Comments on: The Fierce Urgency of Eventually http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/ Closing the Achievement Gap: Teaching Content Sun, 26 May 2013 00:30:54 +0000 hourly 1 By: Praise for David Steiner’s vision, including from Steiner himself | GothamSchools http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-15335 Praise for David Steiner’s vision, including from Steiner himself | GothamSchools Thu, 14 Apr 2011 22:30:04 +0000 http://blog.coreknowledge.org/?p=5184#comment-15335 [...] struck me as a man with a long-term vision of what it means to be educated, something glaringly absent from the reform debate. At a sparsely attended talk on the Upper East Side last October, Steiner [...] [...] struck me as a man with a long-term vision of what it means to be educated, something glaringly absent from the reform debate. At a sparsely attended talk on the Upper East Side last October, Steiner [...]

]]> By: The Last Best Hope? | GothamSchools http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-15334 The Last Best Hope? | GothamSchools Thu, 14 Apr 2011 21:03:28 +0000 http://blog.coreknowledge.org/?p=5184#comment-15334 [...] struck me as a man with a long-term vision of what it means to be educated, something glaringly absent from the reform debate. At a sparsely attended talk on the Upper East Side last October, Steiner [...] [...] struck me as a man with a long-term vision of what it means to be educated, something glaringly absent from the reform debate. At a sparsely attended talk on the Upper East Side last October, Steiner [...]

]]> By: Todd Filtz http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14414 Todd Filtz Sun, 23 Jan 2011 17:49:18 +0000 http://blog.coreknowledge.org/?p=5184#comment-14414 Throughout this week, I paid close attention to what different teachers did and said. Many teachers care more about themselves and how different situation could affect them rather than how the situation could affect their students. Building from my first post, I believe as educators we must always think of the students first. We are in this profession to help young students reach their full potential in the classroom and prepare them for their futures. We can not loss sight of this. If we consider the students first, I believe that our schools will begin to get better and the students will leave more prepared for the next level of learning. Throughout this week, I paid close attention to what different teachers did and said. Many teachers care more about themselves and how different situation could affect them rather than how the situation could affect their students. Building from my first post, I believe as educators we must always think of the students first. We are in this profession to help young students reach their full potential in the classroom and prepare them for their futures. We can not loss sight of this. If we consider the students first, I believe that our schools will begin to get better and the students will leave more prepared for the next level of learning.

]]> By: What the Reformers Aren’t Reforming « Real Learning Matters http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14396 What the Reformers Aren’t Reforming « Real Learning Matters Fri, 21 Jan 2011 05:49:46 +0000 http://blog.coreknowledge.org/?p=5184#comment-14396 [...] Consider this account from Core Knowledge supporter Robert Pondiscio: After the Manhattan Institute event, I had the opportunity to talk briefly with Rhee about my [...] [...] Consider this account from Core Knowledge supporter Robert Pondiscio: After the Manhattan Institute event, I had the opportunity to talk briefly with Rhee about my [...]

]]> By: Todd Filtz http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14360 Todd Filtz Tue, 18 Jan 2011 16:00:42 +0000 http://blog.coreknowledge.org/?p=5184#comment-14360 I really agree with the Students First idea. I believe that when it comes to education, everyone must be on the same page and that students must always come first. It is too bad that in many cases educational issues are overlooked or not as important as who won the new election. Also, we need people in charge who are going to care about the curriculum. What the student is going to learn is as important as to how the student is going to learn. If there is no curriculum to go by, students will be at different learning levels and the teachers will be inconsistent in their daily lessons. We should consider the students whenever there is an educational issue at hand. I really agree with the Students First idea. I believe that when it comes to education, everyone must be on the same page and that students must always come first. It is too bad that in many cases educational issues are overlooked or not as important as who won the new election. Also, we need people in charge who are going to care about the curriculum. What the student is going to learn is as important as to how the student is going to learn. If there is no curriculum to go by, students will be at different learning levels and the teachers will be inconsistent in their daily lessons. We should consider the students whenever there is an educational issue at hand.

]]> By: Fay Pugh http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14275 Fay Pugh Wed, 12 Jan 2011 23:22:36 +0000 http://blog.coreknowledge.org/?p=5184#comment-14275 When children tell me that a book is too "boring" it usually means that it is too complex for them to understand. Is it possible that Michelle Rhee doesn't understand what curricula are or how quality curricula can affect learning? For those of use in the trenches with children, I don't see how curricula could ever be boring as it is the bread and butter of what we do. When children tell me that a book is too “boring” it usually means that it is too complex for them to understand. Is it possible that Michelle Rhee doesn’t understand what curricula are or how quality curricula can affect learning? For those of use in the trenches with children, I don’t see how curricula could ever be boring as it is the bread and butter of what we do.

]]> By: Rhee and Black, Both Wrong « Common Core http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14117 Rhee and Black, Both Wrong « Common Core Wed, 05 Jan 2011 16:54:08 +0000 http://blog.coreknowledge.org/?p=5184#comment-14117 [...] Pondiscio what role curriculum would have in her new advocacy venture, former DC schools head Rhee said, in a word, none. “The last thing we’re going to do,” she said, “is get wrapped up in curriculum [...] [...] Pondiscio what role curriculum would have in her new advocacy venture, former DC schools head Rhee said, in a word, none. “The last thing we’re going to do,” she said, “is get wrapped up in curriculum [...]

]]> By: andrei radulescu-banu http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14031 andrei radulescu-banu Tue, 28 Dec 2010 02:05:26 +0000 http://blog.coreknowledge.org/?p=5184#comment-14031 Rhee's vision may be wrong, but at least it is consistent. If you look at education through the political angle, the pro-curriculum advocates are preciously few. And some of the curriculum advocates would have it as Alan described it, short on content and long on well sounding and indescribable things like the <a href="http://www.washingtonpost.com/wp-dyn/content/article/2009/01/04/AR2009010401532.html" rel="nofollow">21st Century Skills</a>. Remember the not too long ago story about Singapore Math's adoption in a New York district? Singapore Math, one of the few serious elementary math curricula we actually have, was made during school adoption look like all the other discovery-based, gimmicky constructivist math curricula. The same would happen if the idea of a rich, coherent curriculum would be adopted in the majority of the schools: it would get bastardized beyond any recognition. The notion that schools need to be centers of culture and need to nurture intellect is, I am sorry to say, way ahead of its time, and I feel that what our schools really need firsthand is a 40 years walk through the desert. Rhee’s vision may be wrong, but at least it is consistent. If you look at education through the political angle, the pro-curriculum advocates are preciously few. And some of the curriculum advocates would have it as Alan described it, short on content and long on well sounding and indescribable things like the 21st Century Skills.

Remember the not too long ago story about Singapore Math’s adoption in a New York district? Singapore Math, one of the few serious elementary math curricula we actually have, was made during school adoption look like all the other discovery-based, gimmicky constructivist math curricula. The same would happen if the idea of a rich, coherent curriculum would be adopted in the majority of the schools: it would get bastardized beyond any recognition. The notion that schools need to be centers of culture and need to nurture intellect is, I am sorry to say, way ahead of its time, and I feel that what our schools really need firsthand is a 40 years walk through the desert.

]]> By: Carl Rosin http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14027 Carl Rosin Mon, 27 Dec 2010 21:40:59 +0000 http://blog.coreknowledge.org/?p=5184#comment-14027 I think it's the chuckle that bothers me more than the deferral. Maybe I'm overreacting to that, seeing it as a "What a crazy idea!" response instead of something more innocent. But I dispute the wisdom Rhee's deferral and agree with the other posters here. A less inflammatory -- even Rhee has pointed out that her manner, at least as much as her policies, were at fault for her downfall -- and more suitable approach might have been this: "The last thing we're going to do," she replied with a chuckle, "is try to rewrite curriculum. Others, like you, Robert, are fighting that battle already. We're going to support you by helping promote the cause and speaking on its behalf, but we're not going to create a new front in the battle." I'm not a Rhee partisan by any means, but if she's going to suggest that prioritizing curriculum is not essential to "Putting students first," then I am going to be partisan against the empty rhetoric of that nicely crafted three-word tagline. I think it’s the chuckle that bothers me more than the deferral. Maybe I’m overreacting to that, seeing it as a “What a crazy idea!” response instead of something more innocent.

But I dispute the wisdom Rhee’s deferral and agree with the other posters here. A less inflammatory — even Rhee has pointed out that her manner, at least as much as her policies, were at fault for her downfall — and more suitable approach might have been this:

“The last thing we’re going to do,” she replied with a chuckle, “is try to rewrite curriculum. Others, like you, Robert, are fighting that battle already. We’re going to support you by helping promote the cause and speaking on its behalf, but we’re not going to create a new front in the battle.”

I’m not a Rhee partisan by any means, but if she’s going to suggest that prioritizing curriculum is not essential to “Putting students first,” then I am going to be partisan against the empty rhetoric of that nicely crafted three-word tagline.

]]> By: Alan Matan http://blog.coreknowledge.org/2010/12/24/the-fierce-urgency-of-eventually/comment-page-1/#comment-14025 Alan Matan Mon, 27 Dec 2010 18:17:49 +0000 http://blog.coreknowledge.org/?p=5184#comment-14025 It saddens me as I read Ms. Rhee's comment on curriculum. I wish the different groups of people out there trying to reform education can see how each discipline of educating our youth is vital to the success of each child. Discipline #1: Standards Over 40 states have adopted the Common Core State Standards, a rigorous set of skills that will prepare our youth to be better prepared for their future. Discipline #2: Assessment We over test content and under assess the skills/standards we want our students to master. Discipline #3: Curriculum/Content We are in the 21st century, yet we continue to drive curriculum through content. It is time to drive a skills-based approach and provide students with engaging and relevant content that best matches the skills we are teaching. Discipline #4: Instruction We have years of research by Marzano, Hattie, and Reeves that shows us what works to improve achievement. We must implement these instructional strategies to teach the necessary core skills. We all have the same goal: prepare our youth for the 21st century global workplace. Can we all sit around the table and create a system that will achieve this mission? My dining room table is available. Who wants to bring the appetizers? It saddens me as I read Ms. Rhee’s comment on curriculum. I wish the different groups of people out there trying to reform education can see how each discipline of educating our youth is vital to the success of each child.
Discipline #1: Standards
Over 40 states have adopted the Common Core State Standards, a rigorous set of skills that will prepare our youth to be better prepared for their future.
Discipline #2: Assessment
We over test content and under assess the skills/standards we want our students to master.
Discipline #3: Curriculum/Content
We are in the 21st century, yet we continue to drive curriculum through content. It is time to drive a skills-based approach and provide students with engaging and relevant content that best matches the skills we are teaching.
Discipline #4: Instruction
We have years of research by Marzano, Hattie, and Reeves that shows us what works to improve achievement. We must implement these instructional strategies to teach the necessary core skills.

We all have the same goal: prepare our youth for the 21st century global workplace. Can we all sit around the table and create a system that will achieve this mission? My dining room table is available. Who wants to bring the appetizers?

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