Building character is the theme of this week’s Carnival of Homeschooling, which is hosted by The Homeschool Post.
Here’s a resource for physics teachers: The Tacoma Narrows Bridge collapse in 1940 is captured on film by British Pathé. Winds of only 35 mph set the bridge rippling.
More than two thirds of community college students take at least one remedial education course, usually math. Seventy percent of those placed into remedial math will not even attempt a college-level gateway course within two years.
The Common Core makes simple math more complicated in order to teach understanding, writes Libby Nelson on Vox.
In the past, “students had this sense that math was some kind of magical black box,” says Dan Meyer, a former high school math teacher studying math education at Stanford University. “That wasn’t good enough.”
Students will learn different ways to multiply, divide, add, and subtract so they can see why the standard method works, writes Nelson. “They can play with them in fun, flexible ways,” says Meyer, who blogs at Dy/Dan.
Using a number line for subtraction lets students visualize the “distance” between two numbers. A father’s complaint about a confusing number line problem went viral on the Internet. Nelson provides a clearer version.
Students put the two numbers at opposite ends of the number line.
It’s 4 steps from 316 to 320, 100 steps from 320 to 420, 7 steps from 420 to 427.
Then they add the steps together: 4 + 100 + 7 = a distance of 111. LearnZillion, a company that creates lesson plans for teaching to the Common Core standards, has a 5-minute video explaining this technique.
“Students should be able to understand any of these approaches,” said Morgan Polikoff, an assistant professor of education at the University of Southern California who is studying how the Common Core is implemented in the classroom. “It doesn’t mandate that they necessarily do one or the other.”
“A key question is whether elementary school teachers can learn to teach the conceptual side of math effectively,” writes Nelson.
If not, number lines and area models will just become another recipe, steps to memorize in order to get an answer, Polikoff says.
This is a real risk: Many elementary teachers are strong on reading and weak in math (and science). Perhaps we need math/science specialists in elementary school who understand their subject deeply and can teach kids to understand too.
Many elementary and middle-school teachers who teach science didn’t study science much — or at all — in college, reports NPR. Chicago’s Museum of Science and Industry offers monthly science labs for teachers who want ideas, lessons and materials they can use in the classroom.
Teacher Jonathan Fisher, a philosophy major who avoided life science in college but now teaches it to fourth-graders, taught genetics to his class with an activity he learned here.
“The students used Styrofoam blocks and different body parts — so limbs and dowel rods and different-sized eyes — [and flipped] coins to figure out which genes would be passed on to their kids,” he explains. “The classroom couldn’t have been more excited.”
. . . Today, the teachers here at the museum will be given diagrams of cells, petri dishes, bottles of Glo Germ (a lotion that exposes bacteria on hands), and even instructions for a simple incubator that enables students to grow bacteria from their own dirty hands.
There’s little high-quality science teaching in the middle grades, says Andrea Ingram, who oversees education at the Museum of Science and Industry. “We either capture kids’ enthusiasm there, get them committed to science, or we don’t.”
At Sawyer Elementary on Chicago’s Southwest Side, Graciela Olmos is trying out a mechanical engineering lesson that she first saw at the museum.
Her eighth-graders roll marbles down incline planes and measure how far the marbles push a little Styrofoam cup.
At the museum, “They model for us, ‘This is how it’s going to look.’ And that’s something that we lack,” says Olmos.
The school also lacks “science labs with gas lines and sinks.”
Olmos can’t focus strictly on science. “If my specialty is science, well, let it be science,” she says. “Don’t give me so many other things to do aside of that.”
Elementary schools should have science specialists who know their subject, says Joanne Olson, a professor of science education at Iowa State and president of the Association for Science Teacher Education.
President Obama’s “rhetorical support for vocational training” hasn’t been matched with money. In 2012 the federal government spent more than $180 billion on aid and tax benefits for college students, but only $1 billion on vocational education.
“Spanning the years from 1896 to 1976, the collection includes footage – not only from Britain, but from around the globe – of major events, famous faces, fashion trends, travel, sport and culture,” says the company. “The archive is particularly strong in its coverage of the First and Second World Wars.”
It sounds like a history teacher’s dream.
States can ban racial preferences in university admissions ruled the U.S. Supreme Court today on a 6-2 vote. The case involves a Michigan initiative passed by voters.
“This case is not about how the debate (over racial preferences) should be resolved,” Justice Anthony Kennedy said in announcing the ruling. But to stop Michigan voters from making their own decision on affirmative action would be “an unprecedented restriction on a fundamental right held by all in common.”
Seven other states – California, Florida, Washington, Arizona, Nebraska, Oklahoma and New Hampshire – have similar bans, notes USA Today.
When the University of Texas’ affirmative action plan was thrown out in court, the state came up with a race-neutral alternative. The Texas Ten Percent Plan (TTP) guarantees admission to state universities — including University of Texas in Austin and Texas A&M — to the top students in each high school class. Florida and California adopted similar guarantees.
The Ten Percent Plan encourages top students to enroll in state universities, but doesn’t increase university attendance, according to a study in Education Next. ”The program appears to have simply shifted students from selective private or out-of-state colleges to the two flagship universities. That may have lowered educational costs for eligible students, but it did not enhance the quality of their higher education opportunities.”
African-American college students are transforming debate tournaments, writes Jessica Carew Kraft in The Atlantic. Traditional debate — based on logic and evidence — is tainted by “white privilege,” they argue. Instead “alternative” debaters rely on personal experience — and ignore the topic they’re supposed to be debating.
On March 24, 2014 at the Cross Examination Debate Association (CEDA) Championships at Indiana University, two Towson University students, Ameena Ruffin and Korey Johnson, became the first African-American women to win a national college debate tournament, for which the resolution asked whether the U.S. president’s war powers should be restricted. Rather than address the resolution straight on, Ruffin and Johnson, along with other teams of African-Americans, attacked its premise. The more pressing issue, they argued, is how the U.S. government is at war with poor black communities.
In the final round, Ruffin and Johnson squared off against Rashid Campbell and George Lee from the University of Oklahoma, two highly accomplished African-American debaters with distinctive dreadlocks and dashikis. Over four hours, the two teams engaged in a heated discussion of concepts like “nigga authenticity” and performed hip-hop and spoken-word poetry in the traditional timed format. At one point during Lee’s rebuttal, the clock ran out but he refused to yield the floor. “Fuck the time!” he yelled.
In the 2013 championship, Emporia State students Ryan Walsh and Elijah Smith used a similar style to win two tournaments. “Many of their arguments, based on personal memoir and rap music, completely ignored the stated resolution, and instead asserted that the framework of collegiate debate has historically privileged straight, white, middle-class students.”
Others say “alternative debate” doesn’t require students to research evidence or develop “the intellectual acuity required for arguing both sides of a resolution.”
Some colleges may form a new group devoted to “policy debate.”
It’s all part of the war on standards, writes former debater John Hinderaker, now a lawyer, on PowerBlog. The value of debate is “now being lost, as standards have disappeared, logic is out the window, and bullshit about race is replacing actual argumentation.”
Co-blogger Paul Mirengoff, also a lawyer and a former debater, adds:
College debating, it seems, has been radically transformed in ways that make it easier for African-Americans to succeed at it.
As for the notion of “privilege,” it is now clear that the debaters of our era were privileged in a limited but important sense. We were required to take the activity seriously and to meet high standards in order to succeed.
. . . We were also privileged to be judged by adults who held us to knowable standards, and we were privileged to debate serious opponents.
Defining logical argument as a “white thing” does not do blacks any favors, in my opinion.
Joe Miller’s Cross-X, about a low-performing Kansas City high school’s winning debate team — questions the fairness of traditional debate. He profiles black students who win a national tournament, earn college debate scholarships but find they’re not prepared for college-level work.
Conor Williams has a (sarcastic) “confession” to make on Talking Points Memo.
I am a “teacher hater.” I’m also bent on “undermining public education” in service of my “corporate overlords.”
Not really. But “that’s what my inbox tells me every time I write something about charter schools, Teach For America, or education politics in general.”
Williams writes about American public education for the New America Foundation. He ”cares profoundly” about inequality and social mobility, he writes.
When people tell me that the “education reform” movement is a corporate enterprise run by wealthy adults who scorn teachers, I’m genuinely confused. I consider myself part of the education reform movement because I know the dire state of American public school instruction. I know the difference that great teaching can make—because it was so rare in my schooling. Those outstanding few were my heroes.
Inspired by “great educators,” he became a first-grade teacher in Crown Heights, Brooklyn.
Of course, I often hear that I am not REALLY a former teacher, since I entered the classroom through Teach For America. During a school visit recently, an administrator snapped that my “teaching as internship experience” gave me no right to call myself a former teacher.
Williams left after two years because he was mugged outside the school, leaving physical and psychological scars.
He and his wife are sending their son to their neighborhood D.C. public school in the fall.
“While I’m open to the possibility that some of the education reforms that make sense to me may not actually work as well I hope, I’m tired of being told that I have no standing in these debates, or that I hate teachers, Williams writes. “You want to have a debate on the merits? Fine. But don’t accuse me of being disingenuous.”