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Penny Arévalo June 17, 2014 at 02:13 PM
Thanks for posting! I'll add to the fire-street closure story
DR. Tim Scully July 06, 2014 at 11:43 PM
An interesting aspect of introducing the Common Core is that Administrators and Teachers for theRead Morelas t twelve years have been trained or brain-washed to believe that there is only one method of teaching and one method of accurate assessment - Direct Instruction and regurgitive simple bubble or check the box responses. There was little if any emphasis placed on multiple methods and varied assessments. The administrative cohorts marched out of Education schools with next to zero understanding of curriculum and basic learning. Teachers marched close behind with the confidence that there is only one right response to any question and it was most probably written in bold face in the teacher's edition of a text. Two examples actually experienced in the classroom with newly minted teachers went like this. Teacher #1 Teaching World History to a class of 38 Hispanic students was dealing with the French Revolution, Russian Revolution, and the American Revolution in what was a very long trudge. A boy raised his hand and asked, "When are we going to study the Mexican Revolution?" After a short period of thought the teacher responded, "We are not going to study the Mexican Revolution because it is insignificant and unimportant." The next young lady was far more shrewd. She covered 80 American History Standards with one Worksheet. It had four columns titled: Who? Where? When? Why? It had twenty rows. In each row she filled in one of the boxes with an answer. The kids had 50 minutes to find the answer to each box. The next day the class went over the worksheet. The following day was the test where another identical worksheet was handed out. This time a different box was filled. The kids had to fill in the remaining sixty boxes. Seventy percent was the passing grade with a "D". Eleven kids got 42 or more correct. The highest score was 51. This was the lone "B" grade. Both teachers came from prestigious university schools of education and are considered "High Quality". This shake-out and probable do over regarding teacher tenure, dismissal, and quality of instruction will be difficult to avoid the wrong roads taken in the past and the building of new roads that serve children the best.
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