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Association for Supervision & Curriculum Development
Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom

Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom

by Mark Barnes
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Product Details

ISBN-13: 9781416615064
Publisher: Association for Supervision & Curriculum Development
Publication date: 02/13/2012
Pages: 175
Sales rank: 607,226
Product dimensions: 6.00(w) x 8.80(h) x 0.60(d)

Table of Contents



Chapter 1: Rebelling Against Traditional Methods

Chapter 2: Tapping into Intrinsic Motivation

Chapter 3: Letting Go of Homework and Worksheets

Chapter 4: Teaching the ROLE Way

Chapter 5: Moving from Grades to Feedback: Say It, Write It, Listen to It

Chapter 6: Evaluating While Evolving

Chapter 7: Reviewing Performance

Chapter 8: Testing? No Problem

Chapter 9: Disciplining students? Forget About It

Chapter 10: Joining the Movement: Transform Your School

Chapter 11: Considering the Possibilities



About the Author

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Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom 5 out of 5 based on 0 ratings. 3 reviews.
MlleMScarbrough More than 1 year ago
Absolutely loved this book! Mark Barnes introduces a lot of creative and interesting ways to revamp education in a way that is definitely more meaningful, and consequential to students. While I don't think that his ideas are the end-all be-all for Education, I definitely think that all teachers can benefit from at least some of the things mentioned in the book. I particularly like how he develops points on a Year Long Project, feedback, grading, and conferencing with students. I have tried the conferencing and am planning to implement the YLP and removing grades for the next school year. The conferencing/ feedback in particular I love because it has totally changed how my students and I communicate. I highly recommend this book!
Anonymous More than 1 year ago
This is a great book about not only what is wrong with education, but how we can change it for the better.  
Booknut62 More than 1 year ago
It’s not just businesses that are still caught in outdated assumptions about performance and motivation. Schools are caught in that same time warp too. Much of how our classrooms and schools are structured and operate are designed to take advantage of extrinsic motivation, and we are finding that in the 21st century, this structure and way of operating no longer works. But the question is, how can we transform our schools so that they no longer operate under these outdated assumptions about student potential,  student performance, and student motivation? If one were to make a list of how our schools still operate and what these faulty and obsolete assumptions about education and schooling are, that list would look somewhat like this. · Students are motivated by grades. · Students are incapable of directing their own learning. · Classrooms (and schools) must operate under strict control with specific rules and consequences governing student behavior. · Teachers are the primary dispensers of learning in the classroom. · Education is something “done to students” rather than something in which they engage. If these basic assumptions about classroom operations and education are faulty, what would would 21st century assumptions about how classrooms and school operations look like? In other words, what would a classroom or school operating under the principles described in Daniel Pink’s book, Drive: The Surprising Truth  about What Motivates Us look like? Perhaps educator Mark Barnes provides with some answers to that question in his new book ROLE Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom. In ROLE Reversal, Barnes describes what he terms a Results Only Learning Environment or ROLE. As the name implies, in a ROLE the focus is entirely on results, or student work. Also, in this environment, the principles of fostering intrinsic motivation described by Pink are implemented fully. According to Barnes, a ROLE basically upends many of the traditional assumptions about education and learning. Here’s some of ways these traditional assumptions are upended. In a ROLE, or Results Only Learning Environment: · Grades and grading systems are replaced with a “narrative feedback system” that focuses specifically on student work and improving that work. In Barnes’ result-only classroom, teachers do not use numerical grades to provide feedback because numerical feedback systems fail to provide feedback students need to improve their performance. Instead, students are given extensive, comprehensive, and ongoing narrative feedback on their work. This feedback is specific and can be used by the student for work improvement. In ROLE Reversal, Barnes shows teachers how to provide this kind of feedback. · Instead of teacher-directed learning activities, students are given broad, long-term projects to complete, and they make the daily decisions on how to complete those projects. The intrinsic motivation model described by Pink demands that autonomy be employed to engage people in the tasks at hand. Under Barnes’ results-only classroom model, students engage in six-week long projects that provide a great deal of choice, or autonomy, on how and what is learned and when. Autonomy is a built-in component of his results-only classroom practice. · Classroom rules and consequences are jettisoned and the use of opportunities to engage in meaningful work, collaborating with peers, and trust/respect are used instead to manage classroom behavior. Too often, classrooms become more about focusing on the enforcement of rules rather than the learning students are being asked to do. In Barnes’ results-only classroom, behavior is managed through well-designed, engaging, and collaborative learning projects that leave students little time to engage in problem behaviors. Also, the results-only classroom described by Barnes fosters a high-level of respect and trust that makes having rules and consequences less necessary. · Teachers are no longer the “dispensers of information/learning.” According to Barnes, in a ROLE, teachers become coaches and facilitators of student learning. In the results-only classroom, teachers step away from the front of the classroom and spend more time facilitating student learning and coaching students on their work. Teacher-centered activities like worksheets, quizzes, and homework are jettisoned. Instead, students engage in long-term, meaningful activities that challenge them. · Education and learning moves from being something done to students to something in which students actively engage in on a daily basis. The 20th century traditional model of education is very much still with us. The heart of that educational philosophy and model sees education as a process by which we subject students to, in order to add value determined by test scores. Under Barnes’ result-only model, education and learning is something students actively engage in every day. They are active participants in their learning. For the teacher and school leader looking for a model of learning that truly captures Daniel Pink’s principles of intrinsic motivation---autonomy, mastery, and purpose---Barnes’ book ROLE Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom offers just such a model. Best of all, Barnes results-only classroom offers the kind of classroom in which students achieve at higher levels. I highly recommend Mark Barnes’new book, ROLE Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom published by ASCD. This book would make an excellent book study to foster discussions in schools about how we can move toward the student-centered schools and classrooms we so desperately need in the 21st century.