The New York Times is going to be surprised again

The New York Times is surprised 12/11/2013

In the Times today:

In past years, the College Board, which administers the program and the exams, has been justifiably criticized for requiring too much rote learning of a broad range of facts, and too little time for in-depth study, lab work or creative ventures. But now the board is beginning a drastic revision of its courses and exams, which will focus on the most important core concepts of a subject and leave more room for students and teachers to become more creative.

Even Gifted Students Can’t Keep Up
In Math and Science, the Best Fend for Themselves

Ostensibly, the New York Times editorial board believes AP courses are flawed and approves of the current effort to gut revise them.

Close reading of this passage, however, compels me to point out that the choice of the word "drastic" as the modifier for "revision" signals a certain ….. foreboding …. on the part of the Times.

Conclusion: the collective basal ganglia of the Times editorial board is crying out to be heard.

"students working collaboratively to understand Freire"

Welcome to Resources for Teachers links to video posted at the California Acceleration Project, in which "developmental reading" students are discussing "The 'Banking' Concept of Education" by Paulo Freire.



INSTRUCTOR: So how does that relate to oppression?

STUDENT: 'Cuz you know it's down when it's the oppression time.

INSTRUCTOR: It sets you back.

STUDENT: Now you can't get no jobs or nothing. You got a depression, know what I'm saying, Recession.

[snip]

INSTRUCTOR: "It inhibits creative power." You know that word inhibit? Make a guess at what inhibit [unintelligible].

VARIOUS STUDENTS: Advance? Occupy? Allows?

INSTRUCTOR: That's a good guess.

STUDENTS [unintelligible]

INSTRUCTOR: From context. You look at the rest of that sentence and the whole article and what we've learned so far. Make a guess at what inhibits means.

STUDENT: [unintelligible]

INSTRUCTOR: Do you think that banking education ALLOWS creative power? Does that work?

STUDENT: Hell no. It RESTRAINS it.

INSTRUCTOR: Exactly! Exactly.

(Successful student exchanges high five with neighbor.)

INSTRUCTOR: Nice reading from context. Right on.

comments needed

No Comment Necessary: Texas GOP’s 2012 Platform Opposes Teaching “Critical Thinking Skills”
By ANDREW ROSENTHAL

I say it's time for somebody out there to think critically about thinking critically.

AND SEE:
Critical Thinking Not Possible Without Content Knowledge

group learning: the sine qua non

I was just telling Ed about the study on group projects & IQ, and he said that already, in the 1990s, when he headed the California History Social Science Project (under the umbrella of the California Subject Matter Project), group learning was drilled into him as the absolute best way to teach.

Ed also tells me that Phil Daro (B.A. in English), was head of the original math project, and Bill Honig got rid of him: kicked him upstairs & hired a real math professor from San Diego State to take charge. Ed doesn't remember his name now.

The point of the Subject Matter Project was to take professional development away from ed schools and consultants and put it in the hands of content specialists.

Phil Daro wasn't a content specialist.

He still isn't a content specialist but he's chairing the Mathematics College and Career Readiness Standards Work Group for the new Common Core standards.

AND SEE:
Calculators? Don't Answer

kids need spiraled practice, not spiraled instruction

Hainish left a link to a terrific post by a math teacher:

11th grade here = 9th grade here. In fact, Algebra 2 was such a rehash of the district's Algebra 1 course that some teachers called it "Algebra T-o-o." And really, the same point could be made about math curriculum as a whole in the U.S., since most content for any given year is a review of content from previous years. (The Common Core State Standards may help change this, but I'll believe it when I see it.)

This approach, where we touch on lots of topics each year--rather than go deep with fewer topics--and then revisit them in subsequent years is often called spiraling. But what it is for many students is stifling. And this is as true for kids who've yet to master a skill as it is for those who nailed it right away. I first noticed this when I taught 9th grade Algebra classes where every student was performing at least two years below grade level.

"Meet them where they are," fellow math teachers advised me. Makes sense, I thought, since I couldn't imagine teaching Algebra to kids who didn't know basic arithmetic. But what I soon learned is that perception matters more to students than performance. For many kids, having seen something is akin to having learned something. "Man, we already know this," students said, as I presented lesson after lesson on fractions, decimals, and percents.

Other students, meanwhile, knew they didn't understand the material, but had given up hope of ever understanding it. The implication was therefore the same for all students: encore presentations on previous years' topics were pointless. And though I was able to engage a few students when I found new ways to present old topics, one group of students was always slighted: those who really did "already know this."

[snip]

The problem, of course, goes back to the disconnect between kids seeing something and actually learning--and retaining--it. But if it didn't sink in for them the first, second, or third time a teacher presented it, why should we present it again?

We shouldn't. At some point the focus needs to be on students practicing math rather than teachers presenting it.

[snip]

[W]e should provide students spiraled practice, not spiraled instruction. When I did this in 10th grade Geometry classes, students said they learned more Algebra than they had learned in their 9th grade Algebra course. And, as a result, they were ready for more advanced math--starting with Algebra T-w-o.
Spiraled Instruction, Stifled Learning
By David Ginsburg on March 5, 2012 8:35 PM

Wow!

pop quiz

from Tips for Teachers:

In the third of the Tips for Teachers series of Spring 2010, we read and discussed "How Knowledge Helps", by Daniel T. Willingham.... We started our discussion with one member stating that he heard from many high school teachers that a number of their students lack simple basic knowledge, such as being unable to complete the rhyme, "Mary had a little ____"
Does Knowledge lead to New Learning?Tuesday, 09 March 2010 18:38

I'm sorry to be a crank about this,^* but I distinctly recall, back on my home planet, everyone knowing Mary had a little lamb.

^* No I'm not.

academic skills or academic content?

In the new Education Week, word that the AVID program, which apparently teaches -- or attempts to teach -- critical thinking has not panned out in Chicago:

In a report set for release in the fall and previewed at the American Educational Research Association convention in New Orleans in April, researchers analyzed how AVID, a study-skills intervention for middle-achieving students, played out in 14 Chicago high schools. They found AVID participants in 9th grade gained little advantage that year over peers not taking part in the program, and remained off track for graduation and college.

[snip]

Doug Rohrer, a psychology professor at the University of South Florida, in Tampa, found the CCSR study more rigorous than prior AVID research.

In a September 2010 analysis, the U.S. Department of Education’s What Works Clearinghouse found only one of 66 AVID studies met its quality standards. Based on that study, the clearinghouse found AVID had “no discernible effects on adolescent literacy.”

[snip]

“The critical question in my mind,” Mr. Rohrer continued, “is whether AVID is better than requiring students to go to another class, such as an extra dose of math or writing. Learning how to take notes is a fine strategy, but it might not help you in Algebra 2 if you haven’t learned Algebra 1.”

You can't think critically about algebra if you don't know algebra.

Here is Daniel Willingham on the subject (pdf file):

After more than 20 years of lamentation, exhortation, and little improvement, maybe it’s time to ask a fundamental question: Can critical thinking actually be taught? Decades of cognitive research point to a disappointing answer: not really. People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge).

Critical Thinking: Why Is It So Hard to Teach?
American Educator
Summer 2007

geography

"War is God's way of teaching Americans geography."
- Ambrose Bierce

True of me, sad to say.

This morning, studying the Wall Street Journal's map of the Middle East, I noticed for the first time that Sudan is directly south of Egypt.

Also, Libya is next door.

Pathetic.

I remember everything

So now we have our public schools setting no-recall standards.

Meanwhile, back on planet Earth, the rest of us are trying to remember where we put our car keys, one of the few remaining factoids you can't find on Google.^*

Which probably accounts for the appearance in the Sunday Magazine of a 6000-word book excerpt on the World Memory Championships.

[pause]

Oh, look!

The world memory champion is from China!

^* Speaking of where I put my car keys, the iPad has a finder! I need a finder-for-everything, and I'm often amazed that a finder-for-everything doesn't exist and can't be purchased on Amazon. The Sharper Image had a finder-for-everything gadget out a few years back (actually a finder-for-four-things-of-your-choosing), but the one I ordered didn't work.


I remember nothing

Current events in the Internet Age

Last week when a eighth-grade English teacher at our local middle school asked his class if anyone knew what was going on in Egypt, only three students raised their hands.  This was reported to me by a student in the class.

This in the "Internet Age".  I'm unsure if I'm surprised or not.  Wait. . . . I'm not surprised.

Related:
"Who is this guy, Al Qaeda?"

ADDED:  US clueless about Egypt?

A senate hearing Wednesday revealed that top US intelligence agencies are largely ignorant about the current situation in Egypt and unfamiliar with the agenda of the country’s radical Islamists. 

(Cross posted at Education Quick Takes)