tag:blogger.com,1999:blog-25541994.post5139303535197372281..comments2023-05-14T05:55:12.604-04:00Comments on D-Ed Reckoning: Good Idea, Dopey ImplementationKDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-25541994.post-82575834932018828302007-05-21T10:55:00.000-04:002007-05-21T10:55:00.000-04:00Because 15 minutes of "traditional" math can sensi...Because 15 minutes of "traditional" math can sensibly reteach the fluffy reform math that you just spent an hour teaching.<BR/><BR/>riiiiight.<BR/><BR/>My district has a 60 minutes reform, 30 minutes traditional approach. I tend to flip it or do as little reform math as possible. <BR/><BR/>As someone who has taught upper grade math, I can tell you that reform math does nothing but hurt the students the further they progres.<BR/><BR/>mydesk.wordpress.comMrs. Nhttps://www.blogger.com/profile/14250579324753451669noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-28679640046612962282007-05-18T10:25:00.000-04:002007-05-18T10:25:00.000-04:00I was a little irked to read a textbook by Borich ...I was a little irked to read a textbook by Borich "Effective Teaching Methods." He says standards (values that give sense of direction) are very vague in order to make everyone, including the taxpayer, feel better. Goals identify what will be learned. And Objectives are the specific behavior to be attained (measurable learning outcomes with identified conditions). So technically Oregon has reasonable standards. I'm with you, I think standards should be objectives. How in the world will a state, school district, or even a school know what will be measured on a state standardized test if they aren't given objectives?harriska2https://www.blogger.com/profile/17226608221340271931noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-11602994406493051392007-05-17T14:04:00.000-04:002007-05-17T14:04:00.000-04:00@dickey45Standards -- or what I call objectives --...@dickey45<BR/><BR/>Standards -- or what I call objectives -- define what students should know and be able to do. Before determining what curriculum and methods to use, you must define the objectives. These can be standardized.<BR/><BR/>With standards in place Seattle, which according to the article already had school-based autonomy, should have been able to easily to discern what was working and what was not. Yet, they have been mired in math controversy for years.<BR/><BR/>By standardizing the objectives, School A could use reform math, and School B could use traditional, and parents would be able to choose which school to send their child. Merging both into one lesson hasn't settled the debate. Better than, to provide choice and hold both to accountable to the same standard. <BR/><BR/>The fact that kids entering middle and high schools with different skills means that the objectives weren't defined. This is another seeming mistake in Santoro's approach: she is making decisions in a bottom up approach. <BR/><BR/>The article states changes to high school math programs are "still months off". If you don't know what is expected of high school mathematics, you cannot properly determine the objectives for lower grades.dweirhttps://www.blogger.com/profile/01579315039135326834noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-35769977710236120102007-05-17T13:31:00.000-04:002007-05-17T13:31:00.000-04:00This week in a conference with my son's third grad...This week in a conference with my son's third grade teacher, I learned she feels the county's curriculum does not match up with the state standards set forth by Virginia. <BR/><BR/>When I commented on seeing holes in my son's math knowledge, she admitted that she too had seen gaps in almost all of the third grade students. She said, "It is across the board."<BR/><BR/>Now, the state test is next week. My son will do fine, but my husband and I have had to work very hard to close the major holes. He has improved vastly since the beginning of the year because of us and the fact he attends KUMON.<BR/><BR/>I wonder how many more kids do well on these state tests because their parents tutor them or have them tutored? I am betting it is a lot.<BR/><BR/>And yet, the school touts their high scores. It is a ridiculous game.PaulaVhttps://www.blogger.com/profile/16739268887887184465noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-67282515708671661782007-05-17T11:44:00.000-04:002007-05-17T11:44:00.000-04:00Curriculum and standards seem to be me to be insep...Curriculum and standards seem to be me to be inseparable. For instance, let's just look at math facts. Most reform programs don't teach it (I suspect part of the 15 minutes is for just that). How about teaching division?<BR/><BR/>Standards also equate to state testing.<BR/><BR/>1. Show two ways to divide 4 into 20. Explain your answer.<BR/><BR/>2. 20 divided by 4 equals:<BR/>a. 3<BR/>b. 5<BR/>c. 6harriska2https://www.blogger.com/profile/17226608221340271931noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-35755265544722595592007-05-16T11:22:00.000-04:002007-05-16T11:22:00.000-04:00I agree that a district should have a unified set ...I agree that a district should have a unified set off objectives. But this doesn't necessarily mean that the curriculum materials need to be uniform.<BR/><BR/>There are some parents who want the reform curriculum. And there are others who don't. A district that large should be able to provide a choice. The mistake that I see mixing the approaches in what seems to be an arbitrary manner.dweirhttps://www.blogger.com/profile/01579315039135326834noreply@blogger.com