Curriculum & Instruction

The ???counter-manifesto??? released this week in opposition to national testing and a national curriculum is full of half-truths, mischaracterizations, and straw men. But it was signed by a lot of serious people and deserves a serious response. [quote]

First, let us dispatch some silliness. To the best of our knowledge, and based on all evidence that we're aware of, neither the signers of the Shanker Institute manifesto, nor leaders in the Obama/Duncan Education Department, advocate a ???nationalized curriculum??? that would ???undermine control of public school curriculum and instruction at the local and state level??? and ???transfer control to an elephantine, inside-the-Beltway bureaucracy.??? Nor is anybody calling for ???a one-size fits all, centrally controlled curriculum for every K-12 subject.??? We certainly wouldn't support such a policy???and can understand why the conservative luminaries who signed the counter-manifesto wouldn't want it, either. As parents, grandparents, charter-school authorizers, and champions of school choice in almost all its forms, we believe deeply in the importance of schools having the freedom to shape their own unique educational approaches.

So let us be clear: While the assessments linked to the Common Core State Standards will be mandatory (for schools and...

Guest Blogger

This is a guest post by Diane Ravitch, in response to "A Pedagogy of Practice" by Kathleen Porter-Magee.

When I say that poor kids should have the same school advantages as rich kids, I am not referring to unstructured classes and open classrooms, to balanced literacy or constructivist math.

I am speaking about classes of 15 students, instead of classes of 25-30. I am speaking about schools that have a program rich in the arts, rather than schools that focus intently on preparing for the next state test of basic skills. I am speaking about schools where children study history and read biographies and trade books, engage in debates, discussions, and projects, not just read banal textbooks. I am speaking about schools that teach science and have working laboratories for experiments and demonstrations. I am speaking about schools that teach great literature and engage vigorously in discussion of controversial topics.

I am speaking about schools that have the resources to keep their facilities up to date and spotless and to provide students with access to current technology.

I am speaking about schools that treasure their teachers, treat them with respect, give them the autonomy to...

Alfie Kohn's Education Week commentary about the "pedagogy of poverty" has sparked a renewed debate about which kind of education is "best" for poor kids?and whether it's the same as what affluent children get. After describing a curriculum that "consists of a series of separate skills, with more worksheets than real books, more rote practice than exploration of ideas, more memorization (sometimes assisted with chanting and clapping) than thinking," Kohn writes:

Is racism to blame here? Or could it be that, at its core, the corporate version of ?school reform? was never intended to promote thinking?let alone interest in learning?but merely to improve test results? That pressure is highest in the inner cities, where the scores are lowest. And indeed the pedagogy of poverty can sometimes ?work? to raise those scores, but at a huge price. Because the tests measure what matters least, it's possible for the accountability movement to simultaneously narrow the test-score gap and widen the learning gap.

Set aside the ugly and inaccurate caricature that Kohn paints about high performing schools. (For a more accurate depiction, read David Whitman's Sweating the Small Stuff. There's a ton of "thinking" and "learning" going on in the...

Liam Julian

Ross Perlin's new book Intern Nation: How to Earn Nothing and Learn Little in the Brave New Economy?removes the comedy from the tableau of the keen,?fresh-faced intern, set on changing the world yet?so far struggling to change even the toner in the office copy machine. Perlin sees America's millions of interns as a largely illegal army providing menial labor on which government agencies, private companies, and nonprofits rely and for which individual interns earn little to no money or worthwhile experience.

Perlin makes his case in dense chapters exploring the history (short), legality (dubious), and economics (all screwed up) of modern internships. His villains are many and varied. Higher education is one.

Perlin writes about the for-credit internship, which for many universities ?form a significant revenue stream.? Gina Neff, a professor at the University of Washington, tells Perlin, ?It's a dirty little secret? that internships are ?a very cheap way to provide credits . . . cynically, a budget balance? for schools. When a college offers credit to, say, a communications student who interns at a local PR firm, it is able to?pocket tuition dollars without providing any service. In fact, Neff knows of many UW students who...

The U.S. didn't triumph over terrorism today but its brave fighting men won a crucial battle when they rid the world of Osama bin Laden. Bravo for them?and may his soul suffer eternal damnation.

This achievement inevitably recalled memories of 9/11 and is bound to cause educators across the land to ask themselves how best to teach their young charges about what happened on that beautiful/dreadful autumn morning and about the terrorism threat that has never ceased.

Allow me to remind one and all that, on the first anniversary of the 9/11 attacks, Fordham brought out a publication on that exact topic: "September 11: What Our Children Need to Know." You can find it on our website, containing some twenty-three short essays from some of the most thoughtful people I know. I offer it as a valuable resource for teachers and other adults trying to help children (or adults, for that matter) put the events of the past 24 hours into perspective.

Near it on our website,...

Alfie Kohn is the latest to weigh in on ?the pedagogy of poverty,? as he calls it, with his ?How Education Reform Traps Poor Children? commentary in Education Week ? and he does it as crudely as Joe Nocera did it in the Times the other day (see my Education Unbound*): first by distorting ?the proposals collectively known as `school reform,'? then by ignoring the facts. ?(See the letter to the editor of the Times by teacher Neal Suidan, who says that, ?In the absence of an immediate plan to fix poverty, family structure and school funding, the only place where we can influence the fate of these students is in the classroom. That's where the focus should be.?)

Flypaper's Kathleen Porter-Magee jumped all over Kohn for his ?pedagogical strawman? -- ?in fact, she says, ?the pedagogy that is used and encouraged at the most successful urban charter schools around the country? are actually designed to create the conditions where student thinking and learning can actually happen?? -- and Core Knowledge's Robert Pondiscio did an excellent counterpunch by pointing out that ?a lot more damage [is] being done to low-income urban kids in the...

This article originally appeared in the April 21 edition of The Education Gadfly newsletter. You can sign up for The Education Gadfly or read an overview of the latest newsletter.

Along with paralysis over the budget (and so much else), there's enduring paralysis on Capitol Hill?over federal education policy. While 2011 has brought a flurry of promising reform activity at the state level, we detect barely a heartbeat in Washington when it comes to updating the Elementary and Secondary Education Act (ESEA, currently NCLB), even though an overhaul is at least four years overdue and just about everyone agrees that it's not working very well.

A year ago, the Obama Administration offered a decent ?blueprint? for reauthorization; but in Congress there are major fissures within each party?and little evidence of desire to cooperate across the aisle. Most commentators agree?and staffers privately admit?that chances are slim for an update before the 2012 elections. Sadly, they are probably right. It's a major abdication of responsibility by our nation's lawmakers.

Click to read our ESEA briefing book

And what makes it especially painful...

In my interview with outgoing New York education commissioner David Steiner, whose passion for curriculum has been no secret, I asked about curriculum and the common core and I think it is worth excerpting some of our conversation:

EN (Education Next): How do we get teachers to see the need for a rigorous, aligned, and common core curriculum?

DS (David Steiner): Oh, I think that by and large they do.

EN: And who should write such a curriculum?

DS: Well, first of all, when I discuss the idea of a state wide curriculum with the leaders of both the NYSUT and the UFT [teacher unions], they were and are enthusiastic.? They are our partners in this work and I think that the key is the design.

You don't want a kind of French straightjacket, where you say that at 11:15 on Monday morning every 11-year-old is opening the same page of the same text.? That doesn't seem consistent with our traditions, our history, and our culture.? On the other hand, it's true that right now we have a total fragmentation and even within the same large high school, within the same grade, you might have

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