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View Diary: Saving U.S. Schools - Part I (55 comments)

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  •  Nice job. (0+ / 0-)

    As a former principle industrial engineer for a variety of industries, I concur with your "model".  The difference is that the industrial/business model expects the product to be finished as it leaves the door.  With kids up to 18 that doesn't necessarily hold.  

    If we don't provide practical applications for what they learn in school, the product isn't even vectoring toward completion.  That's why I don't think you can measure success of public schools until you can measure the effect it had toward the benefit of the society.  Anyone who knew me in high school would NOT have picked me to be successful.  But after many years of finding my way, I was....in 3 different fields.

    Don't forget that the people responsible for putting us on the moon were educated in public schools maybe 20 earlier.  Who knew?  

    "Have a beginner's mind at all times, for a beginner knows nothing and learns all while a sophisticate knows all and learns nothing." - Suzuki

    by dolfin66 on Fri Sep 17, 2010 at 11:36:13 AM PDT

    [ Parent ]

    •  The Operations Management analogy... (0+ / 0-)

      ...doesn't hold.

      We are not giving a pass/fail test. We are testing a range of skills and offering teachers a range of rewards.

      When we find a good or bad teacher we can then (a la Deming) study that person and learn how to improve the process.

      Right now we cannot "design quality into the system" because we have No Frickin' Clue what kind of teaching produces quality. You do not know this until you actually measure what students learn and which teachers help them learn it.

      The red herring counter-argument is that teachers can't reject incoming students. True, but if incoming students are weak learners, or have special needs we can reduce the expectations that the teacher must meet. This is not hard to do.

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