"The commands of the government must be obeyed by all."
"We ain't a sharp species. We kill each other over arguments about what happens when you die, then fail to see the ******* irony in that." - Justin Halpern
And the right objects when efforts are made to implement once they realize that national standards require some level of federal input. Once they hear that, they start screaming "Federal Takeover!!"
2. Instead of kids coloring cute owls with owl stories for a fall bulletin board, they're coloring bar graphs showing their progress on academic tests. Instead of engaging, encouraging, happy bulletin boards -- we have to list objectives and Common Core standards in our rooms. Why? Not because it helps the kids - because some bureaucrat who has never taught before thinks it's a good idea.
3. Zero creative writing - ZERO.
4. A massive reduction in fiction --- fantasy, mystery, fairy tales, ---- the kinds of books that reel in 80% (my estimate) of kids to becoming lifelong lovers of reading.
5. Huge data collections on every student.
6. Much less time to teach and much more time documenting, assessing, evaluating and filling out paperwork.
I could go on, but I'm trying to eat lunch.
Last edited by Josie; 11-07-13 at 12:17 PM.
if they were easier, 'dumbed down' standards, i believe the scores would instead have elevated
yes, coloring an owl instead of a graph is going to so 'dumb down' our kids [/sarcasm]2. Instead of kids coloring cute owls with owl stories for a fall bulletin board, they're coloring bar graphs showing their progress on academic tests.
let's first teach them to read and write. once they can do that, let's go onto something creative3. Zero creative writing - ZERO.
let's instead expose them to MORE non-fiction - you know, factual information. the stuff which makes possible STEM careers and will assist them into adulthood4. A massive reduction in fiction --- the kind of books 80% of kids learn to love reading with.
i agree with this. if we have no idea how johnny is performing then we will continue to socially graduate kids who cannot read, write, or perform basic math5. Huge data collections on every student.
the problem i have with this data is that we will not be using it to ability group the teaching of our kids. we hold down the smart ones in the hope that their presence in the class room will enhance the knowledge of the dumb ones. it doesn't work that way. now that we can distinguish the fast learners from the slow learners, let's put them in ability grouped classes
the technology is there. seven years ago my son developed software which would allow a teacher to use her smart phone (then there was no iphone, it was itouch) to grade papers. to place that data in each student's efolder, and to identify which questions were missed by the student so the teacher could provide individual help to each student on the material they had not mastered. it would also graph which questions were most missed by the class to allow the teacher to see if the material needed to be presented before the class in a different manner. while he could not get the school system to return a phone call, regarding his desire to give them the software he developed, the teach for America teachers who participated in the evaluations refused to give their devices back. they had become that used to the benefits of the system he had developed. the point is, there IS technology out there to substantially eliminate these time consuming tasks from the teacher's day. there just needs to be a will to identify and apply the available technologies6. Much less time to teach and much more time documenting, assessing, evaluating and filling out paperwork.
look forward to responding to any additional pointsI could go on, but I'm trying to eat lunch.
Common Core State Standards Initiative | English Language Arts Standards | Writing | Grade 6
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-Literacy.W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA-Literacy.W.6.3e Provide a conclusion that follows from the narrated experiences or events.Untrue4. A massive reduction in fiction --- fantasy, mystery, fairy tales, ---- the kinds of books that reel in 80% (my estimate) of kids to becoming lifelong lovers of reading.
Common Core State Standards Initiative | English Language Arts Standards | Anchor Standards | College and Career Readiness Anchor Standards for Reading
If you're going to insist you're some kind of expert on CC standards and educational policies simply because you're a teacher then it would probably be better if you didn't consistently misrepresent the standards or the factsTo build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.