Powerful blog by a socially conscious dancer and activist. Subscribe!
February 18, 2014
Along the lines of the continuing thread in this blog about how destructive testing has become, here is a blog post about a 3rd grade teacher’s heartfelt letter of apology to her students for taking time away from learning in order to prepare for and administer tests.
Those of you who scroll down to the comments will note that the first comment beyond “nicely said” once again confused Common Core standards with standardized testing. There is a link, but teaching to the standards does not automatically imply using a standardized test to assess student learning.
Then there is the confusion between assessment (of or for learning) and evaluation (of a program, a strategy, or a method of teaching). Standardized tests are not good for either one, but they are separate things.
The good news: if teachers really do teach to the Common Core literacy standards, a lot fewer people will be confused by the smokescreen the Tea Party, the Flat-Earthers, and the politicos are throwing up.
February 14, 2014
Colorado has become the latest state to suffer a brouhaha over the Common Core State Standards, due primarily to a push by a group of people who don’t understand the Common Core. I suspect many of them have not even bothered to examine the standards and think through their objections. In an article in the Denver Post, educators who should know better are complaining that the standards will result in a “de facto curriculum” that must be taught.
It’s true that states are developing (or more often, purchasing) standardized tests based on the expectations of the Common Core. The educators and parents who are complaining about testing driving teaching are absolutely correct, but that is not the purpose of Common Core. They are conflating testing with standards, and it’s confusing everyone — especially reporters who understand little about education.
At their heart, taking out all the specifics about non-fiction text and “new approaches to math,” the Common Core Standards aim to help clarify the bigger picture of multiple literacies. Mathematical and verbal language literacies are the ostensible focus of the standards released so far, but what the writers have created is a system of thinking about literacy centered on higher thinking skills in all areas of study — including science, social studies, and the arts.
If the protesting, self-described “Moms” waving “No Common Core” placards at the Colorado state capitol took the time to actually examine the Anchor Standards that connect all grade levels, I doubt they would object so loudly. Why would they not want their children to be able to read various types of “text” (including dance, visual art, music, and multi-media)? Why would they not want them to acquire and use language with clarity and accuracy, and to be able to listen and speak knowledgeably and critically? Why would they not want their children to look for and be able to point out supporting details and evidence to back up their assertions?
The more cynical minds out there might suggest that many of these objectors are Tea Partiers, whose very last desire would be for their children to be able to see through their flimsy arguments in favor of discrimination, repression, and a “maker/taker” view of society. There may well be some of that going on. There is certainly a misplaced hysteria over what these folks claim is a “top-down” approach (none of the others have been?) and “governmental control of education.”
The people who made the decision to establish standardized testing as the measure for student success and teacher evaluations are not educators. They are politicians. They used to work for us. Now they work for the big textbook and test manufacturers. If you don’t like testing, don’t blame Common Core. Vote for someone else.
February 5, 2014
The Ignorati are coming — out of the wood work. On the heels of the infamous Coca-Cola “America the Beautiful” kerfuffle, which brought all the racists (“#Speak American?” …really???) out of their musty coffins, Bill Nye chose to debate a self-proclaimed “Creationist” who maintains the Earth is only 6,000 years old.
These knee-jerkers have learned very well the lessons of our current, fixed-mindset culture. They think small, possibly because large thoughts scare them. They see limits and scarcity everywhere, even though we have limitless possibilities and abundance if we only change the filter we are using to see the universe.
To me, this is the direct result of our hard-nosed, “feet-to-the-fire” insistence on holding teachers “accountable” for student learning by tying their evaluations and even their income to the chimera of test scores as a measure of “teacher performance.” What results in the classroom is a fear-based strategy of teaching directly to the tests, even when the tests are badly (or even maliciously) designed.
What I have seen in practice, from Ohio to Texas to Virginia to California (and increasingly in all 36 states I have visited as a teaching artist), is teachers who have to face a fundamental question every single day: “Do I teach what students need to learn, or do I teach them to pass the test?”
There are an incredible number of Ignorati who are willing to believe that success on a standardized test means children have “learned,” and that teachers have much if anything to do with how their students score on such tests.
The testing pathway for 3rd graders in Texas, for instance, requires them to study and learn measurement before they investigate geometry! Excuse me? What are they measuring, if not geometric shapes? How can you have a grasp of measurement before you understand geometry? What group of university idiots designed that sequence?
The problem with the system of curriculum and testing in Texas (and for much of the nation as a result) is that textbook manufacturers also create the tests, so they have a captive market of millions, with no checks or balances. They can do whatever they want. It is cheaper for other states to just buy the same books and tests than to have their own designed, so what goes in Texas goes for millions more children across the country.
And what goes in Texas is culturally and developmentally inappropriate curriculum that seems designed to separate the “high achievers” (read: white children from privileged backgrounds) from the “low achievers” (read: kids of color who are going to jail or the ghettos and poor barrios). Add in the prison-preparatory nature of schools these days, and you have a perfect recipe for continued stratification of society. Not to mention a whole new generation of Ignorati.
The Common Core State Standards, while not perfect, have done what none of the previous-generation curriculum standards could do: they emphasize higher-level thinking skills. They ask students to read not only for information but with a critical eye, searching texts for supporting details and summarizing them for their main ideas. This, of course, is very frightening to the Tea Party folks as well as to the skinheads, the survivalists, and the creationists. What if people stop believing they know what they are talking about? What if they start thinking for themselves?
If the average person starts being able to tell truth from lies, assertion from evidence, and logic from bombast, the policies the oligarchy has been putting into place may crumble. The country might become a true democracy. That scares the wealthy Ignorati to no end, and they are doing all they can to stifle true learning.
When half the US Congress is now millionaires, all of them more interested in winning re-election than in crafting legislation that will help real people, we cannot depend on lawmakers to right these wrongs. We must stand up and demand better. There are real, live, high-performing teachers out there, leading their students out of ignorance, and we need to give them the facilities and tools they need, and get the heck out of their way.
April 14, 2013
Here is a great blog post on the subject of grading students:
Isn’t it interesting, that every time educational researchers and practitioners make a discovery about best practices in learning, they are completely consistent and natural outcomes of arts integration strategies?
January 9, 2013
Susan Riley has published a very interesting blog post on enhancing the Common Core State Standards with Arts Integration techniques. Check it out at the link below or at Education Closet’s Facebook page: