Bach – Ricercar A 6

On Friday, I begin this series¹ by introducing a phenomenon known as the Observer Effect.

To recap, the Observer Effect describes the fact that the mere act of observing or measuring something actually affects what we are observing. We also saw that the Observer Effect is not inherently a bad thing, especially when we desire a certain outcome to be measured, and the act of measuring it actually helps achieve the measurement we want. The classic example of this in the classroom setting was announcing an upcoming test, in the hopes that the test will not only measure student achievement, but that by merely announcing it, student achievement will be improved because many students will then study.

Today, we’ll take a step back and look at the general form of the Observer Effect, including the mechanisms by which it occurs. [Disclaimer: This post, as the title suggests, is fairly abstract, though not at all difficult to understand (i.e. it may satisfy your inner geek). If you are denying your don’t have an “inner geek”, then I strongly suggest skipping this post, and re-joining in with Part 3.]

To restate the Observer Effect in a different way, it makes sense to begin with the classic question “If a tree falls in the forest, and there is no one there to hear it, does it make a sound?” The answer is, of course, “yes”, however, the sound that an observer hears it make is different than the sound it makes when no observer is present².

So our question for today is, what is the general form of the Observer Effect and how does it change that which is observed, whether physical changes (like the tree in the forest), or behavioral changes (in a classroom setting)?

To ease this meta-view, lets first look at the specific, then generalize. The following chart explains (using the “giving a test” example) how the observer effect actually works.

• If we care about the way that Johnnie considers his options upon knowing that he will be observed, we MUST, we MUST, we MUST, take great care in designing HOW observation occurs, as its effects trickle down.

2. Sound is literally air molecules vibrating in patterns that strike our ear nerves and transmit sounds to our brain. Physically standing next to the falling tree changes the path that these air molecules vibrate in towards the ear, thus changing the sound, even if unnoticeably slightly. Being in a forest to hear a tree fall is similar to seeing how waves in a lake hit the short differently depending on whether or not they are traveling around a moored boat.

Willie Nelson – The Scientist

Yogi Berra¹ once said “You can observe a lot by watching”. And aptly so, as one of the main things that an education teaches us² is not only the power of careful observation, but the methods by which we learn to be careful observers.

As we are told, the better observing and measuring we can do, the better results we’re likely to achieve.

Or so the story goes.

What I will be exploring in this blog series, beginning today, and continuing over the next six posts is a concept called The Observer Effect: specifically, what it is, how it currently applies to classrooms and education policy, as well as how it might affect proposed changes to education policy. Be sure to subscribe to the blog to follow along. So without further ado, here we go.

So what on earth is “the observer effect”? Well, as best as I can explain it, while the complex definition of “the observer effect” involves a combination of particle physics, quantum mechanics, and general technical gobbledygook, the simple definition is this: The very act of observing something affects that which is being observed. Or put even more simply, you can’t observe something without affecting it in some way³.

Because my plan for this series is to mainly hit the theme of how the Observer Effect fits within the context of teacher evaluation, it’s almost natural to want to start off with the question of “How do we minimize the Observer Effect?”

In reality, however, this is the wrong question to be beginning with. After all, if you’re a teacher like I am, you depend on the Observer Effect as part of your classroom instruction. For example, let’s say I am giving a test next Friday, the purpose of which is to evaluate and observe the levels of learning that my students have achieved. As a teacher, I will, along with most of my colleagues, announce the upcoming test in advance to my students. Now here’s the kicker: The whole reason I announce the test in advance is because I not only believe in the reality of the Observer Effect, but I hope in it’s reality to do good.

Now any teacher worth his or her salt, will not only announce an upcoming test, but will no doubt, also encourage their students to study for it. A student “studying” for an upcoming test is exactly the result of the Observer Effect. The student’s behavior (i.e. “studying”) has, in fact, been affected by a mere observation (the test). Not only to teachers know that students’ behavior will (or, at least, should) be affected by the observation, I’m guessing most teachers, including myself, actually hope for this. Yes, of course I want to have my students study for an upcoming test. What’s even more fascinating (although not necessarily a great teaching practice) is when teachers observe (i.e. assign upcoming assessments) in order to change student behavior more than assess current levels of progress. So before we go decrying the Observer Effect, it’s worth noting that it’s not necessarily something to be completely minimized.

A better question to start with than “how do we minimize the effect of observing” would be “to what extent is the Observer Effect likely to result in changed behaviors that we actually want (or, at least, tolerate)?” or “how can or should observations be structured so that the naturally occurring change in behavior of the observed is something desirable?”

Simply put, as a teacher, I’m going to keep announcing my tests in advance to my students because I believe in the value of studying for an upcoming test. When the changed behavior is a desired one, the observation (i.e. the test) is, in fact, aligned to what I am willing to tolerate (or in this case, even want).

In conclusion, as we move forward in this series, it’s important to think not of whether the Observer Effect is “good” or “bad”, but acknowledging that the Observer Effect exists, and knowing how to use it to the advantage of kids.

Stay tuned for more on this intriguing topic…or at least for songs as cool as the aforementioned Willie Nelson’s cover of Coldplay.

1. http://www.yogiberra.com/yogi-isms.html
2. http://teachers.greenville.k12.sc.us/sites/cthornto/Shared%20Documents/observandinfer.pdf
3. http://www.aqr.org.uk/glossary/index.shtml?observereffect

Holst – Jupiter (The Planets)

It’s been two weeks since I last posted on my blog, and in my absence here, I’ve been pretty active on Twitter.

Unfortunately, 140 characters sometimes isn’t enough to explore a thought very thoroughly. In that vein, I am offering a preview of a new blog series I’ll be beginning later this week.

So what’s the series? This series will be called “The Observer Effect”, and while I don’t want to give too much of it away, a simple search on Wikipedia will lead to the revelation that The Observer Effect refers to a principal in quantum physics. I’ll then proceed to connect it with, yep, you guessed it, education policy.

What?! “Quantum physics”?! You’re kind of out of your league here. Yes, I know, but I love seeing connections between education policy and seemingly disparate worlds. (Plus, it’s not necessary to really understand the physics at all. I certainly don’t).

So why write a series? Why not just a post? Two reasons. First, if it were a single post, it would be FAR too long. The best arguments, I’ve found, are the ones that are developed over pages, not over paragraphs. Second, and probably more profoundly, writing actually helps me think, and figure out what I believe about certain issues. So while I have a general in-place framework for what this series will consist of, I’m still teasing out some of the details.

Fantastic. I look forward to reading your new series. And, by the way, isn’t it kind of weird talking to yourself like this? It certainly is. Now go away.

Be sure to subscribe to keep abreast of all the latest happenings in this blog. (If you’re not into education policy, I apologize in advance….sorry, Jenna). In the mean-time, feel free to check out my other Blog Series’ from days of yore.

• All I Want for Christmas: My 2011 Education Wishlist
• A New Vocabulary: Why the Phrase “High Performing School” Must Simply Go
• Charter Schools vs. District Schools
• A Response to the LA Times “Grading the Teachers”

The Entrance Band – M.L.K.

A shout out to my friend and colleague, Tyler, whose alma mater, Chapman University, hosted Rev. Martin Luther King in 1961. While the text of Dr. King’s address, found here, speaks specifically to the progress of race relations, both Tyler and I couldn’t help but notice that his characterization of the current status of race relations runs parallel to the current philosophical bifurcation that is plaguing the education reform debates today (particularly as it relates to the hot-button issues of evaluation, and “value-added”).

In short, Dr. King’s call for a realist, progressive, and (most importantly) actionable attitude and commitment speaks volumes. In this analogy, it seems Dr. King can also teach us something about the dangers of extremism and polarization. Simply put, for Dr. King, the biggest problem of opposite and extreme viewpoints is not that they are wrong, but that they lead toward inaction.

Below, I’ll quote a bit of a lengthy portion from the address, but it is well worth it. Dr. King’s words of wisdom continue to speak not only across generations, but in all walks of life.

There are three basic attitudes that can be taken toward the whole question in the area of race relations. The first attitude that can be taken is that of extreme optimism. The extreme optimist in the area of race relations could contend that we have made tremendous strides in the struggle for racial justice. He would point proudly to the progress that has been made in the area of civil rights over the last few decades. From this he would conclude that the problem is just about solved now and that we can sit down comfortably by the wayside and wait on the coming of the inevitable.

The second position that can be taken is that of extreme pessimism. The extreme pessimist in the area of race relations would contend that we have made only minor strides. He would argue that the deep rumblings of discontent from the South, the presence of federal troops in Little Rock, Arkansas, the resurgence of the Ku Klux Klan, and the birth of White Citizens Councils are all indicative of the fact that we are going backwards instead of forwards and that we are creating many more problems than we are solving. And from this the extreme pessimist would conclude that there could be no real progress in the area of race relations.

Now it is interesting to notice that the extreme optimist and the extreme pessimist agree on at least one point. They both feel that we must sit down and do nothing in the area of race relations. The extreme optimist says do nothing because integration is inevitable. The extreme pessimist says do nothing because integration is impossible.

But there is a third position that can be taken, namely the realistic position. The realist in the area of race relations seeks to combine the truths of two opposites, while avoiding the extremes of both. So he would agree with the optimist that we have come a long, long way. But he would seek to balance this by agreeing with the pessimist that we have a long, long way to go.

Ace Frehley – New York Groove

This week was the first week back at school after a long winter’s break. Students mostly completed their winter break math homework, but somehow simultaneously forgotten much of their learning acquired prior to the break.

Regardless, it’s always good to start a new year, and talk about goals (they made me prove that I made my goal from last 2011 – being able to do 52 consecutive pushups, which I did). Kids so far seem glad to be back, albeit shaking the cobwebs from their eyes as they stumble into school each morning.

Good to be back.

Radiohead – No Surprises

I definitely feel like this now…

Yesterday, education blogger Alexander Russo posed a question which I too had been curious about:

To summarize: What on earth should we be calling the education reform critics, especially when those they’re critiquing have been referred to de facto as “the reformers”?

Reformers such as Michelle Rhee, Wendy Kopp, and Arnie Duncan have drawn criticism by a group composed of such folks as Diane Ravitch, John Thompson, and Valerie Strauss. [Note: A decent summary of this debate can be found here, for those unfamiliar with what exactly all this rhetoric is about].

As the Ravitch/Thompson/Strauss types have rallied against the specific strategies used by these “reformers”, bloggers such as Russo (and myself) have struggled to collectively refer to this group of those who oppose “the reformers” with a simple, memorable name. Unfortunately, the best that seems to have been done so far in describing the position of these folks is that of “anti-reform”, giving them the dubious status of being “anti-reformers”. 

The problem with the term “anti-reformers” is that is implies that these folks are simply for the status quo. This could not be further from the truth. In my reading of their insights, these folks do want education reform, but of a very different type than that espoused by the a priori-named “reformers” such as Rhee/Kopp/Duncan.

So, in response to the lack of a good collective term for the “anti-reformers”, I propose that they start calling themselves the “counter-reformers”.

So why does the name “counter-reformers” work?

First, the term “counter” indicates that these folks are, in fact, generally opposed to the strategies espoused by the reformers. As we saw this fall with the Occupy movement, identifying a common “enemy” can be a galvanizing move. “Counter-reformers” are clearly, by their name, against something.

Second, the inclusion of the word “reform” indicates that, while their movement may have started in opposition to something, these folks are definitely not for merely keeping the status quo. “Counter-reformers” do want education reform, but they want reform on the terms that they believe are best for students, families, and communities (in fairness, the “reformers” would say the same thing).

A final consideration for “counter-reformers” gauging whether to self-adopt this term is the potential for its staying power. Simply put, is the term sticky enough to be repeated in public space to the extent that its mere mention will conjure up the ideals and beliefs of its individuals?

To answer this question, I turn back the clock nearly 500 years, when another institution with hugely problematic and corrupt policies and practices underwent its own insurrection from a group of “reformers”, namely Martin Luther, John Calvin, and Ulrich Zwingli, who broke away from the Catholic Church and formed their own protest movement, the “Protestants”. What’s key here is that, in response, the Catholic Church essentially said, “yes, we’ve got some issues, but the way these protestants are dealing with them is completely wrong”. So in response, the Catholics launched the “Counter-reformation”, which sought (and generally did) reform many of the corrupt practices within the church without the divisive split which the protestants sparked.

While that’s probably as far as we should take the naming analogy, it’s of interest to note that the term “Counter-Reformation” is still taught in modern history books, and thus still is a term which both quickly and easily identifies to its modern hearers the content and owners of the practices and policies it refers to.

I think that the Ravitches, Thompsons, and Strausses of the world would do well to re-appropriate this term for themselves in the ever-growing rhetorical gap among education reform advocates today.

Vaughn Williams – A Sea Symphony (I. A Song for All Seas, All Ships)

When, in high school, I had finished being enveloped in the fast-paced action of Jules Verne’s adventures on The Mysterious Island, I imagined another 19th century work of high esteem might satiate my continuing desire for literary escapism.

And so I began to read Moby Dick. There were even excerpts from it in our English class’ anthology textbook. My high school teachers quickly encouraged me to continue, and finish the endeavor of reading this story.

Unfortunately, about three chapters in, I realized I was bored.     B. O. R. E. D. Bored. Nothing was happening. “Call me Ishmael"?” Ok, fine. Then what? Nothing. I quickly put Moby Dick down and quickly forgot about it.

Fast-forward a decade. I’m in Barnes & Noble with a colleague (an English teacher) and upon spotting Moby Dick on the shelves, ask him if it’s really any good. “It’s amazing”, he says, to my utter shock. This did not jive well with my memories from the late 90s. “Really?”, I asked in amazement. I told him of my story of finding the text utterly un-amazing back in high school, to which he assured me that not only was Moby Dick great, but much more readable as one ripens in age.

And just like that, to my surprise, and to the sincere joy of my former high school English teachers, I began Moby Dick for a second time.

Fast forward 3 months. It’s now December, and on my 30th birthday, I finish what turns out to be one amazing story. Actually, it’s not so much a story as it is a 500 page poem in which yes, there are boats, yes there are fish (and whales), and yes there is action and drama, but more so, the story reveals the depth of hatred, perseverance, and utter revenge that drive captain Ahab mad. Simply put, in Moby Dick, not much happens. But with imagery like the following, not much needs to:

Aloft, like a royal czar and king, the sun seemed giving this gentle air to this bold and rolling sea; even as bride to groom. And at the girdling line of the horizon, a soft and tremulous motion — most seen here at the equator — denoted the fond, throbbing trust, the loving alarms, with which the poor bride gave her bosom away.

Tied up and twisted; gnarled and knotted with wrinkles; haggardly firm and unyielding; his eyes glowing like coals, that still glow in the ashes of ruin; untottering Ahab stood forth in the clearness of the morn; lifting his splintered helmet of a brow to the fair girl’s forehead of heaven.

So thank you, high school English teachers, whose perseverance certainly did not pay off a decade ago, but pays off down the road. My best hope is that my students will see the value in the education they are receiving, if not now, then when they turn 30.

Kings of Leon – Birthday

The following people are all celebrating their birthday’s today! How many can you name (click on the image to see the answer). If you get all 18, you’re a real pro. (Honestly, I probably would have gotten about 10 correct).

December 30, 1986

December 30, 1984

December 30, 1978

December 30, 1976

December 30, 1975

December 30, 1972

December 30, 1961

(Foreground) December 30, 1961

December 30, 1957

December 30, 1947

December 30, 1946

December 30, 1945

December 30, 1942

December 30, 1937

December 30, 1935

December 30, 1934

December 30, 1920

December 30, 1865

It seems like everybody is giving their Top 10 best films of the year nowadays. Rather than add another list onto this endless pile of already circulating lists, I thought I’d do something different this time. So in this post, I’ll be listing the top 10 films I saw this year that were actually first released in previous years! The only criteria? Did I see it for the first time in 2011, and was it released in year prior to 2011? In other words, yes, The Tree of Life was a great film, but it won’t appear on this list. A big shout-out to Netflix and Flixster for making it so easy to both watch and catalog these films.

10. The September Issue (2008). Just a head’s up: you’re going to see a lot of documentaries on this list, the first of which, is a documentary of the process by which Vogue releases their September issue. So why on earth did this film make it on my Top 10 list if I’m not at all interested in the fashion industry, let alone Vogue magazine. Simply put, The September Issue documents someone (actually two people) who are profoundly good at what they do, and the passion by which they pursue their goals is simply fascinating to watch.

9. Harvard Beats Yale 29-29 (2008). From fashion to football, Harvard Beats Yale 29-29 is another documentary of one particular game in which grossly overmatched Harvard University pulls off an upset-tie with heavily favored Yale. That the title gives away the final score does not in the least detract from the drama of this tale told by the young men involved in the game itself.

8. Dog Day Afternoon (1975). So I knew Al Pacino was a good actor, but I never really knew how good until I began exploring his canon of work from the 1970s. Playing a sympathetic bank robber, Al Pacino manages to carry the whole story on his shoulders as the tension steadily mounts in this drama. I can’t believe that I had never seen this movie until nearly 40 years after its release (the first 6 are forgiven). Definitely a keeper here.

7. The Treasure of the Sierra Madre (1948). As good as Al Pacino is as an actor, Humphrey Bogart is even better. While newer films such as There Will Be Blood explore the darkness of the soul filled with greed, The Treasure of the Sierra Madre reminds us that there are essentially no new questions nowadays. The issues of greed, selfishness, and an unquenchable desire for wealth were fully explored back in 1948 (yes, over 60 year ago!). Absolutely worth watching.

6. Quantum Hoops (2007). What’s a good list without a good sports movie? Quantum Hoops is a documentary which shows the Cal Tech men’s basketball team during a 21-year (YES, 21-YEAR) losing streak. Suffice it to say that these math, science, and engineering majors were not recruited for their basketball skills, but the way that persistence plays into their pursuit of a win is truly remarkable. I’d be very tempted to share clips of this with my students when the temptation to give up seems all too strong.

5. The Boys: The Sherman Brothers’ Story (2009). If you either (a) like music in the slightest bit, or (b) grew up watching Disney classic films, such as Mary Poppins, or The Jungle Book, then you simply must check out the documentary The Boys, which details the story of the brothers who composed the majority of the music for these films. Brilliant story, and obviously brilliant soundtrack.

4. When We Were Kings (1996). Surprise, surprise. Another documentary (and the 3rd sports documentary in this list), this time documenting the Rumble In the Jungle between Muhammed Ali and George Foreman. While I had only seen bits and pieces of the two fighters in Sportscenter clip shows, watching a whole feature documentary on them proved quite amazing as you realize how different these two fighters actually were. A little peek into boxing history!

3. Of Gods and Men (2010). While not a documentary, this scripted drama feature tells the true story of monks who must choose between abandoning the community they were called to serve and staying to face possible death. With all that is dark, dire, and dreary in the world, this is a testament of hope. Of Gods and Men is truly a wonderful film and speaks with both authority and humility about what both faith and resolve can accomplish.

2. Winnebago Man (2010). Jack Rebney was once hired to produce a series of TV advertisements for, you guessed it, Winnebagos. What emerged was possibly the first ever viral videos of a frustrated, angry, and expletive-laden man who was having a really bad day. In this documentary, the legend himself, Jack Rebney is tracked down and asked about his days filming commercials for recreational vehicles. Getting to know this man is just as fascinating as watching the original NSFW outtakes.

1. Mary and Max (2009). By far, Mary and Max was the best film I saw all year (new films included), in which a pen-pal relationship between Australian girl and a New York City man is randomly struck up. The combination of clay-mation, artful storytelling, important themes, as well as a haunting soundtrack by Penguin Café Orchestra produces quite an amazing story that will leave you with feelings from being in pure joy, to being utterly confuzzled.