That is one reason children don't want it. By giving-up text book, they are learning the same curriculum much better and happily. It's counter-intuitive.

Mind the gap

We had a very knowledgeable visitor today talking about ecology and conservation. We arranged close interaction of my students with the speaker. There was a lot to hear and learnt from the speaker. I played the role of observer, and what I saw disturbed me.

About five minutes into the interaction, groups of students had already got decoupled from the talk. Only when some fancy slide was shown or cool name was heard that they seemed to focus for a second. A wide gap opened between the speaker and children. And this was not because of the difference in their technical levels. There seems lack of listening with a purpose and intent. The attitude seems to be - If it ain't super exciting, it's not worth listening.

In todays world there is so much to learn and so many exciting people to meet. How much you know is no more limited by availability of knowledge or opportunities. It is mainly determined by how much you can take-in. Some children seem to have stopped listening. Only bright eye-candies can get them to focus. What fraction of the things we hear do we internalize ? very little for some children.

This was a stark example of how wide and damaging is the gap between speakers and todays young listeners. Really sad.

Hold two things in mind

I never realized that holding two operations in mind would be this difficult. It surprised me. The age group being 10-11 years. I had given kids a series of statements, some correct some false. They had to first correct the false sentences and then write them out in the natural order.

This threw many of them in chaos. Should we write the correct statements also ? What to do with the false statements that are in some order ? The kids weren't all comfortable with the question. To understand and execute these two together needed a child to hold bigger picture in mind, to do it in a single step. He/she had to see the corrections and correct order in mind together.

As grown-ups, we can do a sequence of operations with ease. Some talented people can  set priorities to operations to make computation easier. Some can readily see which operations are dependent on each other, and which other are independent and parallel. However, this is a very high-level competence.

In schools we typically put questions with specific operations. And often with a single specific way to arrive at the answer. The real life is full of multiple and inter-dependent operations. Are we doing enough to train children to manipulate operations, themselves ? Not quite.

We may need to do innovative exercises. Teach them to hold two operations in mind. And then to prioritise them intelligently.