1 Covert Testing #Appealing to Kids#Integration of Neuro-Psycho-Socio Research Perspectives for Improving Achievement RD HOBBS, ED D
2 Covert - Testing Monitoring Proposal To the USA & the WorldRobert Dean Hobbs, Ed.D. ProQuest Dissertations (2011) UMI No Extrapolation December 9, 2014
3 Covert Testing Proposal Computer Technology allows us to Monitor Progress without High-Stakes Testing PROBLEM STATEMENT: Students leaving education PURPOSE STATEMENT: Reduce Drop-OUT rate/fate VISION: NO STRESS OUTCOMES ORIENTATION MISSION STATEMENT: Increase Global Relevance WHO, WHAT, WHERE, WHEN, HOW, AND WHY [including Rationale & Background, Summation, and References] And more contents
4 THE PROBLEM Too many students drop out of schoolDropouts despise standardized tests Educators keep testing Creative assessment is LACKING Technology & Digital Media MUST BE integrated Policies miss the affective domain of learning! Students lack knowledge of other languages, impeding global job transfers and international communication
5 PURPOSE The purpose: increase literacy & Multiple Literacystimulate emotions & compassion for others globally use mixed method covert testing to monitor progress Covert assessment outcomes guide instruction planning enhance educational systems in the USA & The WORLD IMPROVE & PERSONALIZE LEARNING, LANGUAGE AWARENESS, AND Vocabulary Acquisition WITH increased FEEDBACK]
6 VISION Altruistic vision:all students in USA will be literate in English Students everywhere will be MULTI - Literate knowledge and motivation will INCREASE science, math, and technology abilities will IMPROVE students will enroll in Higher Education PEACEFUL CO-EXISTENCE will permeate schools
7 MISSION STATEMENT THE MISSION IS:To professionally develop & motivate ALL teachers to challenge students to increase vocabulary in every language learned To raise literacy achievement and multiple literacy awareness through schools and grade levels To pursue all channels of communication To have a positive impact that promotes global sophistication by utilizing word frequency data
8 PARTICIPANTS WHO’S [joyously] INVOLVED?All students, teachers, & administrators everywhere To reach as many children and adults as possible… In as many ways and places as possible Public, private, & charter schools
9 WHAT needs to happen? Inform: Use every channelPursue alternative Funding Train: Every sector Use: Media, Tech, etc. Accommodate (learning) Monitor word learning Survey (to adjust focus) Publications Press Releases Radio, Television Digital Media, Newspaper Disseminate INFO Public Relations Report Successes Data Results Outcomes Website design Personalize
10 Partnerships Form multiple partnerships on multiple levels with:Other school districts School partnerships Classroom partnerships Student partnerships Across the country Across the continent Around the world For Educational: Understanding Support Communication Development Analyses Diachronic Synchronic External Internal
11 Clarification/RecapitulationAdvocate partnerships: Principals teachers students Pursue synergistic relationships… With other: Students Teachers Principals… Promote global understanding… Multiple literacy efforts… Multilingual awareness… AND Intellectual GROWTH !
12 Where? Locations should be: ClassroomsAuditoriums Gymnasiums Schools Churches YMCA & Community Centers ONLINE VOCABULARY LESSONS Available OFF Line [internet down time] Subject appropriate terms [to offset ‘games’] Any Venue offered that is SAFE & PRACTICAL For pursuing Mission, Vision, Purpose
13 When? As soon as possible: Design & obtain LEVEL appropriate:Collaboration results in consensus… Refine objectives and goals… Communicate thru multiple channels… Design & obtain LEVEL appropriate: Curriculum, materials, instruction, & assessments Professional Development RESEARCH monitors: Successes, failures, stagnation, changes, & improvements QUALITATIVELY and QUANTITATIVELY [throughout hierarchy] Evaluation at all levels periodically determined by consensus
14 Why. To improve society and education everywhereWhy? To improve society and education everywhere! L2 = Second Language (below) RATIONALE BACKGROUND Long-term studies demonstrate importance of supporting 1st Language Immigrants need their 1st languages to succeed in L2 Lack of 1st Language support: NEGATIVE IMPACT Socially Financially DIFFICULTIES: Higher education Qualifying for jobs Increasing Globalization Advancing Technology Diminishing natural resources Confounding complex communication Changing job market Puzzling gadgets & tools
15 Rationale for Modifications toward Global FocusLanguage Research Multilingual Research Suggests that exposure to foreign languages is as valuable to the brain as growing up in a dual language family Receptive skills are quicker and easier to learn than productive skills in other languages Multilingual students in higher education outperform other students in Asia, Europe, & USA In cognitive task research: L3 students outperform L2 students L2 students outperform L1 students
16 Rationale for Exposure to Foreign LanguagesSTUDIES REVEAL Exposure to Foreign Languages… PROVIDE advantages for: Acquiring Linguistic intuition Learning other languages Increasing ability to analyze new words for meaning Eliminating irrelevant information Intensifying neuroplasticity for better brain health Reducing cognitive decline in old age
17 Rationale for HOW to integrate languagesLearning three languages in kindergarten is possible, but requires unaltered regimentation (study in Sweden) Researchers suggest introducing the second language (L2) at the same time children learn to write in the first language (L1) Children learning the third language (L3) at age 8 quickly caught up with trilingual children who began learning L2 & L3 during kindergarten – due to increased brain development Only fun L2 learning for children! Cartoons, Music, Art, Choral Responses, & Games
18 Rationale for this Research ProposalFocus on English language acquisition development based on word frequency research – pre-test – teach – re-test – re-teach – post-test recall, recognition, collaboration, reflection, evaluation, projection! {focus on form} Expose children to foreign languages early! Reveal common cognates with similar and dissimilar meanings (faux ami or false friends); prevent faux pas! Create, Market, Sell, Lease, Option to members around the world Methodologies & Evolution of Research follow…
19 Ways Hire native speaker paraprofessionals (itinerant?)Hire itinerant foreign language teachers (degreed) Cross-collaborate btwn L1 teachers & L2 teachers as well as native and non-native L2 teachers; Recruit L2 volunteers Utilize virtual teachers on CAMERA on SMART Boards Utilize ART, MUSIC, Language Arts & Related Arts classes for foreign language intermittent exposure (bilingual math?) L2 Learners NEED to see FACIAL expressions, GESTURES, & Body Language to MIMIC, understand, SPEAK, write, DRAW, & Sing.
20 Rationale for Music & Art, Vi$ual & AudioTone variations of music stimulate memory and interest [motivation] MUCH better than speaking Calligraphy stimulates interest and best represents Arabic & Chinese and Hindi, Bengali, Nepali, & Thai Audio-only learning should be relegated to advanced language learning only, because only advanced learners have the memory recall available to them to imagine what is being said in the recording; BEGINNERS do not. BACKGROUND follows
21 Background global travelEvery year over 38 MILLION Americans travel to other countries on commercial airlines Annually, over 8 MILLION Americans travel abroad for business Nearly 2 MILLION American file their tax returns from other countries Over 500,000 American military troops travel to and through foreign countries every year: Navy, Marines, Air Force, & Army, plus diplomats, ambassadors, etc.
22 $Background$ OECD statisticsThe Organization for Economic Cooperation and Development observed a correlation between every one- year increment in average education and the percentage of output for every year of education achieved by the average citizen results in national gross domestic product increases between 3% to 6%. Thus, for every one year of education increase, there is a 3% to 6% economic output increase +1 year of school / avg citizen = +3% to +6% gdp Hence, we MUST keep Kids in SCHOOL longer!
23 More Statistics Even though the USA spends more than twice as much on education than schools in the rest of the world, the schools around the world graduate bilingual and multilingual students at half the cost. The multilingual students in Europe and Asia outscore American students on the Program for International Student Assessment (PISA) According to 38 studies done in Europe, Asia, & USA, multilingual students outperform other students 38 studies, 20 countries, 25 researchers & 5 research teams L3 students speaking 32 combinations of 25 languages Findings support assertion that multilingualism is intrinsically linked to higher achievement, intellectuality, & sophistication
24 Summation of RationaleKnowing languages: Heightens linguistic intuition Increases the ability to learn other languages faster and more efficiently Improves safety, security, self-esteem, satisfaction, skill, sophistication, and social ability Enhances receptive skills in other languages similar to languages studied Receptive skills are KEY to survival in: BUSINESS, Diplomacy, COMMERCE, and PRECARIOUS SITUATIONS
25 HOW: to conduct the researchThe Multi Literacy Research uses qualitative and quantitative mixed methods to measure student acquisition of target vocabulary in English and attitudes toward learning Vocabulary is based on Word Frequency Research Qualitative analyses reveal teacher concerns and suggestions for improving materials, procedures, curriculum, instruction, assessments, and infusion of multi-media and technology
26 Conducting the researchAdapted to grade levels, settings inside and outside of school system, individual student populations that differ significantly, teacher perceived needs Teachers may: group students to work at different levels within the classroom or elect to keep everyone on the same level or computerized lessons individualize learning Vocabulary is divided into levels: Foundational, Building, Achieving, and Intellectual [keep data on progess compared to teaching & learning styles] Foundational = elementary; Building = middle school; Achieving = High School; Intellectual = SAT & ACT prep
27 Research extends to Professional DevelopmentTeachers must use COMMON COGNATE approach: English & L2 or L3 [English may be the student’s L2 ] Academic English is the L2 of ALL English L1 students! [or dialect – what do the students think?] until the students integrate formal English with local English Academic English is a formal way to speak and write that is unfamiliar to most students (who speak dialect especially) Accept dialect, but teach English as L2! Students must become cognizant of the stylistic Englishes – identifying sub-categories, too [Project into the Future!]
28 Research extends to Foreign LanguagesTeachers must use COMMON COGNATE approach for reinforcing the commonalities between English & L2 or L3, or among L1, L2, L3 and English [English may be the student’s L2 or L3 or L4 ] example: Luxembourg Teachers must teach the faux ami concept within Englishes AND among English & L1, L2,L3, L4 [faux pas!] Teachers must use FUN ways of teaching LANGUAGES: GAMES, ACTIVITIES, CONTESTS, PUZZLES, CHORAL RESPONSE, WRITING & PERFORMING SKITS, SONGS, CALLIGRAPHY, CARTOONS, DANCE, MOVEMENT, EMOTIONS
29 RESEARCH, PLANNING, & CURRICULUMCOLLABORATION IS THE KEY COMMUNICATION IS THE DUPLICATE KEY Plan, Design, Implement, Monitor, Evaluate, Improve, Monitor, Evaluate, REPEAT CYCLE By improving vocabulary, we improve reading and listening comprehension, note-taking skills, reflective meta-cognitive analysis, recall and recognition memory delineation, and… Commitments for achieving student self-made projections based on intrinsic learning needs for future goals
30 Sources: empirical & experientialThe discussion of rationale included the perspectives of Cross-Disciplinary Education Researchers located in Europe, Asia, Africa, the Middle East, and North and South America The author worked, travelled, and/or taught in Asia, Canada, Europe, Russia, the Middle East, and Hawaii Background information included statistics on American travel, business abroad, and substantiating research, as well as statistics on United States military deployment and locations Author professional development included locations in Asia, the Middle East, Europe, & Hawaii as well as West Virginia
31 Publications [accessible online]Hobbs, RD (2012). Diverse multilingual researchers contribute language acquisition components to an integrated model of education. International Journal of Multilingualism, 9(3), Hobbs, RD (2011). Evidence of multilingual superiority: Implications for KG-12 Curriculum. In C. Lentz (Ed.), The Refractive Thinker (Vol. VI): Post- secondary Education. Las Vegas, NV: The Refractive Thinker Press. Hobbs, RD (2011). Multilingual education model construction based on superior cognitive skills of multilingual students. ProQuest Dissertations & Theses, UMI No Hobbs, RD (2009). The Hobbs report on educational excellence: Reflective value, redirection, and a way forward. In AUK Occasional Papers; Liberal Arts & Business Affairs, No. 3 (pp ). Kuwait: American University of Kuwait.
32 Conclusion This research proposal included discussions of:Purpose Vision Mission The Problem of improving teaching and learning according to recommendations of researchers Who? What? Where? When? Why? How? Background & Rationale
33 Questions? Extrapolations? 1. 2. 3. Substitute teacher feedbackInterns from local colleges Built-in student feedback elicitation in word learning activities Augmentations? 1. 2. 3. Push for native speaker volunteers Multilingual retirees Have students design their own PowerPoints to demo learning
34 Appendix A: Examples Metacognition ProjectionDavid, Hope you are doing well! How are you doing today? What did you learn from the lesson? Did you have any difficulties? How are you doing in math? What would you like to do next? What type of terminology will you need in the future? Do you anticipate having any difficulty with any of the software? Thank you for your feedback!
35 Appendix B: Affective Emotional Domain next 3 slidesEmotive Interactive Affective Inquizitive Qualitative analysis What time did you get up? What time did you go to bed? How many hours did you sleep? Was your sleep uninterrupted? What did you have for breakfast? Did you have enough to eat? Do you have water with you? Do you need water? Are you feeling OK?
36 To Reduce the Drop-Out Rate Methodology Reversal?Stop comparing students to each other: The bottom 50% don’t need to be reminded; Stop harassing students with old fashioned tests; Prove that you want students to know the answers: current tests demonstrate that educators do not care Stop repeating the old education formula when you already know that it doesn’t work!
37 21st Century Covert AssessmentQualitative Aspect Test Procedure Did you get enough rest last night? How do you know? What did you have for breakfast? Is anything bothering you right now? Do you have any physical or emotional pain at this time? Start with an open-ended question If the student cannot answer, then give answer alternatives If the student answers essay style, then give answer alternatives If the student picks the wrong answer, explain why the answer is wrong and give the student another chance to answer
38 International JournalReferences Dissertation International Journal Hobbs, R.D. (2011). Multilingual Education Model Construction Based on Superior Cognitive Skills of Multilingual Students. PROQUEST Dissertations & Theses, UMI No [308 pages, 325 References] Hobbs, R.D. (2012). Diverse Multilingual Researchers Contribute Language Acquisition Components to an Integrated Model of Education. International Journal of Multilingualism, 9(3),
39 Monographs Hobbs, R.D. (2009). The Hobbs Report on Educational Excellence: Reflective Value, Redirection, and a Way Forward. In R. Palliam (Ed), AUK Occasional Papers: Liberal Arts & Business Affairs, No. 3 (pp ). Kuwait: American University of Kuwait. Hobbs, R.D. (2011). Evidence of Multilingual Superiority: Implications for KG-12 Curriculum. In C. Lentz (Ed.), The Refractive Thinker, Vol. VI, Post- Secondary Education (pp ). Las Vegas, NV: The Refractive Thinker Press.
40 Unpublished Work Hobbs, R.D. (1999). Buying and Financing a Home; First-Time Home Buyers and Non-Native Speakers of English. Source of Vocabulary for Lexicographic Thesis & Dissertation in Prague & Berlin. 162 pages Hobbs, R. (2000). Theory and Practice of ESP [English Special Purposes] Glossary Compilation; Real Estate Acquisition and Mortgage Financing. Filozoficka Fakulta, Ustav Anglistiky A Amerikanistiky. Prague, Czech Republic. Thesis Project. 235 pages, 191 Sources. Hobbs, Robert D. (2000). Theory, Practice, and Pedagogical Compilation of a Didactic ESP Glossary for Real Estate Acquisition and Mortgage Banking; A Lexicographical Cross-Disciplinary Interface. Freie Universitat Berlin, Fachbereich Philologie und Geisteswissenscheften Institut fur Englische Philologie. Berlin, Germany. Dissertation Project. 303 pages, 211 sources. Index. Hobbs, Robert D. (2005). Vocabulary Action Research Project. Mililani Campus, Hawaii Branch, UOP. Honolulu, Hawaii, USA. 98 pages, 43 Sources. Index. Hobbs, R. (2012). Can Trilingualism be the Pathway to Improve Bilingualism? The Brazilian Immersion Conference for Education. Sao Paolo, Brazil
41 One More: The Seminal Foundation!Hobbs, Robert Dean (1999). Lexicography as an external by-product of mankind’s desire to order and organize the internal lexical storage system; An explanation of the Brain according to year Research. IGBP/BCNBP Symposium on Behavioral Genetics from Molecular Findings to Clinical Implications. Vrye University Hospital, Amsterdam, June 3-4, 1999.