Final Drafts

Writing History Response

Exploratory Essay

Annotated Bibliography

Joining the Conversation

Final Reflection

           This year has been a hard, but very helpful year in writing. I have learned so much about different styles to write. From writing a dialogue to writing the annotated bibliography, I had never written anything like them. I learned a lot about the education in this country too. I also learned about the education in another country, Finland, too. I came to this inquiry of comparing the United States and Finland education systems through the readings and assignments we have done it this class as well as previous classes.

            When we started the class and Megan told us we needed to have an inquiry topic for the class I immediately started to think. I had never really thought about education the way Megan had presented it the first couple weeks. When we first read Social Class and the Hidden Curriculum of Work by Jean Anyon, it really opened my eyes to how different the teaching styles are from school to school. We also watched the TED talks by Sir Ken Robinson about how schools are killing creativity. This also opened my eyes to how the United States is no long number one in education. We are actually 21^st now and declining.

            When I wrote my writing history response, I remembered all the classes I had done big writing assignments in and how they affected me as a writer. I reflected on human geography, my favorite class to write for. Since this was my favorite I thought how I could incorporate this writing subject into my inquiry topic and I came up with the idea to write a comparison of the United States and Finland (since Finland is now number one).

            The writing into the day activities we did before each class also helped reinforce my inquiry. Many of the questions we had to reflect on were how students learned differently. One question that really sparked some interest was on February 13^th. It asked to “write down everything you now about a country or countries outside the US.  This can include languages, clothing styles, trends, geography, climate, conflicts, etc.”  We also had one class devoted to the No Child Left Behind Act. We watched two videos that day, one on the NCLB and one on standardized testing. I eventually used this in my final joining the conversation piece because it linked directly to the United States education system policies.

At the beginning of the joining the conversation description in the syllabus is a quote. We were asked to respond to the quote one day as part of our writing into the day. The quote, my response, and the response of others helped me with my inquiry because it showed I am not the only one working on this issue. People have been looking at the in depth similarities and differences of the United States and Finland for years, and my paper is the equivalent of a raindrop in the ocean. So much research is being conducted these days it is hard to come up with something original. That is one thing I have learned this year.

My annotated bibliography was when I really started to go into depth with my inquiry. I found an abundance of sources I could use, but narrowed it down to a few. Each one was unique and presented a different style. The source called, A Comparison of European Educational Systems, was unlike any essay I had ever read. It only used comparative words and nothing else. There were no opinions, only ideas on which to compare the systems. I did not want my paper to sound anything like this, as it was boring and tenuous. With this I found I could never be an academic writer/professor because it just wasn’t exciting enough. Because of this I looked up documentaries and found an interesting one called Waiting for Superman, which won many awards. It was very interesting and I enjoyed watching it more than the articles I read. This continued to show who I am as a person. I enjoy movies over books and I would rather be outside then inside. This has affected me as a writer and a scholar.

This year has been a hard, but very helpful year in writing. I have learned so much about different styles to write. From writing a dialogue to writing the annotated bibliography, I had never written anything like them. I learned a lot about the education in this country too. I also learned about the education in another country, Finland, too. I came to this inquiry of comparing the United States and Finland education systems through the readings and assignments we have done it this class as well as previous classes.

            When we started the class and Megan told us we needed to have an inquiry topic for the class I immediately started to think. I had never really thought about education the way Megan had presented it the first couple weeks. When we first read Social Class and the Hidden Curriculum of Work by Jean Anyon, it really opened my eyes to how different the teaching styles are from school to school. We also watched the TED talks by Sir Ken Robinson about how schools are killing creativity. This also opened my eyes to how the United States is no long number one in education. We are actually 21^st now and declining.

            When I wrote my writing history response, I remembered all the classes I had done big writing assignments in and how they affected me as a writer. I reflected on human geography, my favorite class to write for. Since this was my favorite I thought how I could incorporate this writing subject into my inquiry topic and I came up with the idea to write a comparison of the United States and Finland (since Finland is now number one).

            The writing into the day activities we did before each class also helped reinforce my inquiry. Many of the questions we had to reflect on were how students learned differently. One question that really sparked some interest was on February 13^th. It asked to “write down everything you now about a country or countries outside the US.  This can include languages, clothing styles, trends, geography, climate, conflicts, etc.”  We also had one class devoted to the No Child Left Behind Act. We watched two videos that day, one on the NCLB and one on standardized testing. I eventually used this in my final joining the conversation piece because it linked directly to the United States education system policies.

At the beginning of the joining the conversation description in the syllabus is a quote. We were asked to respond to the quote one day as part of our writing into the day. The quote, my response, and the response of others helped me with my inquiry because it showed I am not the only one working on this issue. People have been looking at the in depth similarities and differences of the United States and Finland for years, and my paper is the equivalent of a raindrop in the ocean. So much research is being conducted these days it is hard to come up with something original. That is one thing I have learned this year.

My annotated bibliography was when I really started to go into depth with my inquiry. I found an abundance of sources I could use, but narrowed it down to a few. Each one was unique and presented a different style. The source called, A Comparison of European Educational Systems, was unlike any essay I had ever read. It only used comparative words and nothing else. There were no opinions, only ideas on which to compare the systems. I did not want my paper to sound anything like this, as it was boring and tenuous. With this I found I could never be an academic writer/professor because it just wasn’t exciting enough. Because of this I looked up documentaries and found an interesting one called Waiting for Superman, which won many awards. It was very interesting and I enjoyed watching it more than the articles I read. This continued to show who I am as a person. I enjoy movies over books and I would rather be outside then inside. This has affected me as a writer and a scholar.

            When it came to our exploratory essays, I was ready and knew what to write. I knew how to write these since I had been doing them in every class since middle school. The dialogue on the other hand was new territory. I had no idea what to do because I had never done one before. I am also not a very creative person at all. I like things to be literal. I looked over my annotated bibliography for differences and similarities. I then proceeded to just write what came to me. The next day we presented these in workshop. The workshops and reflections have helped me so much this year, but especially for this one. It was good to hear other students’ papers so I could get a better handle on the assignment. After doing all the steps for revision I think my paper turned out very good and enhanced my inquiry. I was ready to write a final draft with the information provided in the exploratory essay and the dialogue.

            I have learned much this year about myself as a writer. I have learned that I like the literal interpretations of things. I have also learned that I do not like dull writing. I have also learned a lot about education and how it can all be connected. When I write a paper inquiring about something, I am only joining the conversation that has been going on for years, and in the case of education, centuries. Writing is a gateway to the mind. It is a chance to express what you think onto paper for other people to read.   

            When it came to our exploratory essays, I was ready and knew what to write. I knew how to write these since I had been doing them in every class since middle school. The dialogue on the other hand was new territory. I had no idea what to do because I had never done one before. I am also not a very creative person at all. I like things to be literal. I looked over my annotated bibliography for differences and similarities. I then proceeded to just write what came to me. The next day we presented these in workshop. The workshops and reflections have helped me so much this year, but especially for this one. It was good to hear other students’ papers so I could get a better handle on the assignment. After doing all the steps for revision I think my paper turned out very good and enhanced my inquiry. I was ready to write a final draft with the information provided in the exploratory essay and the dialogue.

            I have learned much this year about myself as a writer. I have learned that I like the literal interpretations of things. I have also learned that I do not like dull writing. I have also learned a lot about education and how it can all be connected. When I write a paper inquiring about something, I am only joining the conversation that has been going on for years, and in the case of education, centuries. Writing is a gateway to the mind. It is a chance to express what you think onto paper for other people to read.   

Conference Reflection: Multimodal Project

       1. What advice did you receive from Megan?  Be specific.

      Megan helped us a lot with format ideas. She suggested sites such as toondoo, devolver, animo to and voki. She also helped us with explaining what exactly the assignment was and how not to just stand in the front of the room and read power points. 

    

           2. What was the most helpful piece of advice you received? Explain.

    

      The most helpful was when she told us not to use a powerpoint. Thats what we would have done and probably not have gotten a good grade because of it.

           3. What was the least helpful piece of advice you received? Explain.

     

      The least helpful was when she told us what other people are doing, because we woud like to be original.

      4. Was the conference beneficial overall?  Explain.

      I think it was because it put us on the right track. Like I said earlier, we would have done poorly if it wasn't for the conference.

      5. Did Megan answer all your questions?  If not, what questions were left over?  Why didn’t they get answered?

      I think she put us on the right track.

      6. What are your plans for revision?  Be specific.  I should be able to understand exactly how your work will change in exactly which places.

We plan to use the websites suggested to thoroughly explain our topics. Then we will rely on a good discussion based on our topics for the rest of the time. we will probably not even use a powerpoint and we are still debating on wether or not we will make a video. 

Letter to an Elementary School Student

Writing into the Day 4/15/13

In relation to an English class, what do you think of when you hear the word “reflection”?

I think it means to look back at the work you have done from start to finish. To think of what you could have done different and how the outcome could have changed, either for the better or for the worse. It is to analyze each assignment and then look at the class as a whole and put the two critiques together.

Joining the Conversation: Step 3

A Comparison of The United States and Finland Education Systems

            In recent years, Finland has achieved tremendous success in the assessment of its education system. They are a small country but take education more seriously than most other countries. In the 2009 Programme for International Student Assessment (PISA), Finland bested all other countries in reading and led the standings in science in 2006 (Huffingtonpost). The 2009 results came as the U.S. government sought to shock the American schooling system out of average performance. In states such as Alabama, Mississippi, Arizona and California, fewer than 25% of students are scoring below proficiency. In reading, most states scored between 20% and 35% at the students’ respective levels. Washington had a staggering percentage of just 12% (Guggenheim). So why is the Finnish way so successful, and how can the United States follow suit? Many studies have been conducted on Finland’s approach to education and why it is so successful. In this paper, I will examine the differences in teachers, government interaction and funding for each of the two systems.

            Pasi Sahlberg is an education official in Finland and is also the author of the article “Lessons from Finland”. She asks the same question “How did a country with an undistinguished education system surge to the head in just a couple of decades?” (Sahlberg 1). The teachers are one of the main factors she points to as being the reason for this sudden aggrandizement to the top. The Finnish system does not employ external standardized student testing to drive the performance of schools or a rigorous inspection system of schools and teachers. Instead, the Finnish system relies on the expertise and professional accountability of teachers who are knowledgeable and committed to their students and communities (Sahlberg 1). How do the Finns keep this accountability though? Teaching is consistently the most admired profession in opinion polls of high school graduates, (Sahlberg 2) but teaching is not an easy career to pursue. Only about 5,000 of about 20,000 applicants will be accepted after given rigorous tests that assess not only knowledge, but also interpersonal skills. Once in the program, the teachers are put on the requirement tract for a master’s degree in one subject and one or two minor subjects; preschool and kindergarten teachers must have a bachelor’s degree. This program can take five to seven and a half years to complete (Sahlberg 3). The programs are nationally coordinated to ensure coherence and success. The United States is not up to par with these standards. In a study conducted by Kelli Randolph and Dylinda Wilson-Younger, Ph. D., multiple states within the United States only require that teachers have two years of college education with no minors what so ever. The No Child Left Behind Act (NCLB), which was put in place by the Bush administration in 2001, reinforced this (Randolph, Wilson Younger 5). A study done in the United States mentioned in the documentary called Waiting for “Superman” directed by Davis Guggenheim, states that bad teachers only cover 50% of the curriculum set by the states, whereas a good teacher can cover 150% (Davis Guggenheim).  This means the students in these classrooms progress three times as fast. Another study from the National Center for Education Statistics found that high school math and science students of teachers with subject-specific training have greater achievement (Brady).  Many U.S. school systems defer to teachers with higher degrees when they hire faculty, and teachers are required to have some kind of state certification along with a bachelor’s degree. However, the precise certification requirements vary, depending on how a teacher enters the profession and what they teach in; suggests Heather Brady in her article entitled The U.S.’s low standards for Teacher Training. When a teacher gets more training, the students tend to be better taught and have greater achievement in the subject they are learning. Even though schools do this, there is a concept enforced by the teachers unions call “tenure”. This means that once a teacher is hired, they cannot be fired based on the way they teach. This gives bad teachers a way to stay and not change the way they teach. This also ensures equality to the teachers by not being paid based on merit but instead by strict contract. Michelle Rhee was appointed to be chancellor of the Washington D.C. school system from 2007 until 2010. She came up with a new way of payroll for teachers. She wanted for tenure to be killed and instead for teachers to be paid based on merit. Good teachers would be paid almost two times more than bad teachers and some teachers would be making in the six-figure range. Once it was time to vote on the concept, the teacher unions stepped in and a vote was not even considered (Guggenheim).

In Finland, the central government has only limited influence on how the teachers should teach. There are no standardized tests or set curriculums in Finland. Teachers are given more autonomy and responsibility for students’ assessment and curriculum (Sahlberg 7). The first reason for this is Finland’s high priority for personalized learning and creativity. The progress of each student is judged more against his or her individual development and abilities rather than against statistical indicators. Second, education authorities insist that curriculum, teaching and learning (rather than testing) should drive teachers’ practice to improve both teachers ‘and students’ work throughout the academic year. Last but not least the reason for less governmental control is the act of determining students’ academic performance should be seen as a responsibility of the school and teacher, not external assessors. It is felt that teachers are the best judges of how their own students are progressing in school (Sahlberg 8). These methods are supported in the study conducted by Asiye Toker Gokce and Cevat Celep, comparing the educational systems of Europe. They saw that the education goals of Finland were to teach children to carry a sense of responsibility, creativity and peaceful relations with the people and be compatible with the Finnish society (Gokce, Celep 6). This is different than any of the other schools that were used in their research because of the major focus on creativity and self-fulfillment.

            In the United States, the central government maintains a high level of involvement in the way we educate our children. Within the last decade one of the biggest changes made has been the No Child Left Behind Act (NCLB). In the study mentioned earlier by Kelli Randolph and Dylinda Wilson-Younger Ph.D., they did research on the NCLB Act to find the pros and cons from the beginning until today. The reason for the Act was to close the achievement gap between students by making schools more accountable. To do this, the NCLB Act requires any schools receiving any types of federal funding to administer some type of standardized test to their students every year (Randolph 1). The reason for this testing is to measure student achievement, and to make sure students are meeting the core requirements established by their states. When you look back at Finland, this is the complete opposite of what they are doing.

            Another factor the NCLB Act was trying to reform was the budget the schools were using. To receive Title 1 funds, the schools must be showing AYP or “adequate yearly progress”. AYP is defined, as there must be reasonable and establish guidelines for continuous and substantial progress each year. In an effort to improve test scores to meet the AYP, many states have had to cut out their arts programs and in many cases have cut “nonessential” subjects such as social studies, foreign language, health, and science. The courses listed as being “nonessential” are the ones Finland is trying to incorporate the most at the younger ages. Today, a new initiative released by the Obama administration called “Race to the Top” is part of the American Recovery and Reinvestment Act. The Act plans to give four billion dollars to 19 states that have robust plans that address the four key areas of K-12 education (White House). These areas include development of rigorous standards and better assessments, adoption of better data systems to provide schools, teachers, and parents with information about student progress, support for teachers and school leaders to become more effective, and to increase emphasis and resources for the turn around of lower performing schools. In all of those areas, none of them support bringing funding back to the arts or the so-called “nonessential” courses. The act has had positive actions too though. In 2012 the program invested nearly $400 million in schools to create new models to personalize learning for students (White House). This is on track to be more similar to the Finnish way of educating and could raise our nation back to the top with more money invested. The article submitted by the White House does not tell where exactly the money goes however. It says it will go to education but that could be to the teacher unions, the construction of new schools, or a wide variety of other forms within education. It is unlike Finland because it does not go directly to the classroom.

            The Organisation for Economic Co-operation and Development (OECD) made multiple books called Reviews of National Policies for Education. They made one for Finland that thoroughly evaluates each part of the education process. In the book they describe how most of the funding allotted to the schools goes directly to the classrooms (OECD 155). Even though the funding percentage for education is relatively high, the Finnish Ministry of Education plans to double the public funding for teacher professional development by 2016.

            The Finnish education system is definitely not perfect. No system in the world can be labeled as perfect. Everyone has their own opinions and will continue to voice those opinions from war to education policy. Finland has developed a unique and successful system with what they have. America is continuing to try new things to keep a high standard we hold ourselves to. America’s system is also not perfect. We need to watch these rising nations and try to incorporate what has been successful for them and learn from them. America is 25^th in the world in math, and 23^rd in the world in science, but when our students were asked where they think they are ranked, we are number 1 (Guggenheim). Americans fill 50 of every 125 highly skilled jobs in America (Guggenheim). People from around the world occupy the rest because there are not enough people coming out of our education system, smart enough to fill them. We need to open our eyes and realize the competition we are up against. We need to start making the changes necessary to be the best. From the teachers all the way down to the future students, everything matters when it comes to the future of the world. Education is the window to the future.