Archive for the 'Core Knowledge' Category

Domain Understanding Helps (DUH!)

Over at the Teacher Leaders Network Blog, a question and a discussion that seems obvious to Core Knowledge teachers, but causes endless head scratching elsewhere: Why don’t more teachers incorporate Social Studies into Language Arts? “Now that science will be tested annually at our elementary level, social studies has officially taken the lowest spot on the totem pole,” complains a district coordinating teacher for S.S.

One teacher replies with common sense: “Language Arts is not a subject. Instead, it is a set of skills that one uses to learn other subjects. So when we’re selecting texts to read, we select social studies texts and incorporate reading skills into our lessons. When we’re looking for topics to write about, we select social studies topics.”

This simple idea could do more to improve reading scores than any other measure: stop sacrificing content on the altar of language arts. The connection between content knowledge and comprehension is established enough that the idea should start to gain some traction. There’s a law of diminishing returns in abandoning content instruction in favor of yet more reading strategy lessons.

We need a snappy way to get this idea to stick. How about “Domain Understanding Helps”…DUH!

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“We Are All In The Same Boat”

Core Knowledge trustee Diane Ravitch serves up a stirring and eloquent argument for a national core curriculum over at Bridging Differences:

“I maintain that our diversity makes it hard for us to forge a national core curriculum, but our diversity makes it necessary that we do so. In a nation as diverse as ours, we need a common language and a large fund of shared values and references in order to talk to people who do not share our religious, cultural, ethnic, or racial background. In order to maintain a democratic society, we need to be able to communicate and exchange ideas, to sustain diverse coalitions, and to recognize our common goals and work together with others who are different from us. Collaboration requires some mutuality, and such mutuality is not possible without the ability to communicate and to recognize that ‘we are all in the same boat,’ we are part of the same community even as we are members of many other, different communities.”

Ravitch also performs a nifty bit of intellectual jujitsu, pointing out that we already have a de facto national curriculum whether we like it or not, driven by test and textbook publishers. “In effect, our highly decentralized system of schooling has left the issue of what to teach to commercial interests, those who write the standardized tests and those who compile the textbooks that are sold in every state. So, I would contend that we have a national curriculum; that it is in the hands of the marketplace and the educational publishing industry; and that it is no substitute for the national core curriculum that would emerge if we set our collective minds to the task of writing it. We have a default curriculum. I think we can do much better.”

Hear, hear.

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Teaching Content IS Teaching Reading

“Teaching comprehension strategies is not the same as equipping children with the content knowledge they need to understand what they read.” — Sara Mead, Early Ed Watch

New America Foundation logo

Nice to see Sara Mead at Early Ed Watch pick up on what E.D. Hirsch and others at Core Knowledge have been arguing, that reading is not a skill that exists in a vacuum. All the reading “strategy lessons” in the world won’t help if you don’t have background knowledge to apply to what you’re reading.

Mead weighs in on Reading First noting the IES research released last week “raises serious questions about Reading First’s effectiveness, but it’s worth taking a closer look before writing the program off entirely.”

“Finally, we should ask whether the person who should really be declaring victory here is not Reading First’s critics, but E.D. Hirsch,” Mead notes “This study focused on one indicator of children’s reading performance: student reading comprehension as assessed by the Stanford Achievement Test. The researchers did not assess children’s phonemic awareness, decoding ability, or fluency, for example. That makes sense because comprehension is, in the researchers’ words “the essence of reading.” But it’s also problematic because, as Hirsch has argued passionately in recent years, reading comprehension is about much more than basic literacy skills. To comprehend, readers must also have a rich content knowledge that enables them to connect what they read to existing knowledge. (Hirsch is fond of citing an article describing a baseball game as an example here: Poor readers who know a lot about baseball will comprehend the article better than excellent readers who have never seen a baseball game.) Teachers observed in this study spent substantial time teaching children reading comprehension, but teaching comprehension strategies is not the same and equipping children with the content knowledge they need to understand what they read.”

The way we teach reading—endless focus on comprehension strategies—has limited efficacy as Dan Wilingham and others have shown. If we really want our kids to succeed, we’ll arm them with decoding skills, then a content-rich curriculum that gives them broad background knowedge. Teaching content isn’t something to do after kids have learned to read.

Teaching content IS teaching reading.

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The Lincoln Douglas Debates

If you understand why this is funny—ok, it’s not not funny. It’s absurd and inexcusable—count yourself fortunate that you went to a school that understood that content knowledge matters. (Hat tip: Joanne Jacobs)

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You Can’t Handle the Truth

For the Google generation, what happens to the concepts of truth and knowledge in a user-generated world of information saturation? 

This question posed in an excellent, thought-provoking article by Monica Hesse in the Washington Post (”Truth: Can You Handle It? Better Yet: Do You Know It When You See It?”) has profound implications for educators.  It has become an irritating cliche that children do not need to cram their heads full of facts when they can merely Google their way through the sum of human knowledge.  But repeat inaccurate information enough times, and it becomes universally accepted as fact.  The paper cites an apocryphal quote from Abraham Lincoln, falsely attributed to the 16th President on over 11,000 web sites “including quote resources Brainy Quote and World of Quotes.” 

Comedian Stephen Colbert coined the term “wikiality” to describe this phenomenon, meaning “a reality where, if enough people agree with a notion, it must be true.” Information specialists have another label for it: the death of information literacy.

The Post notes an interesting experiment by the Hoover Institution: When 100 terms from U.S. history books were entered into Google, the topics’ Wikipedia articles were the first hits 87 times.  “If it’s wrong is the big If, the question that plagues librarians and teachers today,” notes the Post.  “Of course, the information might be right–in one study, published in Nature, that reviewed scientific entries side-by-side, Wikipedia was found to be only slightly less reliable than Encyclopedia Britannica (four errors to Britannica’s every three). There’s at least a decent chance that the wisdom of the crowds is fine wisdom indeed.”

“Information is about tidbits, crumbs of data,” Hesse notes. “Information can be carried around on a Trivial Pursuit card. Information says, ‘It’s currently 95 degrees in Anchorage.’  Knowledge is different. Knowledge is about context — about knowing what to do with accumulated information. Knowledge is saying, “Dude, based on what I know of Alaska, it’s never 95 degrees in Anchorage.”

 

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It’s Greek to Me

A paragraph in this morning’s paper about Nelson Figueroa, a pitcher for my beloved New York Mets, perfectly illustrates the link between content knowledge and reading comprehension:

The 33-year old right-hander has put the journey in journeyman. It’s just 20 miles from his Lincoln High School alma mater to Shea, but his trek from his Brooklyn upbringing to Queens would daunt Odysseus.”

You don’t have to know baseball to make sense of this delightful paragraph. But you need a solid vocabulary (journeyman, trek, daunt), some Greek mythology and even a phrase or two of Latin. Perhaps you think this writer is striving for erudition to impress his educated readers? The passage is in the sports pages of this morning’s New York Post, a NYC tabloid with a decidedly blue-collar readership.

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Happy 80th To The Man Who Started It All

Don Hirsch Core Knowledge founder and ed reform pioneer E.D. Hirsch, Jr. turns 80 today. In honor of the occasion, the Core Knowledge blog asked a few friends to participate in something of an electronic surprise party. Join us as we raise a glass to an icon, a visionary, a fearless original and a great guy.

Dear Don:
Happy 80th to a real gentleman and to a courageous pioneer and leader who has transformed the way we think about education. I can’t even begin to tell you how much your brilliant work and your persistence to infuse Core Knowledge principles into the business of teaching kids has taught me about quality thinking and inspired me to persist and work harder. Your vision and work is truly a gift to this country and I want to thank you for that.

Happy Birthday!!!!
Reid Lyon

Dear Don,
Fortunate I’ve been to have you as a colleague. I much enjoyed our peripatetic walks at Stanford discussing philosophy and psychology including how Johann Friedrich Herbart’s “apperceptive mass” anticipated modern cognitive psychology. I’ve learned so much from you.

It has also been an honor for me to know you. If American K-12 education can be saved, your works and insights will serve as the foundation of curriculum content.

Happy 80th Birthday,
Herb Walberg

Dear Don,
Happy birthday!
You have been an inspiration to me since I first met you in 1983 at a conference on the future of the humanities at Asilomar Center in California. You talked about this interesting idea that you had, which you called “cultural literacy.” I was smitten, you might say it was love at first listen. We chatted over a drink, and I told you that the world needed to hear you. I said, “Why don’t you write a book?” You did, and the rest is history.

Over this past quarter-century, you have been my intellectual lodestar. I will always treasure the memory of the night we sang a rap about curriculum to the crowd at the Hoover Institution.

Your ideas, your books, and your intellectual legacy will live forever. If American education is ever to meet its lofty ideals of equity and excellence, it will be because of your leadership and courage.

Thank you, my friend, for what you have given to me, to your beloved family, and to America’s teachers and children.

Diane Ravitch

Dear Don,
I’m mighty glad that umpteen years ago Diane and I encouraged you to write a book. The three you have since authored would themselves place you in the firmament of America’s most consequential education reformers even if you hadn’t done another thing. But you’ve done so much more. I’m wowed, appreciative, and honored to know you and be your colleague. Warmest congratulations.

Checker Finn

Dear Don,
What better time than your birthday to reflect on your enormous positive impact on education. Your voice has been so important in national conversations on school curricula and effectiveness. I, and countless others, are grateful for your contributions, your tenacity, your intellectual honesty, and your heart. I should add that you are, among other things, a hell of a cognitive psychologist.
On a personal note, you are more responsible than any other individual for my exit from experimental psychology and entrance to the world of education research. I offer sincere thanks and appreciation for your role as guide and mentor.

Many happy returns of the day!

Dan Willingham

Don,
In an educational age characterized by fragmentation, false idols, and damaging fantasies, you have shown us — in your writings, your schools, your leadership — what it is to take true responsibility for teaching our children. How lucky we are to build on your work, to support your vision! A very happy birthday to you — and many, many happy returns.

David Steiner

Dear Don,
It is a privilege for each of us at the Core Knowledge Foundation, the organization that you founded in the name of educational excellence and equity for all children, to work side-by-side with you towards that goal. Your intellect inspires and challenges us on a daily basis. Your kindness and gentleness spurs us on when obstacles loom large. We — those of us at Core Knowledge and the American people — are so very lucky that you continue to lead us in the fight to improve American education and a create a more just society.

Happy 80th Birthday, Don!

Linda Bevilacqua (on behalf of the entire Core Knowledge Foundation)
P.S. to other bloggers: Ssshhh — don’t tell Don that most 8o year olds retire and go fishing!

Dear Don,

One of the questions I have always asked myself in mulling projects and opportunities is, “If I do/do not try to do this, will I regret it when I’m 80?” I can see that I’ve gotten myself into loads of trouble in deferring to this question. Yet, I’ve also learned, and — do not be surprised — I’ve learned much of it from you, Don. You are an awesome source of inspiration. Beyond puzzling, learning, speaking, and writing, you have even created curricula and schools. So very, very, very, very much work. Such dauntless vision and devotion. And your efforts have mattered so very, very much.

I wish I had the command of literature to convey this to you beautifully, as you have so often done for others.

Congratulations on being 80. Enjoy it greatly.

With love, admiration, and much gratitude,

Marilyn Jager Adams

When, in early 1985, Don sent a manuscript to Al Shanker and Al sent it to me with his usual “What do you think?” scribbled across the top, little did I know that I was being introduced to the greatest education theorist in history. That’s as in all of history. Thus began a long professional collaboration and warm friendship. I am proud to say that, starting with the Spring 1985 cover article, “Cultural Literacy,” Don’s writings appeared in the pages of American Educator probably more frequently than in any other publication.

The nation will forever be in the debt of this brilliant and courageous patriot. How lucky we are that he became interested in how children learn, and then with great generosity and steadfastness translated his theories into a real-life movement. As the ideas embodied by Core Knowledge continue to spread, as they surely will, the great promise of the American experiment will be ever so closer at hand. For that — ah, that! — no praise is sufficient.

Eighty bright candles, eighty good wishes, eighty big hugs!

Liz McPike

former editor, American Educator

Dear Don,
Happy Eightieth! Here’s to your brilliant ideas and to your unique and incredible effort to get those ideas realized in real schools. Your books on educational ideas, all the What Your -Grader Needs to Know books, the fabulous teacher handbooks, the annual conferences for teachers implementing Core Knowledge, all those articles for American Educator magazine (!), … really, it’s hard to believe you’re only eighty. Along with Al Shanker, you’ve had more impact on my educational thinking than anyone. I’m so thankful for that, for the opportunities that I’ve had to work with you, for the great fights that you have made on behalf of good educational ideas, and for the huge efforts that you’ve made on behalf of good education for all. Thanks and cheers!

Ruth Wattenberg

Don,

you remain my education mentor in virtually every regard. No other single person has given more shape to my thinking about education. I vividly recall my early visit with you in Charlottesville, the full day workshop you did for my board in Albuquerque, and the great debate with Stan Rounds in Orlando. Each of these events were milestones in the development of our education reform initiatives.

You have been so incredibly unselfish with your time and energy in guiding and helping our work in Hobbs, New Mexico. It’s hard to believe that our work has continued for twelve years!

I am deeply grateful for your guidance and friendship over these many years. Happy birthday and congratulations on such a distinguished and accomplished career.

Bob Reid
Executive Director
J. F Maddox Foundation

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Core Knowledge Reading Program Pilot Video

 
icon for podpress  Highlights from the Kindergarten Pilot [6:32m]: Play Now | Play in Popup | Download (142)

The Core Knowledge Foundation is presently engaged in the development of a comprehensive reading program for the elementary grades. The program is based on the insight that, in order to become a truly proficient reader who is able to derive meaning from what is read, an individual must develop mastery of systematic decoding skills and possess the background knowledge, vocabulary and “cultural literacy” needed to understand what is decoded.

Continue reading ‘Core Knowledge Reading Program Pilot Video’

A New Advocate for Core Curriculum

Common CoreTuesday I went to the launch of a new organization called Common Core. Its primary goal is to advocate for a rich, coherent, content-based curriculum, one that includes the full range of liberal arts and sciences.Common Core will seek to fill the vacuum that was created by the demise several years ago of the Council for Basic Education. That organization, founded by giants like Clifton Fadiman, Arthur Bestor, and Jacques Barzun, was an eloquent voice for history, literature, mathematics, sciences, the arts, geography, and civics.

Common Core will seek to persuade states and school districts, as well as federal officials, that students will be better educated and perhaps even do better on tests if they have a broad education. We are betting that schools with curricula like Core Knowledge produce better educated students, and that they don’t need to spend a disproportionate amount of time preparing to take content-free standardized tests.

Toni Cortese, executive vice-president of the American Federation of Teachers, and I are co-chairs of Common Core. The board includes an outstanding array of practitioners and scholars (more about that later, as I want to be sure when I list their names that I didn’t leave anyone out). Our executive director is Lynne A. Munson, who has labored for over a year to bring the organization to life and get it off to a good start.

We hope to sponsor research, conduct conferences, publish reports, and do similar things to change the climate and to move our schools away from the current unhealthy obsession with testing. We are not opposed to testing, but don’t think that tests are the be-all and end-all of education.

I certainly hope that the efforts of Common Core will help to strengthen and promote Core Knowledge, as our goals are closely aligned. Core Knowledge, of course, differs from Common Core in that CK supports schools across the nation. Common Core won’t do that. Instead, it will advocate for the goals and mission that we all share: a richly educated student, a coherent and thoughtful content-based curriculum.

More about Common Core as it takes shape.

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E.D. Hirsch on “Educational Incoherence”

ednews.orgA coherent curriculum trumps school choice in promoting student achievement, says Core Knowledge founder E.D. Hirsch, Jr. in an interview with Michael F. Shaughnessy of EdNews.org. The interview was conducted in response to the Sol Stern/school choice dust-up. Hirsch and Shaughnessy delve deeply into curriculum and Hirsch’s concept of “educational incoherence.”

“Children go to school for more than a decade because learning is gradual, and there is a great deal to be learned — especially in matters relating to general knowledge and the build up of vocabulary,” Hirsch observes. “If the specific content for each grade level does not build on what went before and prepare for what will come after, there will be big gaps, and boring repetitions. Those are the conditions that now prevail in charter schools and regular schools. A great deal of school time is being used unproductively, and the hardest hit by this incoherence are disadvantaged children.”

Hirsch also takes issue with those who claim content knowledge must take a back seat to problem solving and critical thinking. “Critical thinking skills cannot be learned in the abstract,” he retorts. “They always pertain to concrete knowledge of subject matter. I review the scientific literature on this in The Schools We Need. Writing skills are obverse of reading skills. They both depend more on knowledge of the unspoken within the language community than on knowledge of the spoken. The main, somewhat revolutionary point I have been making is that teaching content is teaching skills, where as teaching formal processes is, in the end, teaching neither content nor skills. This is not only clear in the scientific literature, it is also clear from comparative results. Students who have had been taught coherent knowledge are more highly skilled than those who have been taught “skills.” See the (unfortunately repressed) book by the late Jeanne Chall: The Academic Achievement Challenge.”

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