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Role Reversal: Achieving Uncommonly Excellent Results in the Student-Centered Classroom, by Mark Barnes
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Want to make your students more responsible for their own learning? Want to create an academic environment in which students thrive and develop a genuine thirst for knowledge? Want to improve your students’ standardized test results but avoid a “teach-to-the-test” mentality that throttles creativity and freedom?
In this book, Mark Barnes introduces and outlines the Results Only Learning Environment—a place that embraces the final result of learning rather than the traditional methods for arriving at that result. A results-only classroom is rich with individual and cooperative learning activities that help students demonstrate mastery learning on their own terms, without being constrained by standards and pedagogy.
By embracing results-only learning, you will be able to transform your classroom into a bustling community of learners in which?
* Students collaborate daily on a number of long-term, ongoing projects.
* Students receive constant narrative feedback.
* Yearlong projects target learning outcomes more meaningfully than worksheets, homework, tests, and quizzes.
* Freedom and independence are valued over punitive points, percentages, and letter grades.
* Students manage themselves and all but eliminate the need for traditional classroom management.
Learn how your students can take charge of their own achievement in an enjoyable, project-based, workshop setting that challenges them with real-world learning scenarios—and helps them attain uncommonly excellent results.
- Sales Rank: #262403 in eBooks
- Published on: 2013-02-09
- Released on: 2013-02-09
- Format: Kindle eBook
Review
A "2013 Best Professional Book" -- Teacher Librarian
"This is a brutally honest account of Barnes's mistakes and successes as a teacher, and a helpful guide for new and veteran educators seeking to excite students about learning and mastering 21st-century skills." - SpinEdu.com
From the Author
For more than a decade as an educator, I used traditional teaching methods - lecture, worksheets, homework, multiple choice tests and grades. My bored students hated this, and there wasn't a ton of learning. Then, after a remarkable summer of research and discovery, everything changed. I eliminated all of the traditional teaching methods, replacing them with exciting yearlong projects, digital learning strategies, daily collaboration and narrative feedback. I even stopped grading! What happened was truly life altering. My students became independent learners, eager to find information and share mastery skills with me and with their peers. Best of all, learning became fun. Role Reversal is the culmination of an incredible journey and an outline of what I call a Results Only Learning Environment, a classroom that kids call "cool" and that any teacher can easily create.
From the Inside Flap
Want to make your students more responsible for their own learning? Want to create an academic environment in which students thrive and develop a genuine thirst for knowledge? Want to improve your students' standardized test results but avoid a "teach-to-the-test" mentality that throttles creativity and freedom?
In this book, Mark Barnes introduces and outlines the Results Only Learning Environment a place that embraces the final result of learning rather than the traditional methods for arriving at that result. A results-only classroom is rich with individual and cooperative learning activities that help students demonstrate mastery learning on their own terms, without being constrained by standards and pedagogy.
By embracing results-only learning, you will be able to transform your classroom into a bustling community of learners in which
* Students collaborate daily on a number of long-term, ongoing projects.
* Students receive constant narrative feedback.
* Yearlong projects target learning outcomes more meaningfully than worksheets, homework, tests, and quizzes.
* Freedom and independence are valued over punitive points, percentages, and letter grades.
* Students manage themselves and all but eliminate the need for traditional classroom management.
Learn how your students can take charge of their own achievement in an enjoyable, project-based, workshop setting that challenges them with real-world learning scenarios and helps them attain uncommonly excellent results.
Most helpful customer reviews
7 of 7 people found the following review helpful.
Role Reversal
By Caitlin Miller
The book, Role Reversal, written by Mark Barnes describes results only learning environment (ROLE). This is a nonfiction book written to help educators create a ROLE classroom at their school. Barnes is a middle school language arts teacher, and has been teaching for sixteen years. He switched to a ROLE classroom after his seventh year teaching, and has not looked back since.
In a results only learning environment, Barnes implements five guidelines. These guidelines are; no homework, no copying of anything from a textbook or a whiteboard, no tests or quizzes, no classroom rules, and students choose much of what they learn and how they learn it. Barnes does not assign any points or percentages to any assignments, and has the student decide their grade at the end of the grading period in a one-on-one conference. He claims that in this type of classroom only three things matter; production, feedback, and change. The whole idea behind this type of classroom is to dive into the students' intrinsic motivation, and make them want to learn the material presented in front of them. Barnes hopes that in this classroom the students will want to learn, instead of doing assignment for a simple grade.
In order to teach the ROLE way, teachers must incorporate a few strategies in their classroom, beginning with project-based learning. The first one is to incorporate a year-long project for the students to complete. Barnes lets students choose what they read, what they will create from this book, and how to do this all on the Internet. Integrating technology is essential within a ROLE classroom, and this will help give the students choices on their assignments. Barnes also explains the importance of feedback for the students, and how students can change their assignments due to this feedback.
I personally did not enjoy reading this book, because I feel that some of the strategies he uses cannot be used in every classroom. However, there were some concepts that I agreed with. The first concept being having students become fulfilled with intrinsic motivation for learning, not just to obtain a good grade in the class. I feel that this can be done with engaging lessons, and connecting the material you are teaching to the students' everyday lives. I believe that with this connection students will want to be in your classroom everyday wanting to learn. I also agree with Barnes on his no worksheets rule because there are different ways to go about this. Personally I believe that graphic organizers are the greatest tools a student can use. I also enjoy the idea of a year-long project, and having students work on this throughout the year. I agree with giving students consistent feedback and having them re-do assignments and turn them in, but I believe this is more efficient if the student knew their grade before re-doing an assignment to boost their grade. The things I disagree with Barnes is I feel this model of teaching does not prepare students for college or career orientated positions. I loved that he had one-on-one dialogues with students regarding their progress, and as an instructor I do that weekly. Also, Barnes has the students decide their own grades, which I disagree with completely. Student's grades must be earned, and this is a lesson they will learn with for the rest of their life. Anything a student want they must earn. I also disagree with the idea of having no rules or procedures in the classroom. My particular students need to have this structure in the classroom, otherwise there would be chaos everyday and no learning would occur at all.
The ideas in this book are prevalent to all educators. These ideas can be achieved in different ways, however I believe that the ROLE classroom isn't made for everyone. I would recommend the ides of acquiring intrinsic motivation are done well in this book, but the methods of achieving intrinsic motivation make myself skeptical. All educators can learn something from this book though, like the year-long project.
1 of 1 people found the following review helpful.
'ROLE Reversal' is for the truly innovative educator at heart
By Curtis Merlau
This non-fiction text, Role Reversal, explores one teacher's journey of reinventing his classroom into one that would turn the more reluctant learners into knowledge-thirsty young adults. Mark Barnes writes about casting off 16 years of 'my way or the highway' teaching for a student-centered approach he calls ROLE (Results-Only Learning Environment) that embraces the end-goal of learning vs. focusing on traditional practices. Barnes gives special consideration to rapport building, cooperative learning, assessment, and classroom management (Kindle 113).
Role Reversal challenges educators to wad up worksheets, pitch the grade book and say good by to homework forever to achieve uncommonly excellent results. Barnes refers to these traditional methods as barriers to true student learning and thus mastery.
Mark Barnes is now a 20-year classroom veteran and creator of ROLE. While implementing ROLE in his classroom, Barnes integrated K-12 web technology to revolutionize student instruction. After a summer of reading taught Mark about the successes of 'Results-Only Work Environments' and effective instructional strategies to engage learners at an entirely different level.
The ROLE system Barnes outlines in this text combines familiar elements such as - autonomy, collaboration, elimination of rules/consequences, narrative feedback, and project-based learning (Kindle 176).
For an educator, teaching the ROLE way means:
1. incorporating a year-long project
2. talking less
3. building choice into all activities
4. converting to a workshop setting
5. integrating technology
Essentially, a ROLE approach takes a learning objective and uses multiple ways to demonstrate meeting the objective. Most important, students rely on narrative feedback vs. a grade in the grade book to evaluate their work. Throughout the book, Barnes provides project examples, activities, and evaluation methods any teacher can use. Beyond the anecdotical evidence provided, Barnes supports his claim that ROLE students perform better on standardized tests than students from a traditional classroom all without teaching to the test.
Environment is an important aspect of a ROLE classroom - it supports an authentic community of learners. Students are intrinsically motivated through an environment of mutual respect and trust. Barnes completely tosses the traditional list of rules found in traditional classrooms (along with the extrinsic motivators). Barnes states that, "...students in ROLE decide how to demonstrate mastery of learning outcomes without being constrained by standards and pedagogy" (Kindle 154). Basically, Barnes tells teachers to get out of the way of student learning.
Barnes's use of evidence to support his approach makes ROLE a reform worth talking about. For educators that are on a quest for effective methods to change pedagogy this book is necessary. For me, this book challenged me to think hard about traditional practices their impact on student learning. ROLE provides a student-centered approach to instruction unlike anything I have read before. Though the isolated practices of ROLE are nothing new, the way in which Barnes has combines these practices something worth reviewing. The book provides a strong model along with real examples and a framework for implementation which makes it a worth-while read.
I'll admit at first I really questioned the validity of this book as well as the author's approach. As I reflected, I realized that what this author was sharing was exactly what I wanted for my own students. As I read his statements challenged my thinking and made me question my loyalties to the old way of doing things. To truly be transformational we, as educators, must be relational. In order to be relational we must remove the barriers that have, for too long, stifled sound instruction. I appreciated that Barnes recognized student performance on standardized tests. For me, in order to be effective it ought to result in strong results on a basic skills test while also preparing students for the 21st century - a ROLE classroom does just that.
I was most struck by the author's statement towards the end of the book, "I have made a commitment to do what I know is best and what truly impact student learning" (Kindle 2353). A ROLE classroom is one that replaces traditional methods with student-centered methods intended to empower rather than encroach on learning.
1 of 1 people found the following review helpful.
Role Reversal: Some great ideas, some not
By Sean
The book Role Reversal is written by Mark Barnes, a 20 year middle school teacher who taught and wants to help teach people based on student centered learning strategies. As a pre-service teacher I like the fact that the author has a lot of teaching experience which makes me feel more of a connection then if it was just some administrator or someone that has not actually taught in a classroom. Ever since he has switched to student centered learning he has devoted his time to trying to help other teachers make the switch.
In this book Barnes goes over five basic rules to create a student centered classroom. Students have no homework, no tests, no quizzes, no rules, and they choose what they want to read as well as no coping information from a textbook or from the board. Students are given feedback frequently throughout the year and instead of percentage grades, they meet with the teacher and discuss what the teacher and student think that student should be given what grade based on effort and improvement. With this, Barnes hopes that students will work on assignments not for a grade, but based on that they intrinsically want to learn and better themselves in something they are interested in.
I enjoyed parts of this book, and believe that it is important to create student centered learning in the classroom, but some of the suggestions he gives is a little to vague and personally I did not think they would be effective in certain classrooms. While no rules can help with older students because most already come to school with a set of common courtesy and understandings of how other people thing, younger children need some structure and rules in the classroom to help create good behavior. In addition, this would work with very well behaved students that come from a background where grades were never much of an issue, I feel the no grades until the conference at the end can backfire for students that depend on grades to drive them to work harder, as well as students that did not care about grades, and now see this as no punishment of not doing an assignment until the school year is over.
While some of these lesson suggestions and strategies can work effectively in older classrooms, Barnes does not provide enough evidence for me on how effective these strategies can work for younger classrooms as well as poverty based schools.
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