Archive for April, 2007

Where on Earth can you take a geography class?

Orlando SentinelStudents learn the subject in other countries, but most American public schools don’t teach it — except as part of history and social studies.

Shradhha Sharma | Columbia News Service

Ten years ago at a convention in Baltimore, fifth-grade history teacher Lydia Lewis met someone she described as a “bright, college-educated young woman in her 20s.” Lewis was busily reviewing her notes for a slide presentation on geography when she felt someone tapping her on the shoulder.

Turning around, she saw the young woman standing there, a quizzical expression on her face. In her hand was a slide depicting a map of the United States. She held it upside down so that Florida was in the north and asked Lewis innocently, “Ma’am, which way does this slide go in?”

“I was completely shocked,” Lewis recalls. “But being a teacher, I thought this was one of those teachable moments so I started to explain to her the right way to look at the map. But she simply wasn’t interested.”

As teachers across the country try to help their students meet test-score standards mandated by law, there is one subject that has been left behind: geography.

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National conference enriches teachers’ curriculum

Bluff Country Newspaper GroupBy Marlene Deschler

Recently a group of six teachers from Spring Grove Schools attended a Core Knowledge Conference in Washington, D.C.

The concept of Core Knowledge curriculum is building knowledge upon knowledge. The curriculum is for grades kindergarten through eighth grade and sequences topics so that the information builds on a topic from one year to the next.

“The Core Knowledge curriculum spells out all the things that we should address so there are no holes in our curriculum,” explained Principal Nancy Gulbranson.

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Get Real: Here’s the Boost that Poor Children, Their Teachers, and Their Schools Really Need

AFT

The following piece is an excerpt from an article published in the Spring, 2007, issue of American Educator. It was written by Antonia Cortese, Executive Vice President of the American Federation of Teachers (AFT). Core Knowledge is not mentioned by name in the article, but our readership will recognize some popular CK themes.

For the complete article, please visit http://www.aft.org/pubs-reports/american_educator/issues/spring07/GetReal.htm.

Reprinted by permission of American Educator.

By the time children from low-income homes enter school, they are, on average, already far behind their middle-class peers. At the beginning of kindergarten, disadvantaged children are three times more likely than other children to score in the bottom quartile on assessments of reading, math, and general knowledge. In terms of specific skills, they are much less likely than their more advantaged peers to be able to identify the letters of the alphabet or to count beyond 10.1

But the actual challenge they face is even greater: The same home and community factors that lead to the school-entry achievement gap are at work over the summer. Middle- and upper-class children not only enter kindergarten knowing more, they continue learning more every summer.2 As a result, although the evidence indicates that in school, poor, middle-class, and wealthy children actually learn at about the same pace, by fourth grade, students from low-income families are nearly three grade levels below their peers in reading and about two grade levels below their peers in math.3

Continue reading ‘Get Real: Here’s the Boost that Poor Children, Their Teachers, and Their Schools Really Need’

The Knowledge Deficit, reviewed by Andrew Rotherham

Education ReviewHirsch’s basic premise, laid out most clearly in his most recent book The Knowledge Deficit, is so straightforward that observers outside of education are often surprised at the uproar he sparks. Most school curricula are, according to Hirsch, vacuous and disjointed. Hirsch believes that knowledge acquisition is a deliberate process, requiring curriculum that emphasizes content rather than process and it must be organized around systemic rather than random acquisition of knowledge. Obvious? Well, this is a fundamental dispute in education circles because, as Hirsch discusses in Knowledge Deficit, much of American educational theory is predicated on 19th-century romantic ideas that celebrate learning and the acquisition of knowledge as a natural process. Where reading is concerned, Hirsch is especially vehement that lack of attention to curriculum is hamstringing efforts to improve literacy.

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