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Vicki Davis

Teacher: One (maddening) day working with the Common Core - The Answer Sheet - The Wash... - 12 views

www.washingtonpost.com/...gIQA8J4WUS_blog.html

education edreform commoncore higherorderthinking scripts

shared by Vicki Davis on 06 Apr 12 - No Cached
  • Vicki Davis on 06 Apr 12
     
    The Washington Post has a quite distressing bug common remarks about Common Core exemplars. Is going too much by the common core doing to take us down to a lower common denominator than we are at already? I'm not sure but this type of article is very concerning. "Each teacher read individually through the exemplar lesson on Lincoln's speech. When we began discussing it, we all expressed the same conclusion: Most of it was too scripted. It spelled out what types of questions to ask, what types of questions not to ask, and essentially narrowed any discussion to obvious facts and ideas from the speech.
Suzie Nestico

Five Myths About the Common Core - 8 views

hepg.org/513

commoncore CCSS Standards education Common Core Harvard administrator all_teachers bestpractices curriculum

shared by Suzie Nestico on 05 Nov 11 - No Cached
  • Myth #1 The Common Core State Standards are a national curriculum.
  • Myth #2 The Common Core State Standards are an Obama administration initiative.
  • Myth #3 The Common Core standards represent a modest change from current practice.
  • ...7 more annotations...
  • Myth #4 States cannot implement the Common Core standards in the current budget climate.
  • Myth #5 The Common Core State Standards will transform schools.
  • Standards are not curriculum: standards spell out what students should know and be able to do at the end of a year; curriculum defines the specific course of study—the scope and sequence—that will enable students to meet standards.
  • States are building the assessments, and once the assessments are in place, they will be administered and operated by states. They are not federal tests.
  • In preparation for adoption of the Common Core standards, several states conducted analyses that found considerable alignment between them and their current standards
    • Suzie Nestico
      Suzie Nestico on 05 Nov 11
       
      Pennsylvania has same findinggs in its analysis of alignment of PA academic standards - closely aligned, ELA more than Math.
  • And officials in 76 percent of districts in Common Core states said in a survey released in September 2011 by the Center on Education Policy that inadequate funds for implementation was a major challenge.
  • But to have an effect on the day-to-day interaction between students and teachers, and thus improve learning, states and districts will have to implement the standards. That will require changes in curricula and assessments to align with the standards, professional development to ensure that teachers know what they are expected to teach, and ultimately, changes in teacher education so that all teachers have the capability to teach all students to the standards. The standards are only the first step on the road to higher levels of learning.
  • Suzie Nestico on 05 Nov 11
     
    What I've encountered most in dealing with colleagues is the fear and the notion that this is just another five to ten year fad in education. It is important first to help others understand CCSS are not a quick-fix or an answer. In some ways, CCSS take us back to what good teaching looks. Ultimately, aside from the budgetary concerns with implementation, perhaps the other greatest struggle here will be the state-level assessment of the CCSS. In order for states to get it right, there needs to adequate time devoted to determining adequate assessment, not drill-and-kill. Broad, interconnected, higher-order thinking cannot be bubbled-in. Period.
Vicki Davis

ASCD - 0 views

www.ascd.org/...9dee008f99653fb85516f762108a0c

shared by Vicki Davis on 28 Oct 08 - No Cached
  • first 60 seconds of your presentation is
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any they've seen in the past
  • how the group solved the problem, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication skills, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
  • the world of work has changed profoundly.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
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