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Thread: Common Core lessons blasted for sneaking politics into elementary classrooms

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by sangha View Post
    In the example we were discussing the kid isn't getting credit for "participating". The kid is getting partial credit for demonstrating that they understand part of what they were taught.
    Yes, I know. I wasn't referring to your example.


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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by TML View Post
    I'm not saying its necessarily unique, I'm simply saying its a poor standard to give credit to young children for getting the wrong answer to a question as logical as mathematics.
    What??? Kids will get marked down for correct answers if not explained in written form. That means the math formula and answer are correct but in a constructed response they need to write out the step by step procedure. Kids don't get credit for wrong answers.

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by rabbitcaebannog View Post
    What??? Kids will get marked down for correct answers if not explained in written form. That means the math formula and answer are correct but in a constructed response they need to write out the step by step procedure. Kids don't get credit for wrong answers.
    This is true. But it's also not something that's new. When I taught 3rd grade a few years ago they had to do that too.


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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by rabbitcaebannog View Post
    What??? Kids will get marked down for correct answers if not explained in written form. That means the math formula and answer are correct but in a constructed response they need to write out the step by step procedure. Kids don't get credit for wrong answers.
    Getting “marked down” for correct answers if not explained in written form is a good, and strong, standard that demands they know how and why the answer is correct, as opposed to giving credit for showing your work, regardless of if the answer is correct.
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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by Josie View Post
    This is true. But it's also not something that's new. When I taught 3rd grade a few years ago they had to do that too.
    What kind of assessment did you use?

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by TML View Post
    Getting “marked down” for correct answers if not explained in written form is a good, and strong, standard that demands they know how and why the answer is correct, as opposed to giving credit for showing your work, regardless of if the answer is correct.
    I think you missed my point. You have to explain your answer regardless, but only get credit if the answer is correct. With that said, they will not get full credit for correct answers unless the verbal part is also fully developed. So, you may have a math genius who can solve math problems using formulas rather easily but suffers weaker language skills (which effects written language) who will no longer receive full credit for his mathematical skills. Someone like Einstein would have been deemed below the standard due to his weak language skills even though he had outstanding visual/ spacial/ perceptual skills. That was the whole point of the article about China. High test scores coupled with low innovation. What if you have an exceptional person in a particular area deemed not good enough to receive proper merit? Outside the box thinkers may not at all be good test takers or even students for that matter. Some of our most innovated people in the US didn't even finish college because they were doers. Schools should be encouraging creative thinking not test taking skills!!!

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    It's not just Bill Gates or Steve Jobs who didn't earn degrees. Here is a list of 19 innovators in the US who do not have college degrees. Most Successful College Dropouts - Business Insider

    As an aside, I'm not promoting that a college degree is insignificant. Just trying to prove my point that high stake test are dangerous and should NOT be used for high stake decisions. Also, Schools should not be made into test taking factories. We have lost our vision.

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    One correction from my last post. They were doers that did not fit a mold.

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    It looks like our job may be done here, at least for now.

    It has been established that the big tests have created a test centered curriculum that actually serves no one well, that the whole idea was started as a way to make money for people with connections, and that over reliance on test scores makes for poor decision making.

    So, the lovers of the test scores have momentarily gone away. When will they resurface, once again wringing hands and telling the world that our public schools suck due to the test scores that they've seen, and that the schools are indoctrinating children in some liberal mind control plot?
    "Donald Trump is a phony, a fraud... [he's] playing the American public for suckers." Mitt Romney

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    Re: Common Core lessons blasted for sneaking politics into elementary classrooms

    Quote Originally Posted by rabbitcaebannog View Post
    I think you missed my point. You have to explain your answer regardless, but only get credit if the answer is correct. With that said, they will not get full credit for correct answers unless the verbal part is also fully developed. So, you may have a math genius who can solve math problems using formulas rather easily but suffers weaker language skills (which effects written language) who will no longer receive full credit for his mathematical skills.
    that is not how i understand it based on a brief discussion with a HS math teacher this summer regarding the new CC standards. he stated that the math exam is now a two-part test. the students first are given an array of problems and are directed to explain the process they would use to solve those problems. the second segment is the more conventional test when the math solutions are performed. while it imposed more work - and time requirements - the teacher noted that he views this as a better testing instrument since it allows an assessment of the students' true understanding of the material presented

    Someone like Einstein would have been deemed below the standard due to his weak language skills even though he had outstanding visual/ spacial/ perceptual skills.
    another outcome - today - might be that Einstein's verbal shortcomings could have been identified and addressed early, enabling him to even better articulate the deepest thoughts that he may have been unable to otherwise convey

    That was the whole point of the article about China. High test scores coupled with low innovation. What if you have an exceptional person in a particular area deemed not good enough to receive proper merit? Outside the box thinkers may not at all be good test takers or even students for that matter. Some of our most innovated people in the US didn't even finish college because they were doers. Schools should be encouraging creative thinking not test taking skills!!!
    why not both ... or is that too far out of the box?
    japan has long been instructive regarding the culture's deep skills to enhance but weak ability to innovate. and i would posit that it stems from cultural thinking; one that says 'the nail that sticks up gets hammered down'. homogenous thinking/acting is instilled into their kids from birth. the individual is expected to sacrifice for the whole. our culture's attitude is quite different. we praise those who differentiate themselves from the pack. my point is that test taking skills are not the difference in approach. it is cultural distinctions. we should not hinder those traits which allow our people to develop in unconventional/out-of-the box ways. but neither should we hinder the development of skills - especially STEM skills - which will provide our kids the personal toolbox to use to develop innovations. and testing is the mechanism to allow the teachers to assess which of the students can go forward to master more difficult material and which require remedial instruction essential to have the understanding necessary to proceed toward more difficult study. without such testing, we find the schools teaching to the lowest common denominator ... a tragic practice which slows the development - and love of learning - of the brighter students
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