What kind of imagery comes to mind when the word savage its said aloud? What kind of connotation does you think drives this word? Primitive, barbarian, negligent? Because if so, it’s a perfect word that depicts what author Jonathan Kozol, in his book Savage Inequalities: Children in America’s School, is trying to portray about the United States School System. His book opens the eyes of the reader to the worse and best of what schooling in the U.S is.
Tests should be low-stakes, flexible questions and evaluations should ask for thoughtful responses and not multiple-choice guesses, and a reinforcement of the fact that tests are not the “be all, end all” when it comes to the goal of the education system. By doing this, we would give
In order to make connections to the previous lesson, students will recall information that was previously learned, such as the definition of main idea and detail, explain the ways to identify the main idea, and describe details in a story. Making connections to skills they have previously learned adds value to the content the students are learning. I will model examples, guide instruction, and allow students to collaborate with peers in order to support student learning until they are able to identify the main idea and describe supporting details on their own. There will be differentiated instruction and assessments for students on different learning levels. It is important to teach to the students’ learning needs in order to see progress in all students.
From studying education, I have noticed how many school districts teach based upon what the students will be tested over. As a future educator, I feel as if a standardized test cannot determine what a student is capable of. The individuals creating the test often don’t realize that many students suffer from test anxiety, in fear of failing the test and what is more fearful is how the school districts pressure the teachers to stress to the students the importance of passing the test. Also, in this chapter Boaler describes assessment for learning as having three components clear communication about what students have learned, a way to help students understand where they are on their journey to mastery and where they still need to improve, and information on ways to get from where students are currently to where they need to be to meet success criteria. This chapter offered several strategies that will help students have a better grasp of where they are in the learning process and that will help them develop and maintain a growth mindset.
Continual modeling and thinking aloud provides students with support while they follow along. Students will gain procedural knowledge as well as conceptual understanding. However, I find it important to have several instructional strategies in my lesson plan. Especially, students at this young age have different ways of learning. I like to iIncluding collaborative learning.
In what ways do you agree or disagree with this assertion? I do believe the having high expectation is one thing as long we are doing the job to ensure theses expectation are met . As educators’s primary goal is to ensure that each student are learning objectively and effectively any concept. Providing and facilitating
Questions over articles: Differentiating Instruction Why Bother? By Carol Ann Tomlinson, in Middle Ground, August 2005, Volume 9, Number 1. 1. The author opens the article telling about two of her middle grades teacher, one math teacher and one English teacher. a. Briefly describe and compare these two teachers.
He argues that "…too much emphasis is placed on standardized tests, and not much is being done to develop teachers in providing a balanced teaching and learning experience for learners" (139). Cordeur backs up his statement by saying that teachers are being taught to teach the test, which leads to inflated test scores (139). However, while test scores have risen, he believes that educational standards have decreased (139). The article then takes a closer look at standardized testing specifically in America, and Cordeur explains that many teachers have abandoned teaching material outside of the test material due to pressure from the District of Education and other outside sources to increase their scores (142). What standardized test scores are not measuring, and therefore what the teachers are not teaching, are the educational standards mentioned.
In March 2007 the Green Paper: ‘Raising Expectations: Staying in Education and Training Post-16’ discussed the rationale and proposals for Raising the Participation Age (RPA) to 18. Raising of the Participation Age (RPA) allows young people to be able to choose from post 16 options, dependent upon which option is suited to their individual needs and requirements. These options include, Full-time Education such as school 6th form, a college or a Foundation Learning provider; young people must be in education for at least 540 hours a year; an apprenticeship; a full time, paid job while receiving training for a recognised qualification or work with training. If employed, self-employed or volunteering full time which equates to 20 hours or more
This is a key part in schools today because it’s enforcing a higher bar of achievement for teachers and students (Catapano, 2018). Implementing standards into a school system that are internationally benchmarked means all states and countries have a way of measuring their academic performance. They can use this also as a tool to compile scores and understand the weaknesses to improve students’ knowledge. This provides teachers with various ways to assess their students more frequently through observations and informal assessments to understand the student’s comprehension level of the lesson material. It will help the teachers to strive to improve her test scores by adapting lesson materials to the needs of each
High stakes testing is an example of how schools, administrators, teachers, and students are held accountable in meeting standards-based goals. High stakes tests are also known as accountability tests for being held responsible for their performance. Schools that achieve good results can possibly earn rewards such as a budget increase of excellence awards. Schools that receive poor results may be affected by budget reductions, criticism, and an unfavorable public image (Johnson & Johnson, 2009). Research indicates that high-stakes testing can and does motivate modification with instructional procedure.
Statewide testing can put an enormous amount of pressure on teachers to ensure their students do well and are successful in the future. This pressure can lead to a focus on test preparation, rather than meaningful learning experiences that the students need. Additionally, teachers may feel pressured to “teach the test” which can lead to the narrowing of the curriculum the students are on and lose their track of
She interviewed 60 Chicago high school- teachers finding that their expectations of the ideal student had similar characteristics. This can be drawback to those who do not meet their expectations of being ‘ideal student’ due to possible factors such as class, gender or ethnicity. As a result they may subject to the self-fulfilling prophecy, due to negative labelling, leading to a high rate of underachievement in certain social
In today’s society, especially junior and senior year of high school, everyone is too concerned with standardized testing and standardized testing scores. Professionals are question whether teachers are focused on teaching the subject or teaching the test. According to the article “Teach to the Test?,” Teachers are becoming restrictive to curriculums due to rather educators wanting students to “pass” the test. Teaching to the test can be both good and bad, it is good if curriculums are made correctly that allow students to learn what they are supposed to. Whereas, teaching the test can be equally as bad.
A study by the National Center for Research on Evaluation, Standards, and Student Testing found that teachers have started planning their curriculum around state tests. The purpose of educational testing is to teachers, parents and others to evaluate the level of comprehended material students have received in respect to a body of knowledge. The amount of material and skills taught by teachers is too vast to test everything. Instead, standardized testing is used to sample the large bodies of material learned. The problem that occurs with this process is the teachers are beginning to teach material that appears on previous exams in order to ensure that their students score well on tests.