Monday, March 31, 2014

3-31-14 @ The Chalk Face

@ THE CHALK FACE:







Whatever Will We Do If We Dump Common Core?

A component of pushing the so-called Common Core State Standards (CCSS) involves panicking the public into believing that in the absence of CCSS, states will have no standards. This message is promoted in the Associated Press. On March 30, 2014, Melinda Deslatte offers the following If Not CCSS, Then What? message in her coverage of the Louisiana capitol: […]
3-30-14 @ The Chalk Face
@ THE CHALK FACE: Of Me I Sing …. Really?A response from the United Opt Out organizers: Morna McDermott, Tim Slekar, Ruth Rodriguez, Peggy Robertson, Ceresta Smith and Shaun Johnson) In the effort to stay “current” in reporting about the rising tide of the Opt Out movement (aka high stakes standardized testing refusal), journalists are eager to tell the story…but do they do their […]7 by education


For Teachers: An Important Paper on Rewards and Motivation | Paul Bruno

For Teachers: An Important Paper on Rewards and Motivation | Paul Bruno:



For Teachers: An Important Paper on Rewards and Motivation

If you ask a teacher about the virtues of giving students rewards for behavior, effort, or accomplishment, there is a very good chance that he will tell you about the dangers of “extrinsic motivators”. Specifically, he me may tell you that giving students rewards for doing something will undermine their “intrinsic” motivation to continue doing that thing in the future, once the reward is no longer offered.
This is an element of folk psychology among educators, but it’s not entirely without justification. Any good (especially progressive) school of education will show its teachers-in-training any number of studies that demonstrate just that danger of rewards. Certainly, my credentialing program did.
As many of my classmates were quick to point out, however, many of those studies seem to have limitations that call their external validity into question. The studies tend to look only at certain kinds of rewards, for example, and tend to involve incentivizing tasks that students are already motivated to perform. Real-world classrooms, we noted, have the potential to include a wide variety of rewards for students and often involve tasks that students do not find very interesting, at least initially.
Still, I had never really managed to find an analysis that called the conventional 

Whatever Will We Do If We Dump Common Core? | deutsch29

Whatever Will We Do If We Dump Common Core? | deutsch29:



Whatever Will We Do If We Dump Common Core?

March 31, 2014

A component of pushing the so-called Common Core State Standards (CCSS) involves panicking the public into believing that in the absence of CCSS, states will have no standards.
This message is promoted in the Associated Press. On March 30, 2014, Melinda Deslatte offers the following If Not CCSS, Then What? message in her coverage of the Louisiana capitol:
Lawmakers can only take one approach to make critics… happy: Get Louisiana out of Common Core and its related testing.
But if legislators do that, what education standards do they put in place? How quickly could they develop them? How much would state-specific standards cost? And how disruptive would a change be in schools already transitioning to Common Core? [Emphasis added.]
Allow me to expose this nonsense for what it is.
First of all, no one advocating for CCSS was educated via CCSS. Conversely, every corporate reformer, every promoted of for-profit education, every test-driven, disruptive-education promoter was educated under some educational umbrella (whether called “standards” or not) other than the Core.
If self-declared “reformers” promote non-CCSS education as substandard, and all of these “reformers” lack a CCSS-based education, then they declare themselves as substandardly educated– in which case, why should anyone bother heeding any 

NPE asks Friends & Allies to join in demand for Congressional Hearings mail-in campaign | Reclaim Reform

NPE asks Friends & Allies to join in demand for Congressional Hearings mail-in campaign | Reclaim Reform:



NPE asks Friends & Allies to join in demand for Congressional Hearings mail-in campaign

The Network for Public Education asks Friends & Allies to join in demand for Congressional Hearings mail-in campaign
Test Hearings NOWa

For the next part of our campaign, we’re going old school. During the month of April, we are asking our Friends & Allies to print out and mail a copy of this letter (Also see below.) to the offices of our friends at the Education Opportunity Network in Washington D.C.. On May 17 – the 60th anniversary of the Brown vs. the Board of Education decision – we will deliver our letters to members of Congress.

We are asking our Friends & Allies to take an extra step – print out a copy, slap on a stamp and drop it in a mail box. You might want to make copies and bring them to PTA meetings or pass them out to your friends and family. In this age of email and electronic media, mail in campaigns are not very common. This will make our presentation to Congress that much more effective.

Please share this campaign via social media and remember to send your letter before the end of April! More information about this latest part of our Call for Congressional hearings can be found on the NPE website HERE.
(Diane Ravitch’s interview with Bill Moyers can also be viewed on this site.)
LETTER:
My name is _______________________ from _______________, _____ and I
stand with the Network for Public Education in calling on
Congress to hold hearings on the misuse and abuse of
standardized tests in the nation’s K-12 education system. If
you would like to speak to me about the way over-testing
has affected children and families in my community, call me
at ________________ or email me at __________________________. I would
be happy to explain why I support NPE’s call for hearings!
Sincerely,
(Signature)__________________________________
Please address your letter to:
NPE Calls for Hearings
c/o Campaign for America’s Future
1825 K St. NW, Suite 400
Washington, DC 20006
—–

4 Arguments That Scream "Save Public Education!" | Alternet

4 Arguments That Scream "Save Public Education!" | Alternet:



4 Arguments That Scream "Save Public Education!"

A vibrant society makes great individuals, not the other way around.
Photo Credit: Suzanne Tucker / Shutterstock.com


The education privatizers are trying to convince us that parental 'choice' will solve all the problems in our schools. But the choice they have in mind is to dismantle a once-proud system of education that was nurtured and funded by a society of Americans willing to work together.
The wealthiest among us seem to have forgotten how important it is to cooperate, as most Americans did in the post-WW2 years, in order to forge new paths of productivity and inventiveness. A vibrant society makes great individuals, not the other way around. Education must be at the forefront of such cooperative thinking. Here are four good arguments for it.
1. Equal Opportunity is an American Mandate
In the 1954 Supreme Court decision  Brown vs. the Board of Education, Chief Justice Earl Warren said that education "is a right which must be made available to all on equal terms." Equally eminent future Justice Thurgood Marshall insisted on "the right of every American to an equal start in life."
But now, as  The Economist points out, "Whereas most OECD countries spend more on the education of poor children than rich ones, in America the opposite is true." Poverty, of course, is of all colors, but it's disproportionately black. The  Civil Rights Project at UCLA shows that "segregated schools are systematically linked to unequal educational opportunities," while theEconomic Policy Institute tells us that "African American students are more isolated than they were 40 years ago."  New York City is the best example of that.
Charters and vouchers are the 'choice' of the free market. But the  National Education Policy Center notes that "Charter schools...can shape their student enrollment in surprising ways," through practices that often exclude "students with special needs, those with low test scores, English learners, or students in poverty." Stanford's updated  CREDO study found that  fewer special education students and fewer English language learners are served in charters than in traditional public schools.
2. Charter Advocate Michelle Rhee Is Wrong
She said, "I think that we are doing the wrong thing in our society when we are congratulating mediocrity and participation." But among American children, whether 'mediocre' or 'exceptional,' the ability to participate in a cooperative manner  should be congratulated. Children have to learn   4 Arguments That Scream "Save Public Education!" | Alternet:

Nite Cap 3-31-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




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Nite Cap 3-30-14 #BATsACT #RealEdTalk #EDCHAT #P2
James Baldwin said it best: "For these are all our children, and we will profit by or pay for whatever they become."A BIG EDUCATION APE NITE CAPempathyeducates – Special Report: Taxpayers Fund Creationism in the Classroomempathyeducates – Special Report: Taxpayers Fund Creationism in the Classroom: Special Report: Taxpayers Fund Creationism in the Classroom
Image; A striking shift in pub




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