May 5, 2014 at 5:15 pm #1316487
round and round and round we go…round we go…round we go…..round and round and round we go….with no head attachedMay 5, 2014 at 5:59 pm #2099549
“She just found out what Common Core is…”May 6, 2014 at 10:34 am #2099734
Ah, the scourge of the Common Core!
Heaven forbid we actually have some basic standards of knowledge so that the US can actually compete with the rest of the world. Oh the humanity!!!!May 6, 2014 at 11:14 am #2099769
I'm a teacher involved in the implementation/testing of common core on my high school campus. I have my own children testing under it as well.
I'd love to hear in your words what the problem is.May 6, 2014 at 1:45 pm #2099828
"I'm a teacher involved in the implementation/testing of common core on my high school campus. I have my own children testing under it as well.
I'd love to hear in your words what the problem is."
Here you go, in a nutshell…
Under Common Core, students don’t learn standard algorithm – think traditional addition or subtraction – until fourth grade now. Prior to that, kids learn “regrouping.” Instead of stacking 17 on top of 32 and adding the ones column, then the tens column; students group 10 with 30 and 7 with 2 horizontally. Then they add 40 and 9 to come to the answer. Seriously? Yeah, we'll compete with the rest of the world alright…to be the first to the bottom of the list.
Basically it will teach kids to add 1 plus 1 and get the color 9 by way of smelling their crayons as a way of checking their work. As a pharmacist, i'm REALLY not looking forward to working with these kids in 10 or 15 years. Scary stuff. I am so glad my wife and I home schooled our kids! There's even more of a reason to do so nowadays.
Here's an example of a question on a test from a Common Core aligned textbook from Wisconsin that asked a middle schooler to find the pronoun in the following sentence:
"Rich people are too callous and greedy to realize they are destroying the middle class.”
WTF?? This is an actual question on an actual Common Core test! Go look it up. It's just one of many examples of the liberal indoctrination program disguised as standardized testing from around the country. No political bias there. Move on. Nothing to see. These aren't the droids you're looking for…
MMay 6, 2014 at 2:43 pm #2099856
"It's just one of many examples of the liberal indoctrination program disguised as standardized testing from around the country."
If that's the basic premise from which you're operating then there's nothing I can tell you to have a productive conversation.
Have a good one.May 6, 2014 at 4:25 pm #2099896
liberal indoctrination….. lol
what about conservative indoctrination…you know bible thumping, gun toting politics that our children see
goes both way….yeah liberalism is a disease…lol get a clueMay 6, 2014 at 4:27 pm #2099898
So Craig, do you think teachers spew their political beliefs or values while teaching? I would be very interested in hearing this. My wife teaches HS and never, NEVER has she discused politics. If you hate the teaching machine so much, get into private schools or find a different profession…wowMay 6, 2014 at 4:34 pm #2099900
"So Craig, do you think teachers spew their political beliefs or values while teaching? I would be very interested in hearing this. My wife teaches HS and never, NEVER has she discused politics. If you hate the teaching machine so much, get into private schools or find a different profession…wow"
Do you realize that the first half of his response is a quote from Matt?May 6, 2014 at 4:59 pm #2099917
Katharina LångstrumpBPL Member
@kat_pLocale: Pacific Coast
My daughter came home regularly with political ideas from the teachers agenda, which in a way was fine because it allowed us to really discuss the issues, but I do think that depending where you live the kids are often indoctrinated one way or the other.
My daughter was in a class in high school that gave the kids an assignment that went like this:
Here are two types of stickers, one that says "you are good for the economy" and one that says "you are bad for the economy". Before Christmas they were to go downtown Santa Cruz and ask shoppers if they were spending equal or more than the previous year ( give them to good for the economy sticker…) or if they were spending less than the previous year ( give them the bad for the economy sticker). That is definitely a slanted view….
Edited for spelling.May 6, 2014 at 5:20 pm #2099929
Glad you're not jumping to conclusions too quickly Ken…
On the note of teacher bias, of course it happens. How couldn't it? Some teachers are terrible, some are balanced, others try to remain publicly neutral to a fault. In my experience, most teenagers appreciate getting to know who you actually are and what you think. I find it builds credibility and respect. It doesn't mean they all agree, nor that you force them to.
Believe it or not, mature, thoughtful teachers (and people) are capable of sharing and discussing their beliefs (even controversial ones) in a respectful way.
The beauty of public education lies in the numbers and demographics. An average pre-K thru 12 public school graduate has typically had 8 different teachers between pre-K and 6th grade, and then have as many as 6 teachers per year for the remaining 6 years. That's roughly 44 teachers by graduation. Odds are, they've been exposed to quite a few different belief systems, cultural perspectives, and political ideologies.
I'm completely at a loss as to how home schooling remedies the "bias in the classroom" idea; it simply ensures that the parents potentially have absolute control over which single bias they want to teach.May 6, 2014 at 5:29 pm #2099932
Katharina LångstrumpBPL Member
@kat_pLocale: Pacific Coast
Craig, that rings true. The only issue I can see is in areas that are very homogenous . You might be hard pressed to find a teacher with liberal ideas in some southern towns and vice versa in the Bay Area. But yes, more teachers, more ideas, more points of views have got to be a good thing.May 6, 2014 at 5:47 pm #2099941
I personally connect with many, many students every year. My classroom is full on every break and at lunch, all of us just talking; life, school, politics, nonsense, philosophy…
I'm not trying to claim a Teach of the Year Award. Our campus is full of teachers that bond with students on a daily basis.
Obviously, students that gravitate to me connect with something about me. And other students go to other teachers.
Christian? Great. There's a Christian Bible study that meets every week. Sponsored by a teacher.
Muslim? You've got a place to go also. Sponsored by a teacher.
Left? Right? There's a club for whatever your affiliation is. We had an Anarchist club a year ago (though surprisingly enough, they couldn't organize well enough to keep it going. And no kidding, the faculty advisor is a friend of mine….last name Bakunin. Too good to be true if you know your history).
Point being- a healthy, diverse environment will provide opportunities for anyone to connect. And the more diverse your faculty and student populations are, the less likely anyone gets left out.
And the best thing about it all? At the end of the day, we all share the same classrooms. I recently sat back and watched the most respectful and educational student-led exchange on religious beliefs between two relatively conservative Muslim girls from Pakistan and 3 other students from Guatemala, El Salvador, and the US. The discussion was centered on why one of the girls chooses to wear hijab and the other doesn't. One is Harvard bound, two are headed for UCLA, the others undecided. It's exchanges like this that give me hope for the future of this country.
Educational scenarios that allow students and teachers to retreat into homogeneous isolation are not conducive to producing thinkers for the world we live in.May 6, 2014 at 5:58 pm #2099947
"Educational scenarios that allow students and teachers to retreat into homogeneous isolation are not conducive to producing thinkers for the world we live in."
A huge +1 for that. Very well put.May 6, 2014 at 6:06 pm #2099951
my apology Craig, I did not read all the way down. Sorry about that.
Kat, your daughter goes to school in Santa Cruz….enough saidMay 6, 2014 at 8:57 pm #2100008
""So Craig, do you think teachers spew their political beliefs or values while teaching? I would be very interested in hearing this. My wife teaches HS and never, NEVER has she discused politics. If you hate the teaching machine so much, get into private schools or find a different profession…wow"
Do you realize that the first half of his response is a quote from Matt?"
LOL. Oh, that was good. Typical. Figures Ken can't be bothered to pay attention and attacks his own side. Friendly fire, I suppose.May 7, 2014 at 9:21 am #2100171
Well Craig, I believe the problem is that it means students will be taught things like SCIENCE, which we all know is awful (communities should be able to teach whatever they want! Damn the world marketplace!), and HISTORY, which may show us to be not nearly as perfect as we'd like to think we are (slavery?? But the slaves were better off with two parents!), and REASONING, which of course leads to the horrible condition of actually questioning authority.
Something the fabulous state of Texas is certainly trying to do something about!
From the Texas GOP platform on Education: "Knowledge-Based Education – We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority."May 10, 2014 at 3:11 pm #2101141
Jennifer, you never cease to amaze me with your ignorance. Here is an actual Common Core problem for you:
14 + 4.
All you have to do is “Find a Ten.”
Step 1: Find the greatest number.
Step 2: Look at the greatest number.
Step 2, Sub-step 1: How many tens in the number?
Step 2, Sub-step 2: How many ones?
Step 2 Sub-step 3: Write the tens and the ones in a number bond.
Step 3: Check your number bond.
Step 3, Sub-step 1: Is it true?
Step 3, Sub-step 2: Will the two parts make the whole greatest number?
No worries. Only three more steps to go…
Step 4: Join the ones together.
Step 4, Sub-step 1: How many ones are there now?
Step 4, Sub-step 2: Write the equation to add the ones.
Step 5: Write your new equation. 10 + _ = _ .
Step 5, Sub-step 1: The second number will be the ones from step 4 (“part” that is left from the number bond).
Step 6: Answer the original equation.
Step 6, Sub-step 1: It should be understood that the two equations are equal.
Then they let you in on a little secret:
14 + 4 is the same as 10 + 8.
Anyone for some subtraction?May 11, 2014 at 7:46 am #2101317
Matthew you never cease to amaze me…..sigh
more from the stupid asshats that you idolize….what is next, ATV's on your favorite hiking trails in Yosemite?May 11, 2014 at 8:08 am #2101325
Jerry AdamsBPL Member
@retiredjerryLocale: Oregon and Washington
I don't see your point Matthew. Kind of a convoluted problem, but still a good exercise of someone's brain.
I don't know what a "number bond" is, but if they're asking about it, they must teach it.
I think it would be better to have problems that are more reality based, like "there are two cars driving away from each other, one at twice the speed….", but questions about numbers are good too.May 11, 2014 at 9:17 am #2101340
This is another classic Matthew copy-paste job, this time from The Blaze. Apparently no personal experience or knowledge about Common Core, just echoing what other people are saying about what other people are saying about what other people are saying…
From what I have seen, as a parent and teacher that has sat through multiple trainings and meeting about it, Common Core has significantly raised the bar in terms of what is expected from students. But it's particularly confusing to parents and teachers that are new to it because it does use new methodologies that many are not familiar with from their own education. But those methodologies were not pulled from thin air; they're research based and actually mimic what many other countries are doing that are increasingly leaving us in the dust. If you can teach a third grader to break down and solve a multi-tiered math problem they'll be well on their way to having the skills it takes to be doing Algebra and higher math by 5th and 6th grade. Like Japan. Like China. Like many European nations that are leaving us behind in education. We're losing an educational race and part of it is due to the fact that our standards are less rigorous than those of other nations. We haven't evolved. America has been stuck in a rut of teaching methodology that really hasn't evolved much in 100 years. It's 2014 and we're barely starting to introduce computer literacy. Meanwhile the world moves on. Kids in the rest of the developed world are typically doing higher level math at a much earlier age than in American schools. Much of the Common Core curriculum is designed to accelerate the process.
When you're losing a race, you don't slow down and you don't stick to the same strategy that put you in last place. With proper instruction, problems like the one Matthew posted are designed to put kids on track to be learning Algebra 2-3 years earlier than when we currently teach it. Is it the way I did it? The way Grandpa did it? Not at all. But we don't live in the same world, either.
Is Common Core a silver bullet? Absolutely not and it's still absolutely a work in progress. Will it work? Who knows. There are so many factors that go into national educational success (including how you even define it) that it's hard to say. But I can tell you that my kids are doing higher level math(relatively speaking) than they were two years ago. At least it's an attempt to finally address the fact that our education system is becoming increasingly outdated. The entire system was started in a time period in which most people worked on farms or in factories and only needed a fairly rudimentary academic skill set to make a middle class living. If high schools only graduated 15% of students with advanced math and science skills it was acceptable, because that's all our society needed and those without advanced educations could still make a decent living elsewhere. Try that today. It's an outdated model. Plenty of adults today will testify that they have done fine for themselves without advanced academic or technical education. But that was then. Most studies I've seen show that to be increasingly a trend of the past. How many kids in today's economy will be able to pull $50,000+ per year and reach a solid middle class lifestyle without advanced academic or technical skills?May 11, 2014 at 9:59 am #2101352
And here's another good example of how Common Core is creating Morons:
This is a problem I'm copying directly from my son's current math packet. He's in 7th grade and part of a pilot Common Core math program. His teacher is struggling, as she's new to the methodology and students are struggling because the bar has been set much higher. But they're struggling in a good way. Lo and behold, they're multiple grade levels in skill above what other kids and teachers are doing. During testing based on Common Core standards, you can see the typical bell curve of achievement in their class. But for comparison, they recently tested using a non-Common Core benchmark (STAR, the traditional state benchmark test) and the kids blew it out of the water. Over 90% scored advanced.
1. Consider the points A(2,3) and B (4,7) and the line segment, AB, between them. WHat is the slope of this segment?
2. Locate a third point C (x,y) on the coordinate grid, so the points A, B, and C form the vertices of a right triangle, with AB as its hypotenuse.
3. Explain how you know that the triangle you formed contains a right angle?
4. Now rotate this right triangle 90 degrees about the vertex point (2,3). Explain how you know you have rotated the triangle 90 degrees.
5. Compare the slope of the hypotenuse of this rotated right triangle with the slope of the hypotenuse of the pre-image. What do you notice?
Or how about a simple one:
For each linear equation write the slope of a line perpendicular to the given line.
14. y = – 2/7 + 5
This hardly looks like what I was doing in 7th grade.
Mind you, this is just one of many standard homework questions from a nightly work packet. Test and projects are far more involved. Beyond the math/geometry skills needed, think about the English comprehension skills necessary to properly do this, and the fact that must justify answers verbally as well as through equations. Compare it with a typical multiple choice, single answer problem. I can find even more difficult problems than this off of some of his tests. Based on this program, he's on track to be doing calculus in 10th grade.
My son has an A in the course.
Sigh. He's yet another moron create4d by these standards.
The bad news? It's what average kids in Japan are doing in 5th grade.
We've got catching up to do if we expect America to continue to be a global player.May 11, 2014 at 10:23 am #2101355
NM. No real sense in it.May 11, 2014 at 2:38 pm #2101398
aw, c'mon doug. you're losing it.May 12, 2014 at 12:15 am #2101557
Jerry, the example I gave was from an actual CC assignment. Seriously? A good exercise of someone's brain? Give me a break. Here's another one from a New Jersey mom showing what Common Core State Standards aligned curriculum REALLY looks like (from her Facebook post):
"I. AM. LIVID. I – as much as I try – cannot help my children with their homework. I’ll give just ONE math problem my son had to answer (which he had to teach me how to do – nothing like making a parent feel like a total dumbass):”Which numbers complete the calculation 27×6?”
A. 42, 120, 162
B. 13, 127, 140
C. 42, 112, 154
D. 27, 120, 147
Step 1 – multiply 7×6 (= 42)
Step 2 – multiply 2×6 (= 12)
Step 3 – My son’s words “now add a zero because it’s actually 6×20 because you already did 7×6, so you would now have to multiply 6×20″.
Step 4 – Add the 2 partial products: 42 (7×6) and 120 (6×20) to get the answer, which is 162.
How the hell does Step 3 make any sense? What happened to 2×6? Isn’t it obvious? Twelve became 120 because, for some stupid reason, we already multiplied 7×6, so we add a zero into the mix!! WTH??!
Now that my son has explained it to me (which he struggled to do), I know the correct answer is A.
Why on EARTH are they “teaching” multiplication this way? And they have the nerve to call it mental math?! I think a 2 step process (the way we were taught) is much easier than a 4 step process to get the same answer. But again, if they don’t show the 4 steps, it is marked as wrong. Then my son proceeds to tell me that he feels as though he’s being “brainwashed” and that he’s upset they are “erasing everything I learned last year”. He’s stressed and feels stupid. Added bonus to my anger: his teacher told all of the parents to set a timer for 40 minutes. If the child cannot complete his/her homework within the 40 minutes, he/she should stop because it shows they’re not getting it. If we follow this and stop the timer after 40 minutes, he gets a zero for not completing his homework. And if he/she isn’t “getting it”, they get no additional help to make sure they DO get it. Damned if you do, damned if you don’t.
My children are 8 & 9, and they are writing letters (their idea) that they would like to read themselves at our B.O.E. meeting next week. In addition, I’m bringing their report cards from the last 3 years to show that my children ARE smart and that it’s not a matter of a “white suburban mother finding that her child isn’t as smart as she thought”. I’ve never sworn in front of my children before, but come homework time I’ve begun swearing like a lunatic (minus the F word).
Sorry for the lengthy rant about situations we’ve all read about before – my frustration level just met its breaking point…."
The mom provided additional information on the publisher and type of Math her son is being taught:
"This was a sheet they were given as homework as part of Topic 6 instruction right out of the Envision Math book published by Pearson. I’m beyond furious with every aspect of it – the invasion of privacy, shared data, parents’ rights being revoked, threats of Child Protective Services involvement, children’s feelings of failure and self hatred – the list could go on and on."
Jerry, doesn’t it seem to you that these standards that are supposed to be clearer and fewer, that are supposed to create "global citizens" are, in fact creating students who are frustrated and will see math as not worth trying because it’s too convoluted?
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