Florida Virtual School (FLVS) students taking Algebra or English I earn do as well or better on state math and reading tests as those in traditional courses, report Matt Chingos of Brookings and Guido Schwerdt of the University of Konstanz.
FLVS has expanded access to Advanced Placement and other courses, the study found.
Technology can support at-risk students’ learning concludes a report by the Alliance for Excellent Education and the Stanford Center for Opportunity Policy in Education (SCOPE). “Well-designed interactive programs allow students to see and explore concepts from different angles using a variety of representations.”
Common Core standards aren’t supposed to tell teachers how to teach, writes Barry Garelick in Education News. However, Common Core math is “a massive dose of steroids” for the math reform movement.
Reform math has manifested itself in classrooms across the United States mostly in lower grades, in the form of “discovery-oriented” and “student-centered” classes, in which the teacher becomes a facilitator or “guide on the side” rather than the “sage on the stage” and students work so-called “real world” or “authentic problems.” It also has taken the form of de-emphasizing practices and drills, requiring oral or written “explanations” of problems so obvious they need none, finding more than one way to do a problem, and using cumbersome strategies for basic arithmetic functions.
. . . math reformers believe such practices will result in students understanding how numbers work—as opposed to just “doing” math. In fact, reformers tend to mischaracterize traditionally taught math as teaching only the “doing” and not the understanding; that it is rote memorization of facts and procedures and that students do not learn how to think or problem solve.
“Forcing students to think of multiple ways to solve a problem” doesn’t guarantee they understand what they’re doing, he writes. Students’ explanations often “will have little mathematical value.” They’re demonstrating “rote understanding.”
Nations that teach math in the traditional way do quite well on PISA, even though the exam reflects “reform math principles,” writes Garelick. “Perhaps this is because basic foundational skills enable more thinking than a conglomeration of rote understandings.”
In this video, a teacher shows how to explain why 9 + 6 = 15 by “making tens.”
“In the first formal evaluation of the troubled iPads-for-all project in Los Angeles schools, only one teacher out of 245 classrooms visited was using the costly online curriculum,” reports the Los Angeles Times.
District staff focused on distributing devices, rather than helping teachers figure out how to use them effectively, the analysis concluded.
Teachers used technology to display documents, replacing an overhead projector or whiteboard. In a few cases, researchers saw students using the iPads to do Internet research, take notes or create PowerPoint or Keynote presentations.
However, teachers said it was difficult to log in to the curriculum and no high school math curriculum was provided. Four out of five high schools reported that they rarely used the tablets.
Tired of low wages and no job security, adjunct faculty are considering unionization. Colleges and universities rely heavily on adjuncts, who earn a fraction of the pay of tenured faculty.
Before he was a best-selling writer, Stephen King was a high school English teacher. In The Atlantic, Jessica Lahey asks King about teaching writing and reading.
Lahey: You have called informal essays “silly and unsubstantial things,” not at all useful for teaching good writing. What kinds of essay assignments are useful?
King: I tried to give assignments that would teach kids to be specific. I used to repeat “See, then say” half a dozen times a day. So I would often ask them to describe operations that they take for granted. Ask a girl to write a paragraph on how she braids her sister’s hair. Ask a boy to explain a sports rule. These are just basic starting points, where students learn to write on paper what they might tell a friend. It keeps it concrete. If you ask a kid to write on “My Favorite Movie,” you’re opening the door to subjectivity, and hence to a flood of clichés.
It’s “a horrible idea” to teach Moby-Dick or Dubliners to high school juniors, says King. It’s too depressing. “But it’s good to make them reach a little. They’ve got to see there are brighter literary worlds than Twilight. Reading good fiction is like making the jump from masturbation to sex.”
If he hadn’t been able to make a living as a writer, King was planning to switch to teaching elementary school.
Here’s the flat, sad truth: By the time they get to high school, a lot of these kids have already closed their minds to what we love. I wanted to get to them while they were still wide open. Teenagers are wonderful, beautiful freethinkers at the best of times. At the worst, it’s like beating your fists on a brick wall. Also, they’re so preoccupied with their hormones it’s often hard to get their attention.
“Do you think great teachers are born or do you think they can be trained?” asks Lahey.
King: Good teachers can be trained, if they really want to learn (some are pretty lazy). Great teachers, like Socrates, are born.
. . . The best teachers are artists.
I’ve never read one of King’s novels. I don’t like the genre. But his book on writing, titled On Writing, is excellent. His advice to would-be writers — “write a lot and read a lot” — is precisely what I say to young writers.
School choice shouldn’t just be about “which one” but also about “what kind or how much or even whether or not,” writes Michael Mazenko in the Denver Post.
American education is almost exclusively designed to prepare students for university study and bachelor degrees. Even kindergarten teachers talk to kids and parents about “college readiness.” The added emphasis on STEM subjects in recent years narrows the focus even more.
Excluded from the system, however, are students who would prefer to learn a trade and work in skilled labor. Excluded are the kids who focus predominantly on the arts. Excluded are students who won’t sit passively in rows for 12 years completing worksheets and bubbling in standardized tests. Excluded are many children who don’t fit the “common” profile with “common” goals and standardized dreams.
Public education “should be offered as an opportunity,” writes Mazenko, a high school English teacher. It shouldn’t be a “mandate.”