Why does it seem like everything in education is changing? And, is there a way to think about the work that could make the work more manageable?
Anyone working in education today knows this is a busy year. On top of local initiatives that were already underway in many districts, externally-imposed initiatives – such as the new teacher and principal evaluation systems, adoption and implementation of evaluation frameworks, student growth measures, Common Core State Standards (CCSS), and the new state assessment, Smarter Balanced (SB) – are also in full swing. So why does it seem like everything is changing? ... Read More
Via Critical Question Blog (Washington State ASCD)
Washington State ASCD recently published the article below, written by Duane, on their Critical Question Blog.
I am sure most us remember hearing stories from our grandparents or great-grandparents about the one-room school house, where students sat in wooden desks, the teacher was almost always female, and a shiny red apple stayed on the teacher’s desk. Students of varying ages sat and watched as the teacher reviewed how to write cursive letters, or they worked on perfecting their penmanship skills. Students usually were taught to be respectful and quiet, and to mind their manners. I certainly did not grow up in this era, but I do remember getting in trouble if I asked my neighbor to help me solve a problem because that was considered cheating, at least in my experience. Gone are the days of reading, writing and arithmetic. You may ask yourself, “What?! Students aren’t learning the most fundamental subjects needed to be a functioning citizen?” Well, that is not quite the case.
We have come a long way since those days. With a vast educational reform movement underway, we are no longer expecting the typical bell-shaped curve, where the average student will rank at the top of the curve, with lower-performing students on the left-hand side (indicating possible learning disabilities) and higher-performing students on the right-hand side (indicating possible high potential). There are three big concepts behind this: rigor, relevance, and relationships.
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