**robertogreco + implementation + technology**
3

My Objections to the Common Core State Standards (1.0) : Stager-to-Go

april 2015 by robertogreco

"The following is an attempt to share some of my objections to Common Core in a coherent fashion. These are my views on a controversial topic. An old friend I hold in high esteem asked me to share my thoughts with him. If you disagree, that’s fine. Frankly, I spent a lot of time I don’t have creating this document and don’t really feel like arguing about the Common Core. The Common Core is dying even if you just discovered it.

This is not a research paper, hence the lack of references. You can Google for yourself. Undoubtedly, this post contains typos as well. I’ll fix them as I find them.

This critique shares little with the attacks from the Tea Party or those dismissed by the Federal Education Secretary or Bill Gates as whiney parents.

I have seven major objections to the Common Core State Standards (CCSS)

1. The CCSS are a solution in search of a problem.

2. The CCSS were implemented in a remarkably undemocratic fashion at great public expense to the benefit of ideologues and corporations.

3. The standards are preposterous and developmentally inappropriate.

4. The inevitable failure of the Common Core cannot be blamed on poor implementation when poor implementation is baked into the design.

5. Standardized curriculum lowers standards, diminishes teacher agency, and lowers the quality of educational experiences.

6. The CCSS will result in an accelerated erosion of public confidence in public education.

7. The requirement that CCSS testing be conducted electronically adds unnecessary complexity, expense, and derails any chance of computers being used in a creative fashion to amplify student potential."

[continues on to elaborate on each objection, some pull quotes here]

"there is abundant scholarship by Linda Darling-Hammond, Diane Ravitch, Gerald Bracey, Deborah Meier, and others demonstrating that more American kids are staying in school longer than at any time in history. If we control for poverty, America competes quite favorably against any other nation in the world, if you care about such comparisons."

…

"As my colleague and mentor Seymour Papert said, “At best school teaches a billionth of a percent of the knowledge in the world and yet we quibble endlessly about which billionth of a percent is important enough to teach.” Schools should prepare kids to solve problems their teachers never anticipated with the confidence and competence necessary to overcome any obstacle, even if only to discover that there is more to learn."

…

"When teachers are not required to make curricular decisions and design curriculum based on the curiosity, thinking, understanding, passion, or experience of their students, the resulting loss in teacher agency makes educators less thoughtful and reflective in their practice, not more. The art of teaching has been sacrificed at the expense of reducing pedagogical practice to animal control and content delivery."

…

"The singular genius of George W. Bush and his No Child Left Behind legislation (kicked-up a notch by Obama’s Race-to-the-Top) was the recognition that many parents hate school, but love their kids’ teachers. If your goal is to privatize education, you need to concoct a way to convince parents to withdraw support for their kid’s teacher. A great way to achieve that objective is by misusing standardized tests and then announcing that your kid’s teacher is failing your kid. This public shaming creates a manufactured crisis used to justify radical interventions before calmer heads can prevail.

These standardized tests are misunderstood by the public and policy-makers while being used in ways that are psychometrically invalid. For example, it is no accident that many parents confuse these tests with college admissions requirements. Using tests designed to rank students mean that half of all test-takers be below the norm and were never intended to measure teacher efficacy.

The test scores come back up to six months after they are administered, long after a child advances to the next grade. Teachers receive scores for last year’s students, with no information on the questions answered incorrectly. These facts make it impossible to use the testing as a way of improving instruction, the stated aim of the farcical process."

…

"It is particularly ironic how much of the public criticism of the Common Core is related to media accounts and water cooler conversations of the “crazy math” being taught to kids. There are actually very few new or more complex concepts in the Common Core than previous math curricula. In fact, the Common Core hardly challenges any of the assumptions of the existing mathematics curriculum. The Common Core English Language Arts standards are far more radical. Yet, our innumerate culture is up in arms about the “new new math” being imposed by the Common Core.

What is different about the Common Core approach to mathematics, particularly arithmetic, is the arrogant imposition of specific algorithms. In other words, parents are freaking out because their kids are being required to solve problems in a specific fashion that is different from how they solve similar problems.

This is more serious than a matter of teaching old dogs new tricks. The problem is teaching tricks at all. There are countless studies by Constance Kamii and others demonstrating that any time you teach a child the algorithm, you commit violence against their mathematical understanding. Mathematics is a way of making sense of the world and Piaget teaches us that it is not the job of the teacher to correct the child from the outside, but rather to create the conditions in which they correct themselves from the inside. Mathematical problem solving does not occur in one way no matter how forcefully you impose your will on children. If you require a strategy competing with their own intuitions, you add confusion that results in less confidence and understanding.

Aside from teaching one algorithm (trick), another way to harm a child’s mathematical thinking development is to teach many algorithms for solving the same problem. Publishers make this mistake frequently. In an attempt to acknowledge the plurality of ways in which various children solve problems, those strategies are identified and then taught to every child. Doing so adds unnecessary noise, undermines personal confidence, and ultimately tests memorization of tricks (algorithms) at the expense of understanding.

This scenario goes something like this. Kids estimate in lots of different ways. Let’s teach them nine or ten different ways to estimate, and test them along the way. By the end of the process, many kids will be so confused that they will no longer be able to perform the estimation skill they had prior to the direct instruction in estimation. Solving a problem in your head is disqualified."

garystager
commoncore
2015
education
policy
schools
publicschools
standardization
standardizedtesting
standards
learning
teaching
pedagogy
technology
testing
democracy
process
implementation
agency
howweteach
howwelearn
publicimage
seymourpapert
numeracy
matheducation
math
mathematics
numbersense
understanding
memorization
algorithms
rttt
gatesfoundation
pearson
nclb
georgewbush
barackobama
This is not a research paper, hence the lack of references. You can Google for yourself. Undoubtedly, this post contains typos as well. I’ll fix them as I find them.

This critique shares little with the attacks from the Tea Party or those dismissed by the Federal Education Secretary or Bill Gates as whiney parents.

I have seven major objections to the Common Core State Standards (CCSS)

1. The CCSS are a solution in search of a problem.

2. The CCSS were implemented in a remarkably undemocratic fashion at great public expense to the benefit of ideologues and corporations.

3. The standards are preposterous and developmentally inappropriate.

4. The inevitable failure of the Common Core cannot be blamed on poor implementation when poor implementation is baked into the design.

5. Standardized curriculum lowers standards, diminishes teacher agency, and lowers the quality of educational experiences.

6. The CCSS will result in an accelerated erosion of public confidence in public education.

7. The requirement that CCSS testing be conducted electronically adds unnecessary complexity, expense, and derails any chance of computers being used in a creative fashion to amplify student potential."

[continues on to elaborate on each objection, some pull quotes here]

"there is abundant scholarship by Linda Darling-Hammond, Diane Ravitch, Gerald Bracey, Deborah Meier, and others demonstrating that more American kids are staying in school longer than at any time in history. If we control for poverty, America competes quite favorably against any other nation in the world, if you care about such comparisons."

…

"As my colleague and mentor Seymour Papert said, “At best school teaches a billionth of a percent of the knowledge in the world and yet we quibble endlessly about which billionth of a percent is important enough to teach.” Schools should prepare kids to solve problems their teachers never anticipated with the confidence and competence necessary to overcome any obstacle, even if only to discover that there is more to learn."

…

"When teachers are not required to make curricular decisions and design curriculum based on the curiosity, thinking, understanding, passion, or experience of their students, the resulting loss in teacher agency makes educators less thoughtful and reflective in their practice, not more. The art of teaching has been sacrificed at the expense of reducing pedagogical practice to animal control and content delivery."

…

"The singular genius of George W. Bush and his No Child Left Behind legislation (kicked-up a notch by Obama’s Race-to-the-Top) was the recognition that many parents hate school, but love their kids’ teachers. If your goal is to privatize education, you need to concoct a way to convince parents to withdraw support for their kid’s teacher. A great way to achieve that objective is by misusing standardized tests and then announcing that your kid’s teacher is failing your kid. This public shaming creates a manufactured crisis used to justify radical interventions before calmer heads can prevail.

These standardized tests are misunderstood by the public and policy-makers while being used in ways that are psychometrically invalid. For example, it is no accident that many parents confuse these tests with college admissions requirements. Using tests designed to rank students mean that half of all test-takers be below the norm and were never intended to measure teacher efficacy.

The test scores come back up to six months after they are administered, long after a child advances to the next grade. Teachers receive scores for last year’s students, with no information on the questions answered incorrectly. These facts make it impossible to use the testing as a way of improving instruction, the stated aim of the farcical process."

…

"It is particularly ironic how much of the public criticism of the Common Core is related to media accounts and water cooler conversations of the “crazy math” being taught to kids. There are actually very few new or more complex concepts in the Common Core than previous math curricula. In fact, the Common Core hardly challenges any of the assumptions of the existing mathematics curriculum. The Common Core English Language Arts standards are far more radical. Yet, our innumerate culture is up in arms about the “new new math” being imposed by the Common Core.

What is different about the Common Core approach to mathematics, particularly arithmetic, is the arrogant imposition of specific algorithms. In other words, parents are freaking out because their kids are being required to solve problems in a specific fashion that is different from how they solve similar problems.

This is more serious than a matter of teaching old dogs new tricks. The problem is teaching tricks at all. There are countless studies by Constance Kamii and others demonstrating that any time you teach a child the algorithm, you commit violence against their mathematical understanding. Mathematics is a way of making sense of the world and Piaget teaches us that it is not the job of the teacher to correct the child from the outside, but rather to create the conditions in which they correct themselves from the inside. Mathematical problem solving does not occur in one way no matter how forcefully you impose your will on children. If you require a strategy competing with their own intuitions, you add confusion that results in less confidence and understanding.

Aside from teaching one algorithm (trick), another way to harm a child’s mathematical thinking development is to teach many algorithms for solving the same problem. Publishers make this mistake frequently. In an attempt to acknowledge the plurality of ways in which various children solve problems, those strategies are identified and then taught to every child. Doing so adds unnecessary noise, undermines personal confidence, and ultimately tests memorization of tricks (algorithms) at the expense of understanding.

This scenario goes something like this. Kids estimate in lots of different ways. Let’s teach them nine or ten different ways to estimate, and test them along the way. By the end of the process, many kids will be so confused that they will no longer be able to perform the estimation skill they had prior to the direct instruction in estimation. Solving a problem in your head is disqualified."

april 2015 by robertogreco

Thinking in Mind: Using Technology - "If You Want To"

december 2009 by robertogreco

"In light of the trajectory my own professional learning is taking, I find that discussions about tools and applications are too often disembodied from the particular learning environment where they could be powerful and appropriately used. In a sense, I no longer want to hear about wikis – I want to hear about how wiki were used in a particular classroom, and how they supported strong disciplined understanding. I’d also love to hear why not to use a particular tool. I want to see how the implementation of technology lined up with solid assessment practices, and how the technology allowed students to engage in rich, inquiry-based work. Basically, I would love to see more discussion about the appropriate contexts and subject matter for particular tools."

education
technology
web2.0
discipline
edtech
value
neilstephenson
tcsnmy
applied
implementation
teaching
schools
december 2009 by robertogreco

Artichoke: Hysteresis: Teachers, technology and red herrings

april 2008 by robertogreco

"All this means we have to be especially careful about what and how we choose to use ICTs with students of any age …. and that the teacher who fails to implement may well be a red herring."

technology
curriculum
schools
education
learning
implementation
teaching
leadership
administration
management
change
artichokeblog
pamhook
april 2008 by robertogreco

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