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Mary Zich

Helping Slow Learners: Implications for the Classroom | Education.com - 1 views

www.education.com/...earners-implications-classroom

helping learners classroom education jordan failure

shared by Mary Zich on 27 Mar 13 - No Cached
    • Mary Zich
      Mary Zich on 27 Mar 13
       
      Quote about failure by Michael Jordan.
  • Michael Jordan put it this way: "I've missed more than nine thousand shots in my career. I've lost almost three hundred games. Twenty-six times I've been trusted to take the game-winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed."
  • Mary Zich on 27 Mar 13
     
    for angie
Angie Lacher

How ed policy is hurting early childhood education - The Answer Sheet - The Washington ... - 5 views

www.washingtonpost.com/...gJQAm0jZoU_blog.html

education childhood washington post Survey Developmentally Appropriate Practice

shared by Angie Lacher on 20 Mar 13 - No Cached
  • The educational leaders met recently to discuss growing concerns that federal Race to the Top policy mandates on early childhood education are undermining education practice that research tells us is in the best interest of young children’s optimal development and learning. Their concerns fell into three major categories. 1. Current standards are not based on knowledge of child development — both how children learn and what they learn.
  • The standards require that children learn specific facts and skills — such as naming the letters — at specified ages. This has led to more teacher-directed “lessons,” less play-based activity and curriculum, and more rote teaching and learning as children try to learn what is required. Yet decades of research and theory tell us that young children learn best through active learning experiences within a meaningful context. Children develop at individual rates, learn in unique ways, and come from a wide variety of cultural and language backgrounds. It is not possible to teach skills in isolation or to mandate what any young child will understand at any particular time. 2. Current policies support an over-emphasis on testing and assessment at the expense of all other aspects of early childhood education.
  • As teachers strive to raise test scores, they increasingly depend on scripted curricula designed to teach what is on the tests. We know, however, that children learn best when skilled and responsive teachers observe them closely and provide curriculum tailored to meet each child’s needs. Standardized tests of any type do not have a place in early childhood education, and should not be used for making decisions about young children or their programs. Individualized assessments of each child’s abilities, interests and needs provide teachers with the information they require to individualize teaching and learning. 3. Cumulatively, current policies are promoting a de-professionalization of teachers.
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  • The growing focus on standards and testing disregards the strong knowledge base early childhood teachers have. It undermines teachers’ ability to teach using their professional expertise, to provide the optimal, individualized learning opportunities they know how to offer. Instead, teachers are often required to follow prescribed curricula taught in lock step to all children. At the same time, more teachers without strong backgrounds in early childhood education are being hired, increasing the dependence of teachers on standardized tests and scripted curricula.
  • I will work one more year and then retire. Not because I want to , but because I hate the teacher I have had to become.”
  • Very simply — much of the joy has been taken away from education for both children and the adults providing it
  • I feel disrespected as a professional, my students feel the pressure and the parents are confused. I see kids with eyes glazed who are simply overwhelmed by being constantly asked to perform tasks for which they are not yet ready to do. I finally had to leave my classroom and retire early. Now I volunteer in my grandson’s first grade classroom and cringe every time I see what the teacher has to do. She is testing every time I enter the room. I have not seen her sit with a small group of children and actually support them.”
  • The problem is they want ALL children to reach the standards and children do not come ‘standard’. ”
  • It concerns me that policies are being written by people who are not knowledgeable about young children and how they develop. While their intentions may be good, they are setting us up for an epic failure that we have not seen before. Our public education system is at risk and unfortunately, the ‘fixes’ are steering us toward disaster at a rapid rate. It is sad and I am currently exploring my options to leave the profession.”
  • Early respondents to the survey have shared stories highlighting DEY’s concerns: “I just decided yesterday that what I am doing has little to do with my intent when I became a teacher.
  • Angie Lacher on 20 Mar 13
     
    Developmentally Appropriate Practice Survey Early Childhood Education
  • Angie Lacher on 20 Mar 13
     
    Wow! This has hit the nail on the head when it comes to testing and teaching and taking the joy out of learning for our youngest learners!
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