When all is said and done, kindergarteners will have spent up to 60 days of class time—or a third of the school year—taking various standardized tests. And you wonder why so many wealthy people send their children to private schools.
to hold teachers accountable for how much their students learn—or at least how well they score on standardized tests, which is not always the same thing. But the idea is that high-scoring "good" teachers will keep their jobs and low-scoring "bad" teachers will be fired, presumably to be replaced by the thousands of "good" teachers eager to come to Illinois to give more tests.
"Most of the kids just look at me," says another kindergarten teacher who asked not to be identified. "They're five. They don't what a 'main character' means."
Presumably, by the end of the year the child will know enough to say the bug feels anxious. At which point the teacher will get to keep his or her job, for at least another year.
that student's file her delightfully original take is marked: "Wrong!"
Here's the twist. All teachers record the answers. Think about this, folks: teachers get to grade their own accountability tests. Damn, if they had this for students back in the day, I might have passed chemistry.
Shouldn’t our real goal be to increase intellectual engagement so that we are developing kids with a love or learning? And if we are really targeting academic engagement, what about our socially engaged learners who are on the bubble and considering dropping out of school?
An enthusiastic and positive account of a school going 1:1 with iPads. I love how it has influenced pedagogy/teaching and student learning, including parental involvement.
physical spaces in all states of maintenance are by necessity temporal spaces; we orient
Time is a background-level context that we assume is there.
there are some spaces – and indeed, some object – that we perceive as more temporally-laden than others, regardless of whether or not those spaces and objects are in a state of ruin
Books are another object that we tend to perceive as temporally-laden
books have time, and the reasons for this have a tremendous amount to do with our cultural history of books and what books are.
Books exist within these spaces; books are also of these spaces. Contemporary mass-market paperbacks aside, the default quintessential Book is old, hard-bound, possibly large and heavy, frequently dusty
It took a lot of time to make books, and books themselves contained a lot of time within them as part of their content. Though none of the books we read now are produced in that way, the past of books still works to shape our present imagining of them.
When we hold an ereader, we are aware – if only subconsciously – that time is not there in the same way that it is with a dead tree book. It doesn’t connect to all the temporally-laden ideas of Bookness that we carry around in our collective cultural memory.
What if, instead, in ten years those teens-now-adults used those tweets and their lingering presence in search results as a teachable moment?
Let’s promote the idea that those embarrassing tweets, or anyone’s embarrassing digital dirt, can be used to validate identity change and growth.
we are equally celebrating the cultural norm that expects perfection, normalization, and unchanging behavior. What if more people wore past identities more proudly? We could erode the norm of identity consistency, a norm no one lives up to anyways, and embrace change and growth for its own sake
it will encourage an understanding of identity as more fluid. This re-understanding might be more tolerant of the non-normal and accepting of change and difference.
hat a person isn’t just what one is but a non-linear process of becoming rife with starts and stops and wrong turns may grow to be increasingly obvious.