What should students know? Robert Pondiscio asks Deborah Meier on Ed Week‘s Bridging Differences blog.
In an earlier post about the “hidden curriculum,” Meier said a good school is judged by how it “responds to the cultural norms, conditions, language, relationships that all the constituents bring to school with them.”
What about history, math and science? asks Pondiscio.
Meier’s schools — Central Park East Secondary School (Harlem) and Mission Hill (Boston) — set very clear graduation requirements, she responds. The schools teach history, math, physical and natural science, literature and the arts in a “more interdisciplinary manner.” The schools encourage “curiosity, debate, skepticism, and a commitment to getting at the truth about the ‘essential questions’ in each discipline.”
Students work was expected to demonstrate five intellectual habits of mind:
What’s the evidence? Is there a pattern? Is there an alternate perspective, explanation? What if? And who cares?
. . . Students were rated on their written and oral ability to present their views and defend them. We thought the five “habits” met both academic and “real life” standards. (We developed a separate list of work and social/moral habits—meeting deadlines, etc.)
“Our students’ record of success” satisfied many skeptics, despite the lack of a list of “specific information” to be taught, writes Meier.
“I want our students to be prepped for the real world, and I hope colleges do, too,” Meier concludes. Students did well in college interviews — and in college — because “they were unusually well prepared to carry on a conversation with adults in a thoughtful and lively way.”