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View Diary: The CCSS Stampede: Trampling Why, What, How We Teach (9 comments)

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  •  There is already a common core to our education (1+ / 0-)
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    plthomasEdD

    it's called "television advertising."  At any rate:

    Education is not to be done to students, not to be done for students, but to be done with students. Words matter.
    plthomasEdD's plea here is that we take this principle seriously enough that we place it BEFORE our ideas about curriculum.  We can decide to place any X, Y, and Z we want before students -- the fact of the matter is that, regardless of the straitjackets in which we place their responding behaviors, they are perfectly free to not learn any of it and to reject our entire curricular frameworks in sum.  No "No Child Left Behind" or "Common Core" is going to change that reality.

    "On the sidewalk the people are hustling and bustling/ They ain't got no time so they think on the thing/ That will fill in the space in between birth and death" -- Donovan Leitch

    by Cassiodorus on Sun Dec 02, 2012 at 11:19:47 AM PST

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    •  Well, you can have conversations about tv, but... (2+ / 0-)
      Recommended by:
      radical simplicity, maf1029

      I think what I mean is that the reason Common Core sounds so good when its not deeply examined is that there are certain basics.  Arithmetic, map skills, a sense of chronology.  Looking at ideas without at least a rudimentary context is a recipe for a conversation that goes nowhere.

      What I'm saying -- badly, I grant you -- is that the best way to deal with the common core enthusiasts is to point out that a core shouldn't take up a major percentage of the process.  The apple is the analogy.  The core contains the seeds for more apples, but the nutritious part is outside the core.  So you agree there should be a core, and then strip it down to the seeds that everyone agrees on with the goal of teaching it taking no more than a small percentage of the school year.  Maybe a third in the elementary grades, sliding down to a fifth or less in the higher grades.

      •  Essential learning for the whole day, every day! (3+ / 0-)
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        sillia, plthomasEdD, maf1029

        The problem is that if it is merely coercive schooling, the essential learning that will take place will for the most part be learning in "how to cope with coercive schooling."  You know, learning to tattle, learning to brown-nose, coping with detention, and so on.

        Feel free to say anything you want to the advocates of coercive schooling.  There's nowhere to go but up.  Nobody who is actually literate, with a desire for learning, and with adequate access to resources (books and the internet) will fail to learn X, Y, and Z.  The perversion is that the advocates of coercive schooling insist that everyone must learn algebra by 8th grade or whatever.  But seriously, nobody's life is going to be irredeemably poisoned by failing to learn algebra by 8th grade or whatever.  SPECIFIC learnings will come in time.  What WON'T come in time, with a curriculum based on coercive schooling, is the idea that learning is good for you.

        "On the sidewalk the people are hustling and bustling/ They ain't got no time so they think on the thing/ That will fill in the space in between birth and death" -- Donovan Leitch

        by Cassiodorus on Sun Dec 02, 2012 at 11:56:33 AM PST

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        •  Problem-solving (1+ / 0-)
          Recommended by:
          maf1029

          what people need to be learning is how to solve problems. The various things taught are the tools & techniques to do that. For example, algebra is a way to solve certain problems, answer certain questions. If you're not grappling with those questions then learning algebra has no point.

          I took two semesters of algebra in high school and as I recall managed at the B+/A- level (being a high achieving student overall), however I never understood what algebra was FOR. It was just a bunch of stuff to learn and parrot back. When I was in my 20's I had an "aha" experience when a scientist explained to me that algebra is what they use to describe space. Ooooohhhh, cool--I never knew that!

          Why the hell not? That doesn't seem like education, it's just force-feeding. I hope math is taught better nowadays, but somehow I have my doubts.

          I love it that Obama's channeling Harry Truman: "I don't give 'em hell; I just tell the truth and they think it's hell!"

          by sillia on Sun Dec 02, 2012 at 12:10:58 PM PST

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