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Response to the Elizabeth Green Article
By: Mark Saul
Located here: http://www.ams.org/notices/201505/rnoti-p508.pdf
Comment on the following:
1. Choose one of the 6 responses to reflect on and post your reflection
2. Engage in meaningful conversation by posting on others comments about this article and discuss thoughts about the diverse point of views discussed
Hyman Bass
ReplyDeleteI really enjoyed the quote by Bass:
"The last component of reform, the professional
development of teachers, is of a totally different
order of magnitude if the standards represent a
substantial change, as is the case with the Common
Core. It is the teachers, ultimately, who implement
reforms."
Bass is really passionate about the inclusion of teachers during any math reform. He describes a huge problem that is never usually addressed in the debate over math reform is the training and education of teachers. Just because a teacher is already a teacher doesn't mean that they need to stop being taught how to teach!
When the Auto Industry changes the Auto Mechanic has to learn about these changes and be taught these changes in order to sustain a proper business and clientele.
Teachers do receive some training but it is never enough and it has to be State funded. And as Bass explained, politicians rarely like to throw money at schools and teachers because they think it may hurt their election chances or they are not in office long enough to see those changes through.
Funds are always focused on the technology, the books, the assessments, etc. to make new math succeed but very little is set aside for the training of teachers. The specialized staff that is hired to train is usually not paid enough, paid through a temporary grant or part-time. This should be a continues effort. Not a "let's do it this year and that is enough."
Bass' quote "This has been at the root of every failed reform, whatever the quality or promise of the other components" really sums up the issue of teacher involvement.
Teachers definitely need to buy in to professional development. I do, but I am of the opinion that there is always something more that can learn.
DeleteWhat I liked and took away from this article is that teachers to be a part of any math reform. Teachers go to college and get a teaching certificate, but that isn't where it ends. We should always be learning how to teach, especially with so many needed changes. That's where funding comes in. Will a district support and pay the money to provide professional development to teachers? That's a good question.
DeleteI chose Bill Jacob and the statement that , The change in focus from the actions of the teacher to the actions of the students should be our first step i interactions with K-12. I have felt that way for years. I think that if we could just sit back and listen to students , we could base out teaching on what they need instead of teaching in an order that we feel is best. This is a difficult concept for many teachers to accept. I would have a difficult time with this, even though I know it might be for the best.
ReplyDeleteThat's a great point Karen. Even though many of us know something is for the better, the change in process would be a major struggle for many teachers. I think inherently, all teachers like to be in charge in their classroom, and releasing that control to the students would be a struggle.
DeleteI give a pre-test at the beginning of the year just to see how much i need to focus on specific chapters. Pretests can also give students a preview of what will be expected of them. This helps students begin to focus on the key topics that will be covered.
DeleteI agree with Roger Howe that, “In order to reap the benefits of the Common Core, what teachers do will need to be changed substantially”. Outside of the classroom the world has changed dramatically over the past 20 years. I can remember being on my honeymoon and a gentlemen sitting next to me in a restaurant was talking excitedly about getting a new device called an iPhone. This was in the weeks leading up to the big release. I was married in June 2007. The way that people communicate and interact has definitely changed. How quickly we can access information has changed. I think we have to expect changes in the classroom to somewhat mirror the changes in society.
ReplyDeleteOnce again, I don’t believe that the Common Core Standards are bad. The standards don’t tell us how to teach they tell us what to teach. I realize that the Modules did/do tell us how to teach, and what to say, and what student responses should be… but these are just an interpretation of the standards and in our district we have been given the choice whether or not to use them. We have chosen not to. As for the CC Standards what would people like to see added to them to make them better? What should be removed?
I read through the response by Wayne Bishop and again, the idea of the jukus after school programs was a heavy criticism of the original article. He presented the statistic that as high as 70% of junior high students are enrolled in these programs, along with 40% of elementary students. I found this statistic staggering because even at the elementary level, there is tremendous pressure and drilling happening outside of the instruction during the school day. It seems as though high school placement and collegiate placement are emphasized from ridiculously early ages. It also seems misleading that the original article did not even mention the existence of the juku since it is such a factor in the education of Japanese students.
ReplyDeleteI agree Jessica. I am not sure if some of these facts were purposely left out of the original article in order to influence readers or just not researched throughly, but it does not make it a fair comparison.
DeleteWhen they talk about juku I wonder how it compares to some of the learning centers that have opened in recent years. Take Sylvan Learning Center as an example. I know that parents might obtain extra support for their child if they are at risk, but might this be a beginning of a trend that has parents extending the instructional day for a child?
DeleteI chose Bill Jacob’s “Listening to Learners and the Role of Context”. I agree with him that teaching has changed little in spite of several national initiatives. I think that the state modules were plunked on us, and with professional development and support, why would we change? I also agree with a change in focus from the actions of the teachers to the actions of the learners. Maybe easier said than done. Our focus should be embracing ideas developed by the learner. Observing and listening to students she be what drives our instruction and brings to focus the essential components of change. Truthfully, I also think that it is hard for teachers to suddenly teach a brand-new way, especially without training. Changing from and end-of-the-line activity to problem solving and inquiry can be a difficult shift. Context is the second issue. Learning tasks have to raise important, higher level ideas. We also have to be careful in making all or nothing statements. Green said “the traditional approaches don’t work.” well, she has a lot of nerve. Every one of us has devoted years of our lives to teaching, and I don’t appreciate how quick she is to dismiss what we have already done and worked hard at. Contexts need to be redesigned so instruction is based on students mental actions and context that makes sense to the learner. That is what I think will move us forward.
ReplyDeleteI totally agree with the fact that teachers have spent many years giving 100% to our profession. To make light of that is an insult.
DeleteRoger Howe
ReplyDeleteDesign Flaws of the US Education System;
Subtle Virtues of CCSSM
After reading the article, I once again see the faults with the American education system. Our teacher candidates are not held to high standards because the appeal of being a teacher is low compared to more prestigious careers. This is in contrast to other countries where teachers are help to high standards of professionalism, constantly reflecting upon their practice, keeping up to date, and researching best practices to help students learn. I was happy to see that comments about High Stakes Tests not being the answer to improving instruction. The article notes that the CCSSM utilize concepts and practices that other successful countries have been following. The article ended with a powerful statment, " If states will step up to their responsibilities and create adequate professional development opportunities for teachers, the country can benefit from these improved approaches to key topics which have been incorporated in the CCSSM." The CCSS are capable of changing the effectiveness of math instruction in the US. However, states and school districts need to provide required professional development where teachers embrace changes rather than resorting to old teaching habits.
The professional development piece is key. PD needs to be meaningful. I spend an extraordinary amount of my own time taking professional development because I see value in it. I have colleagues who can't be bothered because they feel that they have nothing more to learn. It makes me crazy.
DeleteThe professional development piece is key. PD needs to be meaningful. I spend an extraordinary amount of my own time taking professional development because I see value in it. I have colleagues who can't be bothered because they feel that they have nothing more to learn. It makes me crazy.
DeleteI can not agree more with your statement: "Our teacher candidates are not held to high standards because the appeal of being a teacher is low compared to more prestigious careers. This is in contrast to other countries where teachers are help to high standards of professionalism, constantly reflecting upon their practice, keeping up to date, and researching best practices to help students learn."
DeleteI am often shocked when I hear comments from people not in the profession, especially tax payers, that our job is not serious. I get so offended when I hear that and will often speak up and defend our profession. I remember one time someone told me that "elementary school was glorified baby sitting." It was actually a fellow teacher!! (Different building). I was furious and gave him a piece of my mind. If I didn't do what I do at the elementary level his job would be way harder. I also had to throw in the I would love to see him teach first grade for a week and see if his opinion changes. You can't even go to the bathroom when you want!! He would never make it. It's infuriating that you get flack from one of your own. (And- that was NOT the first time I have heard a teacher in a different building say that). Thanks a lot.
Audrey, I can't even believe that a fellow colleague would make that statement. It's bad enough teachers get a bad rap in the community. Now, we have to justify our hard work to our own members!? UGH!! Very frustrating!
DeleteThanks Kelly! It is very frustrating!!
DeleteAudrey, I believe that If we charged a "baby sitting" rate per child we would have a larger paycheck! LOL!
DeleteI agree with Hyman Bass that,"the professional development of teachers, is of a totally different order of magnitude if the standards represent a substantial change, as is the case with the Common Core." It would take millions of dollars to properly train teachers the common core components. Even then the system isn't perfect.
ReplyDeleteI found the response by Guershon Harel- On the Complexity of Mathematics Teaching A reaction to Green's Article regarding "This principle implies that new concepts and skills
ReplyDeleteshould emerge from problems understood and
appreciated as such by the students, and these
problems should demonstrate to the student the
intellectual benefit of the concept (not necessarily
its application in the “real world”) at the time of
its introduction. Once students are judged by their
teacher to have developed an intellectual need for
a concept, they are in a proper cognitive state to be
presented with that concept. It is neither necessary
nor practical that they uncover the concept on
their own." This concept is 100% against what I feel is important where students now more than ever want to know how they can use this math in the real world...Makes you think
I agree- students want to learn math in the real world. Why aren't we teaching that? I have never had to find the area of a trapezoid in my lifetime, yet students fail math tests on it. Are we teaching the right things in math? I often wonder......
DeleteWhen I read the piece by Hyman Bass, I can't help but think about a particular quote. He states...
ReplyDeleteThe current debates about the Common Core are, on close inspection, not so much about the standards but about the testing regimes that federal policies seek to encourage. If the Common Core is discarded, we will need standards to replace them, and it is hard to imagine better or more coherent standards emerging, not to mention the tragic loss of time and expert effort.
I know that for the past several summers and throughout the school years, we have spent time, energy, and money as a district to implement the CCLS. If we were to just stop using them, we would have to replace them with something, which would just be a great loss of time. There is absolutely a difference between the CCLS and the great testing debate.
I totally agree. We have invested so much time already to learning the CCLS. If they are discarded and something new comes along, I feel like we would be starting back at square one.
DeleteI think the problem is not the Common Core Learning Standards, it is how they have been implemented and made to be negative. No matter what educational system you are in, there needs to be standards that you are teaching to and expectations that you want students to reach as an end goal. Without a goal in site, you cannot ensure that valid education is taking place.
DeleteThe response I have chosen is Bill Jacob's. He discusses the importance of professional development. He also states, "The change in focus from the actions of the teacher, to the actions of the learner should be our first step in interactions with K-12." Teachers need to spend more time observing and listening to students. They should then use that information to make informed instructional decisions. He also spoke of the difficulty of changing the way we teach. We now need to focus more on learning what math means as opposed to learning tricks to solve math problems. He states, a learner should move from a “model of the context” to a “model for thinking about the underlying mathematics.” Transitioning to a new method of teaching can often be difficult, especially if training hasn't been offered. When Green states, “A traditional approach does not work”, I would imagine that many would find this comment offensive. Rather than saying traditional doesn’t work, I think perhaps she might have suggested that learning is an ever changing process and as educators we need to continually evolve and learn new strategies to support our children.
ReplyDeleteI agree, Kelly, that learning is a ever changing process. It's fluid, and we often have to change, too!
DeleteWhen I reflect on what Hyman Bass wrote it makes think about math in general. Academically speaking, math is the one and only constant discipline. It doesn't change. It is amazing that as a global society we haven't been able to exact the way it should be taught. We have had hundreds of years to figure this out!!! Think about how many math teachers there have been. If this much effort had been applied to any other world problem we would have a solution.
ReplyDeleteWhile reading through these responses, one of the authors that I thought made some valid points was Guershon Harel. He discussed when Green wrote about the difference between Japanese math education and American math education when it comes to the memorization of formulas and endless practice of equations versus encouraging passion towards math with self-discovery and critical thinking. I think both he and Green made a lot of valid points in that there needs to be a middle of these two conditions. While memorization is not the answer, expecting every student to develop solutions and formulas on their own isn't the answer either. There needs to be a balance between allowing students to self-discover and providing them with the background knowledge needed to understand why and how we use formulas or equations.
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