Contents contributed and discussions participated by kgrill - Diigo4us

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Common Core
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Hirsch developed with his Core Knowledge Foundation, and he is credited with laying the intellectual groundwork.
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He showed the fundamental importance that knowledge plays to develop the foundations of literacy
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Education should be about teaching children to think.”
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Children can be taught to read—to decode words—but teaching them to comprehend all but the simplest text requires a shared body of knowledge between writer and reader.
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To level the playing field between rich and poor, schools should intentionally build background knowledge in all children in a wide range of subjects, or, says Hirsch, “It will be impossible to break the cycle of illiteracy that persists from parent to child.”
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Educators concerned with early literacy began to wonder whether the vast word gap described by Hart and Risley and the vast knowledge gap described by Hirsch might really be the intertwined roots of the achievement gap.
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With the spread of educational technology, they predicted, “the not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.”
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Granted access to technology, affluent kids and poor kids use tech differently. They select different programs and features, engage in different types of mental activity, and come away with different kinds of knowledge and experience.
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“Matthew Effect”:
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Some studies of the introduction of technology have found an overall negative effect on academic achievement—and in these cases, poor students’ performance suffers more than that of their richer peers.
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Why would improved access to the Internet harm the academic performance of poor students in particular? Vigdor and his colleagues speculate that “this may occur because student computer use is more effectively monitored and channeled toward productive ends in more affluent homes.”
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mproving the way that technology is employed in learning is an even bigger and more important issue. Addressing it would require a focus on people: training teachers, librarians, parents and children themselves to use computers effectively.
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And it would require a focus on knowledge: background knowledge that is both broad and deep.
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The survey found that student who felt supported — that their professors cared about them as individuals, that professors made them want to learn, that they had a mentor — were three times more likely to thrive as those who did not feel supported. Only 14 percent of college graduates answered that all three of those qualities were present in their college experience.
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Even fewer college graduates found their higher education experience to be relevant to life and work after college.
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Feeling connected and mentored makes a difference, just as understanding how learning is relevant and applicable makes students feel prepared for life after college.
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“Students are the power tools of change in education,” Miller said. “They are the most ignored and they have the most at stake.”
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path argument”
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- kgrill on 24 Jun 14
  
  Guide on the side vs sage on the stage
  
  <div class="cArrow"> </div><div class="cContentInner">Guide on the side vs sage on the stage</div>
  
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knowledge is cumulative
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he pace argument”
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Students need to be guided down the path of their learning. Teachers should remain central
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ognitive science: our minds are not built to
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think
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Effective instruction requires understanding the varying cognitive abilities of students and finding ways to impart knowledge in light of that variation. If you want to call that “personalization,” fine, but we might just also call it “good teaching.”
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The fact that students make use of many electronic devices and are called digital natives, does not make them good users of the media that they have at their disposal.
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