Before the Nov. 2 general strike, some Oakland teachers said they wished they had more time to prepare lessons about the Occupy movement. Now that two weeks have passed, I’m curious to hear how teachers have approached the subject in class.
It must be challenging to teach current events like this, as the situation can shift in a matter of hours. On the other hand, given Oakland’s role in the movement, I imagine it’s easier for students to connect what’s happening nationally to their own lives. It might also be an effective way to bring to life topics relating to the economy, banking and government, such as tax rates and the power of campaign contributions and mass protests such as this.
So, tell us: How are you teaching it? Have your class discussions reflected multiple points of view? I found this lesson plan on the New York Times website. The author also invites students to add their comments here.
I welcome students (and parents) to add their comments, too — about the movement and what they’d like to learn about it.
My colleagues and I are working on a story about how Bay Area teachers plan to cover the anniversary of the Sept. 11, 2001 terror attacks. So tell us: What aspects of the event and its ongoing aftermath will — or should — social studies teachers address in their classrooms?
Given the religious and ethnic diversity of California’s classrooms, I wonder how teachers will approach such sensitive topics as the role of religion and international terrorism, if at all, and generally what they will consider as they put together their lesson plans.
How do you make an event — one that’s still so fresh in the minds of many adults — relevant to children who were toddlers or small children when the World Trade Centers collapsed? How much emphasis and time, if any, to you plan to devote to this topic?
The Education Writers Association posted this link to a blog post with curriculum for teachers. Are there other resources you’d recommend?
I’m looking for teachers, parents and students to interview and, possibly, for lessons to observe. If you’re interested — Don’t be shy! — or know someone who might be, send me an email with your contact information so we can talk at greater length about how you and your colleagues plan to approach this important moment in our world’s history.
I encourage you to post your thoughts and ideas here. Want to write a piece for The Education Report about the subject? Please submit it to email@example.com. Just remember to include your basic information (name, school, grade, subject, etc.) and, if possible, a photo of yourself. I look forward to hearing from you.
Shop classes (and especially the term “shop class”) have fallen out of fashion in the last couple of decades. But Mark Martin, an engineer who started iDesign-M, thinks that basic manufacturing skills are still relevant in today’s marketplace. He says they are important for careers in design and engineering, as well as (obviously) the well-paying advanced manufacturing jobs that our president is promoting.
I know San Leandro High still offers a thriving industrial arts program. What about other schools?
Here is a video of the free, two-week iDesign-M program that 15 East Bay high school students attended this month. This is the second year of the program, which is heavily funded with private grants. It’s held at Laney College in Oakland. A story about the program should appear in the paper next week, possibly Monday.
Great Oakland Public Schools, a local advocacy group that started with funding from the Rogers Family Foundation, wants to see some new blood on the Oakland teachers union’s executive board and representative council next year. It wants district leaders to emphasize high quality instruction as well as service hubs, and a “new and better response” to an unnamed principal who has complained about the required retention of mediocre teachers.
Below is a letter from GO’s director (and former OUSD administrator) Jonathan Klein, followed by the 10-item wish list. Which of the points do you agree or disagree with? Continue Reading →
The timing was pure coincidence: a story about the popularity of Oakland Technical High School and its humanities program and a report that 40 percent of Oakland’s public high school students drop out. The juxtaposition illustrates the wide range of experiences and opportunities in the city’s public schools.
At Tech, for instance, the estimated dropout rate (based on 2008-09 data) is 28 percent. That’s about the same percentage of 10th- through 12th-graders who are enrolled in Paideia, the school’s rigorous, college prep humanities program.
Here’s a video I took during a visit to the program this fall:
Oh, and if you’re looking for a copy of the print version, you might want to wait. There was a production error; we’ll be running the story again, in its entirety, tomorrow.
Next fall, Oakland’s ninth-graders will automatically enroll in a course sequence that closely matches state university entrance requirements. The Oakland school board passed this policy, known as “A to G For All,” in 2009, a change that student leaders and local advocacy groups such as Ed Trust-West pushed for — and one embraced by other California school districts.
As the district ramps up for the shift, it might draw a lesson or two from Chicago Public Schools, which which in 1997 eliminated remedial courses and required its students to take college-prep coursework. New findings by the Consortium on Chicago School Research at the University of Chicago and reported by Catalyst Chicago found that the policy did reduce “tracking,” or the segregation of students by skill level, since all students were taking similar course sequences.
Here’s the catch: Researchers found “no evidence” that the policy change otherwise helped the students achieve academically. Their test scores didn’t go up. Grades of weaker students went down, as did graduation rates. College enrollment and retention didn’t improve. And higher-skilled students started skipping school more often.
You may have heard about a movement to create more uniformity in what public school kids in the United States are taught — and on what they are tested. A common criticism of No Child Left Behind is that the content and the difficulty of standardized tests vary greatly from state to state.
So far, I believe, all states but Texas and Alaska are on board with what’s known as Common Core State Standards. Steven Weinberg wrote about the issue earlier this year, saying too few teachers were involved in the drafting process.
Today, a draft of its common K-12 standards was released. I wouldn’t recommend it for your next book club, but maybe teachers will be able to glean more from the document than I could. You may submit your comments to the curriculum-powers-that-be until Friday, April 2.
I hope you submit your comments here as well. Do you think common standards would be good for kids? For the country?
Remember Arnold’s digital textbook initiative that we discussed in June?
Well, a review of 16 of these newfangled `books’ came out yesterday, and the materials — all free — are posted online.
It looks like they’re all for high school math and science: geometry, algebra II, trigonometry, calculus, physics, chemistry, biology/life science and earth science.
Ten of the textbooks reviewed covered at least 90 percent of the state content standards for the subject, and four met all of them. Only three of the 16 really bombed the review. (Step it up, Earth Systems!) Continue Reading →
The Oakland school board is back in business. It holds a special meeting at 5 p.m. this evening with the district’s new superintendent to talk strategic priorities, and it met on Saturday as well.
A couple of things on the agenda for Wednesday’s meeting, the first regular session since June:
A new personnel report, in which I learned: Matthew Duffy, the Elmhurst Community Prep principal I profiled in May, is now a Network Executive Officer; Duffy’s assistant principal, Laura Robell, has become acting principal; Elyata Davis is acting principal of REACH; and Claude Jenkins is acting principal of Youth Empowerment School. (The Skyline High School appointment is conspicuously absent, unless I missed it somehow.)
A hefty $1.78 million, one-year contract for Swun Math, a program first piloted at a handful of elementary schools. This year, if the contract is approved, Swun Math will be in place at 35 elementary and 18 middle schools throughout the district.
Most of the schools using the Swun Math method have seen their test scores rise significantly, according to the charts in this district presentation.
Education wonk alert! A draft document of common core state standards, the latest effort to create more consistency in curriculum between the 50 states, is circulating in cyberspace.
The Core Knowledge camp — those who promote the teaching of shared, specific content and “a sequential building of knowledge” — were quick to weigh in on the document today, in a blog devoted to the issue. They’re not fans, as you might gather from the headline: “Voluntary National Standards Dead on Arrival.” They say the guidlines include little content and that they would be fairly useless to teachers and parents.
Here’s a quote from E.D. Hirsch, Jr., the Core Knowlege founder, which is posted on the blog: Continue Reading →