2D to 3D- Teaching Past the Cross-Section

I had a fascinating conversation with my daughter today. She is 28, well-educated, open-minded and growth oriented. She has a Masters' degree and is very successful in her field of integrated technology. She sees things as cut n dry and precision as action, and values the accuracy of words. The world makes sense because it is logical and has limits, but she also sees it as fluid and evolving. The merging of these two, seemingly diametrical points of view, keeps her very level headed and focused. Let's just say she is not overly emotional. She thinks about things very reasonably. She is a problem-solver.

We started taking about education and the present situation in Albuquerque. The cities school district is losing about 35% of their teachers this year, due to rigorous evaluations, micro-managing and salary deficiencies. She asked me "Why would anyone teach to a test? I understand you want high test scores, but they have to know that taking creativity away from teachers is not going to work, especially when it comes to making learning fun for kids."

The radio was on and a teacher, whose husband is in the military, who has taught in many different countries, is explaining that here in Albuquerque, is the worst treatment of teachers that she has seen. The interviewer asks her why?

The teacher explains, "Teachers need to be themselves. They became educators to help students, to create a future of thinkers, not a generation of test-takers."

We look at each other, nod and in unison say "You got that right."

Then my daughter continues, "Teaching to the test is very 2D. Rote memory never works, especially, when you can simply look it up on google. No wonder teachers here are giving up."

She said deflated, as we parked outside of Fire House Subs. Then she continued as we exited the car.

"In college, I loved getting the rubric...no the syllabus I mean, where it told you exactly what you needed to know. You had 5 homework grades totaling to 30% of your grade, two tests adding up to 50% etc. It really was helpful information when you were budgeting your time between 5 classes. Oh, this week I only have time to do this much work, so in this class projects are worth more than an assignment in that class, so I guess I will skip that assignment. Very cut n dry."

I replied. "You can't really do that with K-12 because then they are put into a 2D mindset. They will just use rote memory and not be able to take the information and translate it to 3D. Students need to see all the angles and perspectives. That is when real learning is happening. In college its different, you have learned how to think for the most part, at least most college students, so you can just stick to a simple syllabus, to guide your focus. But its what comes beyond that schedule, that agenda, that matters most in K-12."

"2D to 3D that is key right?" she said. "I was always confused by Biology in college- they would show us slides of cross-sections of cells, I always saw them as 2D and am still curious as to what these parts look like beyond the edges. This vein, does it curl back around, or does it connect to something else? I always felt like something was missing."

"That is the difference between K12 and college, you have to take it from 2D to 3D for younger students. Cells, for example, instead of having my students just look at slides of organelles and prokaryotic and eukaryotic cells, I also have them make 3D play-doh models, of the organelles. To see how the 3D structure correlates to its 2D function. Take a definition and apply it into a 3D setting. If we memorize a bunch of facts, the edges will limit us. But, if we can see the organelle from all angles, then the shape, the way it fits into the cell, that meaning becomes visual, rather than just rote memory of scientific jargon."

"So true, I can see that," she said. "If that is true, then why are so many school districts reverting back to a 2D mentality? If teachers don't have the opportunity to teach how they want, be creative, how can we make sure our children are getting what they need?"

"Unfortunately these standardized tests have way too much priority. Numbers and data. Funding and accolades, respect and ratings, all come from this data. So teachers are forced into a box in order to guarantee districts and schools positive reviews." I took a deep sigh. "Its like bad acting, even the best script cant help the movie from feeling bad, if the acting is not good. Also, if the script is too simple or badly written, the movie will be boring and very much forgettable. This is teaching to the test. A bad movie."

"So, how do we get the drab, mundane movies to become action flicks?" she looked deflated again. "How can we make these producers of sorts, these advisers and board members, these figure heads who are only looking at the bottom line, to see that is approach doesn't work?"

"It is difficult to do, if the bureaucrats, for lack of a better way to put it, refuse to listen. But, many school districts, maybe not Albuquerque, but others are slowly becoming more innovative and open-minded." I sighed deeply. "Teachers have to demand a voice. They have to, even with the most oppressive regulations, find a way to make learning interesting and fun for students. Educators have to bring change either loudly with action or quietly with inner classroom innovation. But we have to keep bringing the change, talk to each other, collaborate and together, make our classrooms the focus, this is the only way we can make sure children are getting what they need to be productive members of society."


"I wanted to be a teacher, remember, this kind of backward, oppressive thinking is steering my generation away from education." She says frowning, "We are going to run out of highly qualified, passionate teachers if the 'establishment' doesn't get their head out of their ass."

"Yep, but as a teacher, I am getting out there on Twitter and such and just keep spreading a positive message. There are many educators who are the voices of reason, positive voices of change. This is what will eventually bring the biggest and most dramatic progress into the field of education- one loud, united voice of educators, thinking beyond the edges, outside the 2D and into the 3D. We definitely need both. We need the data and the action. But we can't rely on the mere knowledge, we also need the application of that knowledge.

We have to move beyond the cross-section and tackle the whole specimen. This is happening every day in classrooms across America. It is the openness and positive exchange that is starting the rumble. Eventually, the rumble will become a shake and then the old will collapse and the new will be constructed."

We smile, a little more optimism, the exchange brought hope, to me for sure. This made me realize that the conversation goes way beyond educator circles. It is a topic of discussion between parents and their children. It is slowly finding an energy beyond social media and radio interviews. It is spoken of in coffee houses and sandwich shops.

"I can hear the rumble," she says. "Can you?"

I look her in the eyes, proud of this conversation, "Now I can."