Is this math problem 3rd grade appropriate?

[jodifla]

I'm not going to quote the whole thing, but did you miss..

YOU even bolded that the curriculum being used is OPTIONAL. That means schools COULD USE OTHER MEANS. That they elected not to is not the fault of CC.

I didn't remotely miss it. And why did so many resort to "curriculum in a box"? Because they thought it was the best way to get the kids to pass the tests they'll be taking. Like so many teachers on these boards, they thought they WERE teaching the CC; then the national tests came along, and they were blown out of the water.

Again, it's all prepackaged, one size fits all thinking, brought to you by companies making a truckload of money off of us.

 

[nugov2]

From Saturday's NY Daily News:

City's new Common Core kindergarten curriculum stumps some adults
The Daily News asked adults to complete a new vocabulary exercise from the Common Core curriculum and some were 'totally stumped.' The city estimated the Common Core textbooks would cost $56 million, but more schools than expected have placed orders.

Read more: http://www.nydailynews.com/new-york...stumps-adults-article-1.1490711#ixzz2iMVR9rQz

" The curriculum, which is optional, aims to teach kindergartners higher-order thinking skills, and tasks them with drawing pictures of vocabulary words. The News chose the words “distance” and “responsibility” and told those who’ve long since finished grade school to put their thinking caps on.

“I’m glad I skipped kindergarten!” said Brian Schwartz, who graduated from Oxford University at 18 and is a member of the Omega Society, which professes to accept only the brightest of the bright. Schwartz drew an infinite road for “distance,” and declined to share his representation of responsibility, calling it “a total failure.”

Schools chancellor Dennis Walcott, a former kindergarten teacher, declined to take the kindergarten challenge.




Print
Comment

NYC PAPERS OUT. Social media use restricted to low res file max 184 x 128 pixels and 72 dpi
Aaron Showalter/New York Daily News

Kindergarten teacher Sandra Fajgier with drawings based on a Common Core curriculum textbook exercise in which students are asked to draw concepts such as 'distance' and 'responsibility.' Fajgier, a teacher at P.S. 10 in Brooklyn, thinks the tiny spaces in the exercises are a 'setup for failure.'

Are you smarter than a kindergartner?

Adults asked by the Daily News to complete a new vocabulary exercise offered to 4- and 5-year-olds as part of the city’s new Common Core curriculum weren’t so sure.

RELATED: COMMON CORE’S WELCOME WAKEUP CALL
The new exercise offered to 4- and 5-year-olds tasks them with drawing pictures of vocabulary words.
Richard Harbus for New York Daily News
The new exercise offered to 4- and 5-year-olds tasks them with drawing pictures of vocabulary words.

The curriculum, which is optional, aims to teach kindergartners higher-order thinking skills, and tasks them with drawing pictures of vocabulary words. The News chose the words “distance” and “responsibility” and told those who’ve long since finished grade school to put their thinking caps on.

“I’m glad I skipped kindergarten!” said Brian Schwartz, who graduated from Oxford University at 18 and is a member of the Omega Society, which professes to accept only the brightest of the bright. Schwartz drew an infinite road for “distance,” and declined to share his representation of responsibility, calling it “a total failure.”

RELATED: NYC HOME TO 22 SCHOOLS AMONG TOP 25 COMMON CORE EXAM PERFORMERS
Some adults asked by the Daily News to complete the vocabulary exercises were stumped, with one participant calling his representation of responsibility 'a total failure.'
Richard Harbus for New York Daily News
Some adults asked by the Daily News to complete the vocabulary exercises were stumped, with one participant calling his representation of responsibility 'a total failure.'

The city estimated last spring that new Common Core textbooks, including the kindergarten text designed by education company Pearson, would cost $56 million. But more city schools than expected have ordered the new Department of Education-suggested textbooks and materials, so the final price tag is not yet available.

Schools chancellor Dennis Walcott, a former kindergarten teacher, declined to take the kindergarten challenge.

RELATED: COMMON CORE TESTS ARE NOT THE ANSWER
Fajgier's drawing of 'responsibility.' The kindergarten teacher says she was 'totally stumped' when approached about making a drawing.
Aaron Showalter/New York Daily News
Fajgier's drawing of 'responsibility.' The kindergarten teacher says she was 'totally stumped' when approached about making a drawing.

“I think, honestly, the City of New York should send the curriculum back to Pearson and get our money back,” said United Federation of Teachers president Michael Mulgrew. “As a taxpayer, I’m fuming.”

For kindergartners, the trouble with the exercise begins with the fact that the workbook forces kids to draw in a 2-inch-by 4-inch box.
“They can’t make anything in that small little space. That to me is a setup for failure,” said Sandra Fajgier, a kindergarten teacher at Public School 10 in Brooklyn, who said she was “totally stumped” when first approached about making a drawing. Department of Education spokeswoman Erin Hughes defended the agency, calling the curriculum “100% optional,” though 90% of schools have the adopted city-suggested texts.

By their own statement that curriculum is OPTIONAL. Your district can either choose to buy it or write their own!!! Go to board meetings and ask them to write their own instead of using something that is so obviously flawed. What is sad is that more schools than expected would buy something without knowing if it would work for their students or not. Did they not get samples and read through it first before spending so much money...again bringing to light the sad shape our educational system is in.

As far as the small space to write, that has been a problem with workbooks since the beginning of time. The district I taught in and also where my kids go to use a really cool supplement...a blank piece of paper where they have more space and can write as big as they need too....I know, I know it is crazy!!! Seriously, if these educators need to be told that, then we have far bigger problems. Nothing says they have to work in that small box. So what now everyone has to be given workbooks that have tons of wasted huge boxes raising the price of the textbooks when a very inexpensive piece of paper solves the problem. I think is laughable someone would even write that. I will get my textbooks out of storage and show you the ones from 10 years ago that are the same and it was long before CC.

 

[nugov2]

I didn't remotely miss it. And why did so many resort to "curriculum in a box"? Because they thought it was the best way to get the kids to pass the tests they'll be taking. Like so many teachers on these boards, they thought they WERE teaching the CC; then the national tests came along, and they were blown out of the water.

Again, it's all prepackaged, one size fits all thinking, brought to you by companies making a truckload of money off of us.

No, it was the easy or lazy way to implement the curriculum. Why spend time writing a curriculum that implements the standards that fit the needs of the children in the district when we can be lazy. Why should the teacher rewrite the lessons themselves when the "box" curriculum doesn't work, because they are lazy and it takes a lot of work. They feel they are underpaid and shouldn't take work home with them. Sorry that is the truth, but also most likely a small percentage because I still believe that this issue isn't as big as the media and people is districts not doing it right want us to think it is. There are hundreds of great lessons online...use google or pinterest and find them(that lots of great teachers wrote themselves) if the stuff the district is using isn't working. I cannot think of any other reasonable answer as to why a teacher wouldn't be looking somewhere else if it isn't working.

 

[jodifla]

No, it was the easy or lazy way to implement the curriculum. Why spend time writing a curriculum that implements the standards that fit the needs of the children in the district when we can be lazy. Why should the teacher rewrite the lessons themselves when the "box" curriculum doesn't work, because they are lazy and it takes a lot of work. They feel they are underpaid and shouldn't take work home with them. Sorry that is the truth, but also most likely a small percentage because I still believe that this issue isn't as big as the media and people is districts not doing it right want us to think it is. There are hundreds of great lessons online...use google or pinterest and find them(that lots of great teachers wrote themselves) if the stuff the district is using isn't working. I cannot think of any other reasonable answer as to why a teacher wouldn't be looking somewhere else if it isn't working.

Because many of them have strict instructions not to vary the curriculum, for starters.

And again, unless your kids have started taking these national tests, it's hard to say if they are "getting" the CC standards.

Have your kids taken the national tests? Are the majority passing with flying colors?

 

[sam_gordon]

Because many of them have strict instructions not to vary the curriculum, for starters.

And that's a problem with whoever is handing down those instructions (school, district, or state).

And again, unless your kids have started taking these national tests, it's hard to say if they are "getting" the CC standards.

Have your kids taken the national tests? Are the majority passing with flying colors?

Yes, my kids have taken the tests. No, the majority are not passing (mine seem to be). That doesn't mean the tests or standards are bad.

Once again (because it seems to keep getting lost)... DS's soccer team just clinched the Premier division of their league. Their league record is 7-1-1 (one game left to play). They have a +12 goal differential (they've scored 12 more goals than they've allowed). They've played in 5 tournament games, lost all 5, and have a goal differential of -30 (they've allowed 30 more goals then they've scored). So, are they a good soccer team?

Slightly changing topics... anyone else remember the Presidents Physical Fitness test? You had to do timed pushups, situps, pullups, I think there was a running test, etc. If you scored high enough, you got either a ribbon or a patch. If you didn't, you got nothing (fail). It sounds like you (jodifla) think the requirements to get an award should be brought way down so everyone gets one. How does that help anyone?

 

[nugov2]

Because many of them have strict instructions not to vary the curriculum, for starters.

And again, unless your kids have started taking these national tests, it's hard to say if they are "getting" the CC standards.

Have your kids taken the national tests? Are the majority passing with flying colors?

Well I'm sorry but that is BS!!! I would be at the board meetings telling them that. It also goes back to my previous statement that a teacher who has earned tenure can vary the curriculum. I gurantee 1. nobody is in the class observing them enough to know either way and 2. a teacher who is cited/documented for teaching in a way that is successful would be a union's wet dream!!

ETA: that probably most non tenured teachers could as well. A teacher (even new) is evaluated only a couple of times a year unless there is a complaint. I seriously doubt anyone would be complaining b/c their kids were understanding the lessons being taught.

No we will be piloting the testing at our schools next year. I don't give a rats you know what if my kids pass this test or not as long as they are learning and are being taught appropriately in school. I think it is going to take time to see valid results on these tests b/c the standards are new. I also know that if lets say when the test is fully implemented only 10% of American students are passing, something will be done. I cannot find any valid information about what happens when our students start testing and fail, but I will ask the Superintendent at our next meeting. I assume the word "pilot" mean that no district will be penalized for failing scores until the tests are at least rolled out state wide, but because I cannot find information I do not know.

I have no love for the PARCC testing. We use the NWEA testing now. The kids take it 3 times a year starting in K(in addition to the testing that starts in 3rd grade) and my two actually like taking it(not love it, but like it). I have read through sample test questions for the PARCC and until I see how our district does, cannot comment on if the students will be successful based on the curriculum they wrote themselves.

I stated this before I think testing is a small piece of the pie when it comes to evaluating students. No test will give the whole picture. I also know I am not going to get up in arms about something we haven't experienced. Even if other who have are. I have learned that some are upset because others are so they jump on the bandwagon. Some are upset because how can anyone pass the test when their administrators and teachers cannot understand that b/c a workbook gives you a small box in a workbook it does not mean you cannot use a separate piece of paper to show your work. That because a book tells you something is the right way to teach, it may not be the right way to teach your students. So there is more to the story than just a bad test at this point not enough districts implementing CC the right way have been tested to truly measure. I also agree with b/c students aren't successful the first few years doesn't mean the test is bad. It just means we have to give our kids time to adapt to the higher standards. Just like I don't want teachers to use this test as the only measure on how successful my child is, I am not going to use the test as the only measure of how successful CC is. Like all things time will tell and we have yet to give this any time.

 

[pioneer89]

So many posts complaining about Common Core, and I only saw one person list a specific CC requirement which they object to.

Perhaps the problem is not with the Common Core, but with the way it is being implemented?

From what I see, the CC standards for math are reasonable. I hope anyone who has actually read the standards would agree, they are well written and specific enough to have some teeth.

If the actual curriculum in your school district is not to your liking, work to get it changed. There are likely dozens of 'proven' ways to get kids to perform to the standard, find one that is better and us it at home.

 

[jodifla]

Playtime's Over, Kindergartners!

http://nypost.com/2013/01/27/playtimes-over-kindergartners/


Kindergarten has come a long way, baby — too far, some say.

Way beyond the ABCs, crayons and building blocks, the city Department of Education now wants 4- and 5-year-olds to write “informative/explanatory reports” and demonstrate “algebraic thinking.”

Children who barely know how to write the alphabet or add 2 and 2 are expected to write topic sentences and use diagrams to illustrate math equations.

“For the most part, it’s way over their heads,” a Brooklyn teacher said. “It’s too much for them. They’re babies!”

In a kindergarten class in Red Hook, Brooklyn, three children broke down and sobbed on separate days last week, another teacher told The Post.

When one girl cried, “I can’t do it,” classmates rubbed her back, telling her, “That’s OK.”

“This is causing a lot of anxiety,” the teacher said. “Kindergarten should be happy and playful. It should be art and dancing and singing and learning how to take turns. Instead, it’s frustrating and disheartening.”

The city has adopted national standards called the Common Core, which dramatically raise the bar on what kids in grades K through 12 should know.

The jargon is new, too. Teachers rate each student’s performance as “novice,” “apprentice,” “practitioner” or “expert.”

Kindergartners are introduced to “informational texts” read aloud, such as “Garden Helpers,” a National Geographic tale about useful pests.

After three weeks, kids have to “write a book about what they’ve learned,” with a drawing and sentences explaining the topic.

In math, kids tackle concepts like “tally chart,” “combination,” and “commutative property,” DOE records show.

The big test: “Miguel has two shelves. Miguel has six books . . . How many different ways can Miguel put books on the two shelves? Show and tell how you know.”

An “expert” would draw a diagram with a key, show all five combinations, write number sentences for each equation, and explain his or her conclusions using math terms, the DOE says.

“A child who’s an ‘expert’ is more like a second-grader,” said Cathleen Vecchione, a kindergarten teacher at PS 257 in Williamsburg, Brooklyn.

 

[sam_gordon]

Playtime's Over, Kindergartners!

http://nypost.com/2013/01/27/playtimes-over-kindergartners/

Whether you believe it or not, all these articles and blog posts don't support your belief of CC being "bad". They support my (and others) assertions that the IMPLEMENTATION of the standards is at fault.

CC doesn't tell how to implement or teach anything. It just shows would should be learned by the end of the year.

 

[luv2sleep]

Playtime's Over, Kindergartners! http://nypost.com/2013/01/27/playtimes-over-kindergartners/ Kindergarten has come a long way, baby — too far, some say. Way beyond the ABCs, crayons and building blocks, the city Department of Education now wants 4- and 5-year-olds to write “informative/explanatory reports” and demonstrate “algebraic thinking.” Children who barely know how to write the alphabet or add 2 and 2 are expected to write topic sentences and use diagrams to illustrate math equations. “For the most part, it’s way over their heads,” a Brooklyn teacher said. “It’s too much for them. They’re babies!” In a kindergarten class in Red Hook, Brooklyn, three children broke down and sobbed on separate days last week, another teacher told The Post. When one girl cried, “I can’t do it,” classmates rubbed her back, telling her, “That’s OK.” “This is causing a lot of anxiety,” the teacher said. “Kindergarten should be happy and playful. It should be art and dancing and singing and learning how to take turns. Instead, it’s frustrating and disheartening.” The city has adopted national standards called the Common Core, which dramatically raise the bar on what kids in grades K through 12 should know. The jargon is new, too. Teachers rate each student’s performance as “novice,” “apprentice,” “practitioner” or “expert.” Kindergartners are introduced to “informational texts” read aloud, such as “Garden Helpers,” a National Geographic tale about useful pests. After three weeks, kids have to “write a book about what they’ve learned,” with a drawing and sentences explaining the topic. In math, kids tackle concepts like “tally chart,” “combination,” and “commutative property,” DOE records show. The big test: “Miguel has two shelves. Miguel has six books . . . How many different ways can Miguel put books on the two shelves? Show and tell how you know.” An “expert” would draw a diagram with a key, show all five combinations, write number sentences for each equation, and explain his or her conclusions using math terms, the DOE says. “A child who’s an ‘expert’ is more like a second-grader,” said Cathleen Vecchione, a kindergarten teacher at PS 257 in Williamsburg, Brooklyn.

Anything that's going to accelerate academic standards down to the kindergarten level is going to cause this "playtime is over" scenario. Maybe the idea that kindergarten should be easier and more like simple daycare is outdated? I do believe that kids learn best through play, however, that doesn't mean they can't be learning more than before through their play.

 

[jodifla]

Here's what I care about: The actual flesh-and-blood families that are coping with these poorly thought out changes in our schools.

I don't really care if it's the CC standards, the curriculum, or the testing. It's hurting a lot of kids, and before we just juggernaut through it, we should stop and consider if what we are doing is either necessary or appropriate.

Just because it's new and different doesn't meant it's better.

Basically, it looks like that in NY, the schools are circling the wagons. The state education commissioner there had an epic meltdown at the first meeting with parents there to voice their concerns. He quickly canceled the rest of the meetings that were scheduled. Now meetings have been rescheduled because of the public outcry. But we'll see if he actually listens; he shut down parents after only 20 minutes last time.

Other parents who have spoken out against the CC have been banned from schools or warned by principals from speaking out to other parents and causing unrest.

So it's going to be hard to mount a protest against even the implementation of these standards.

 

[nugov2]

Whether you believe it or not, all these articles and blog posts don't support your belief of CC being "bad". They support my (and others) assertions that the IMPLEMENTATION of the standards is at fault.

CC doesn't tell how to implement or teach anything. It just shows would should be learned by the end of the year.

I know right!!! I agree there are problems with what is happening in some of the posters districts. But the problems are with the administrators and in some cases the teachers.

Children who barely know how to write the alphabet or add 2 and 2 are expected to write topic sentences and use diagrams to illustrate math equations

This is just proof that our education in America is lacking. We need to raise the bar and start introducing kids to a better curriculum early on. This will even benefit the children that are at risk because of no parent support. There are so many studies that show how much easier it is for kids to grasp concepts at a young age. Expecting kids to enter K with early reading, writing and math skills is not unreasonable.

My children attended a private preschool and came out reading, writing and doing basic math(adding/subtracting). This was a great foundation and for my dd she was a full grade level ahead of some of her peers entering K, but for my ds where CC was being rolled out he was still ahead but not nearly as far. He was doing double digit math in K and was having no issues. You shouldn't have to pay a lot of money for that. It doesn't cost money to introduce these concepts to kids early on. In speaking with our school super, they are actually modeling the school Preschool program based on the private one my two older attended b/c they ask parents to inform them if and where the kids went to preschool. They noticed all kids that came from that program were performing much better than the kids who came from other programs.

These kids are not being asked to write a perfect paragraph free of spelling and grammar errors. They are being asked to write a few words by sounding out the word and spelling it as best as they can. Let's not make things into a much bigger deal than they really are.

 

[sam_gordon]

Here's what I care about: The actual flesh-and-blood families that are coping with these poorly thought out changes in our schools.

Good for you.

I don't really care if it's the CC standards, the curriculum, or the testing. It's hurting a lot of kids, and before we just juggernaut through it, we should stop and consider if what we are doing is either necessary or appropriate.

I don't disagree. But where I think you're wrong is you need to stop and consider EACH STEP and see if they're necessary or appropriate. Just because a school makes a bad decision on how to implement the changes doesn't mean CC is bad.

Just because it's new and different doesn't meant it's better.

And the other side of the coin... just because it's new and different doesn't mean it's worse.

Basically, it looks like that in NY, the schools are circling the wagons. The state education commissioner there had an epic meltdown at the first meeting with parents there to voice their concerns. He quickly canceled the rest of the meetings that were scheduled. Now meetings have been rescheduled because of the public outcry. But we'll see if he actually listens; he shut down parents after only 20 minutes last time.

Other parents who have spoken out against the CC have been banned from schools or warned by principals from speaking out to other parents and causing unrest.

So it's going to be hard to mount a protest against even the implementation of these standards.

Now, all of that is bad. I do wonder though if the parents complaining were using reasoned arguments or just "Johnny is failing and hates school!"

And how does a principal "warn" parents not to speak to others? If he actually made some kind of threat, he should be removed from his job.

 

[nugov2]

Here's what I care about: The actual flesh-and-blood families that are coping with these poorly thought out changes in our schools.

I don't really care if it's the CC standards, the curriculum, or the testing. It's hurting a lot of kids, and before we just juggernaut through it, we should stop and consider if what we are doing is either necessary or appropriate.

Just because it's new and different doesn't meant it's better.

Basically, it looks like that in NY, the schools are circling the wagons. The state education commissioner there had an epic meltdown at the first meeting with parents there to voice their concerns. He quickly canceled the rest of the meetings that were scheduled. Now meetings have been rescheduled because of the public outcry. But we'll see if he actually listens; he shut down parents after only 20 minutes last time.

Other parents who have spoken out against the CC have been banned from schools or warned by principals from speaking out to other parents and causing unrest.

So it's going to be hard to mount a protest against even the implementation of these standards.

You cannot be banned from schools unless you assault someone. Give me a break that they are being warned from speaking to other parents. That is ridiculous. You are telling me you don't have freedom of speech in your area? If that nonsense is really going on then talk to other parents and when the principal calls you in to warn you, record them with your cell phone. Not illegal if you advise them of it. Then they will either refuse to warn you or do it. Then you can go to local papers and news stations.

If what you really care about is the education your children are getting and not CC than stop focusing on that and focus on the real issue at hand. Stop bringing up the standards that are not really the issue and your districts implementation. Start researching the standards your child is having issues with and better ways to teach it. Research districts doing it well and what they are doing. Speak in a positive way at the board meetings. Ask your district to write a curriculum that reflects the needs of your students.

 

[kimmar067]

I don't think any kid knows what a letter is these days.

 

[kimmar067]

....I could see how "domestically" would be a problem for a lot of 3rd graders...

 

[Colleen27]

Well a child should be the first priority above all those other obligations. If you work so much you are never home then you find someone who can come in and work with them. I taught in a school that offered a free homework lab to the at risk students. Maybe talk to the school about implementing that. I get that some kids have no support at home and that is sad, but schools are already feeding children now they have to be the only support for educating. What's next a second shift of teachers coming in from 3-7 to be the parent and do homework and offer extra support? It isn't right. I don't know what the answer is for those kids, but it cannot be to hold the rest of education responsible and lower the standards because of it.

Why not? Schools have been the primary educators of children for generations, but it is only for the last couple decades that we've decided that isn't working, that students have to be reading before starting kindergarten, that they need to be mastering abstract thinking before concrete facts, etc. And it doesn't seem to be helping matters any, does it? Maybe the schools need to stop worrying about feeding kids and all those other distractions and get back to actually educating them.

I'm not that old - 34 - and I have a brother who is very much like my son, academically. My mom didn't arrange special tutors and spend every night after work trying to get him up to speed; skills were learned via repetition in class and enough time was spent that most kids caught on. Those that didn't had in-class interventions available to them. Now that repetition is gone, the in-class interventions are gone, the teachers' aides that would pull struggling students aside for one-on-one or small group support are gone, and the kids are expected to cover more ground in less time. And to what end? Is there anyone out there who would argue that our schools are more effective now than 25 years ago?

If I could ask or touch on the topic of the hours of homework being an ok thing. Do many people actually agree with this?

Yes most of it is me, because I refuse to allow her to use a number line at home. But because she is a visual learner I have found many ways to teach her the basics with other means vs. counting along a number line. She will never learn to memorize basic math answers if she has that number line is my personal thought.

There is no reason a 7 year old cannot have one activity in addition to school work, but the amount of homework she is bringing home makes it almost impossible. This further adds to her frustration to the point she also does not enjoy going to gymnastic class. From a parent standpoint with no degree in education I keep asking myself what are we doing to our kids? How is quantity over quality going to educate them better?

She's a very active child and due to new demands on teaching her class they only had one 15 minute recess a day, snack time was gone, and free time in class was nonexistent. I found out they were being given 20 minutes to eat lunch and the lunch monitors were telling them to eat more of the "good" stuff and to hurry up and do it. Now is this prison or a 2nd grade classroom? Sure doesn't sound like a 2nd grade classroom to me.

So I'm sorry, and maybe I'm reading it wrong, but I cannot fathom how having a child do 3.5 hours of homework a night benefits anyone? I wouldn't want my high school aged child doing that much homework every night even. It's too much. I didn't even spend 3.5 hours of homework in a week's time when I took organic chem over the summer in college. Why should my 2nd grader need to have more homework now, than I did in college?

I agree with your whole post. I think the homework load our kids get these days is absurd - our public schools start nightly homework in kindergarten "to get kids used to it as a fact of life" and by the middle of elem the average load is 30-45min of homework and 20-30min of "free" reading that has to be logged for a grade. God help you if you have a slower than average child - those were the years before DS's dx and he'd work 2-3 hours a night without getting everything done.

And I've been told point-blank by more than one teacher and administrator that if the homework load is such that it doesn't allow for sports/activities then the activities have to go. Yes, that's right, a 2nd grader only has the "right" to play a sport or learn an instrument if he/she can do so in addition to 9+ hour academic days.

I hate the reliance on number lines, calculators, and other aides in math too. It is, however, in perfect keeping with the emphasis on reasoning above computation. Who cares if a child graduates high school unable to make change without a calculator, as long as he can explain why he applied the distributive property to an algebraic equation?

Lunch and recess are a whole thread in themselves, but that's another one I take issue with. At the public school, students get 40min to split between the two. The end result of this is that the kids either barely eat or inhale their food to get more time to play. Oh, but kids who are struggling academically don't get that - they have to eat lunch at their desks and stay in for recess for "homework help".

But I think your last sentence really says it all - why are we so accepting, even approving, of elementary schoolers having as much or more homework than college students?

The other thing is: Who decided that ONE way of learning/thinking was THE way? Americans have always been great innovators because of our educational system. Which had leeway, until we went overboard for testing our kids to death. Now we are content to churn out autobots of similar thinking, with everyone being good at exactly the same things.

The same people who decided that sending every kid to college is the key to economic growth, I think. This whole "personal responsibility" mantra has completely obscured basic facts and logic - not every kid learns the same way, our economy needs machinists and plumbers just as much as accountants and nurses, and there is no "one size fits all" solution. But our whole culture is so invested in one size fits all, silver bullet thinking that there's almost no room left for multi-pronged approaches to any issue.

Do we need to revisit the standards again? No where in the math STANDARDS does it talk about these "10 step" answers. Maybe that's the CURRICULUM & tests your school has chosen, but the STANDARDS don't have that.

But what are the schools supposed to do when they're told that this is how the tests will be conducted? If the kids need to be explaining, in sentence/paragraph form, their mathematical reasoning on the all important tests that determine whether the school is a success or failure, administrators have no choice but to apply that same method of classroom teaching. Perhaps it is a state issue - I know that there is a subset of the leadership in my state that is invested in undermining public education in support of a privatization agenda - but I've yet to read about a state that has come up with any alternative means of assessing the "higher order thinking" aspects of the common core standards. If you aren't reading and writing fluently, at or above grade level, and able to express your thoughts in writing in a timed setting by the time that testing starts you're sunk.

Anything that's going to accelerate academic standards down to the kindergarten level is going to cause this "playtime is over" scenario. Maybe the idea that kindergarten should be easier and more like simple daycare is outdated? I do believe that kids learn best through play, however, that doesn't mean they can't be learning more than before through their play.

Or maybe the idea that better academic outcomes can be created by pushing younger children harder and harder is a fairy tale that ignores and even exacerbates the very well documented reasons America's schools don't stack up against our foreign competitors?

 

[MSLRAC]

Whether you believe it or not, all these articles and blog posts don't support your belief of CC being "bad". They support my (and others) assertions that the IMPLEMENTATION of the standards is at fault.

CC doesn't tell how to implement or teach anything. It just shows would should be learned by the end of the year.

Exactly!!! Our school district went about implementing CC very well and as a result the kids are truly getting it. They had CC testing in Sept and will have it again in May but overall, the kids (mine included) did well on the tests in Sept.

Our district has not bought new curriculum yet. The are sampling different curricula and the teachers are free to develop their own or use bits and pieces of whatever that like and what is working for their students.

 

[luvsJack]

I know right!!! I agree there are problems with what is happening in some of the posters districts. But the problems are with the administrators and in some cases the teachers.

Children who barely know how to write the alphabet or add 2 and 2 are expected to write topic sentences and use diagrams to illustrate math equations

Using diagrams for math equations is not a concept that requires adding or writing. We did that with preschoolers. They draw a picture of 2 apples and then of 2 oranges--how many fruits are there all together. Its a really a something that leads into adding.


The writing sentences sounds like the old "writing to read" that was used back when my sons were in Kindergarten. They wrote the words as they sounded to them. And many could barely write when they started.

 

[sam_gordon]

But what are the schools supposed to do when they're told that this is how the tests will be conducted? If the kids need to be explaining, in sentence/paragraph form, their mathematical reasoning on the all important tests that determine whether the school is a success or failure, administrators have no choice but to apply that same method of classroom teaching. Perhaps it is a state issue - I know that there is a subset of the leadership in my state that is invested in undermining public education in support of a privatization agenda - but I've yet to read about a state that has come up with any alternative means of assessing the "higher order thinking" aspects of the common core standards. If you aren't reading and writing fluently, at or above grade level, and able to express your thoughts in writing in a timed setting by the time that testing starts you're sunk.

I linked upthread a very detailed (in my opinion) article of how CC is being implemented in Kentucky, which has been under CC for two years now. No where in the article did it say teachers only had one way to teach. In fact, they even mentioned examples from different areas of the state on how the teachers are trying to actually teach their kids.

Also, according to the article, the 2013 test results were higher than the 2012 results. Yes, the majority still "failed", but the numbers improved.

Will CC solve all our problems? Of course not. But the more I read on here, it just showcases problems with various teachers and administrators. Until you fix THOSE problems, kids will continue to have issues regardless of what standards you bring in.