A running theme in the comments under the many postings that criticize  the Common Core “State” Standards (CCSS) is that STANDARDS have nothing to do with CURRICULUM; that our problem is not with the standards but with lessons that are presented as CCSS-compliant. (Are they suggesting that all the lesson planners conspired to hijack CCSS?)

See https://peter5427.wordpress.com/2013/11/29/outrageous-examples-from-common-core/  for some lessons from real classrooms being run according to CCSS. See also http://betrayed-whyeducationisfailing.blogspot.com/.

If this were a valid argument, then you would expect the authors and proponents of CCSS to be on the front lines, screaming in defense of their creation and demanding the retraction of all those outrageous lessons. You would expect a “CCSS-compliance validation committee” to scream from the mountain tops that self-serving interests are marketing unapproved products. But do they? NO.

Is there such an entity as a “CCSS-compliance validation committee”? NO. Very conveniently, the vendors who got in on the ground floor with CCSS are producing teaching materials they claim to be CCSS-compliant (Achieve and Pearson; see https://peter5427.wordpress.com/2013/11/19/notes-for-a-lecture-on-common-core/).

The CCSS are published in http://www.corestandards.org/. The deeper you dig into the standards, http://www.corestandards.org/Math, and http://www.corestandards.org/ELA-Literacy, the more you see that the standards DO dictate the teaching method (“discovery” or “child-centered”) And they also DO rather specifically dictate content — which very curiously de-emphasizes the classics in favor of “informational texts” and devalues America’s founding documents  in favor of globalist UN publications. So,

What dictates CONTENT? The CCSS.

Who decides what content is CCSS-compliant? The CCSS vendors.

What stomps on the professionalism of teachers, and denies them the choice of the teaching method appropriate to the subject matter, the material, the lesson being taught, the students being taught and their current state of knowledge? The CCSS.

Who is blindly going along with all this?

The teacher colleges and education departments in the universities are training future teachers in the “discovery” or “child-centered” method. See http://www.deseretnews.com/article/765569782/Discovery-learning-a-major-national-trend-in-education.html?pg=all.

The governors, the teacher unions, school administrators only see the dollar signs being dangled in front of their noses if they only impose CCSS. They need the money so bad, they sit and beg like my dog for a fancy treat. Never mind that any money from the federal government is only seed money and they are committing their states to huge unfunded federal mandates. Let future administrations, future generations worry about that, in the “out years.”

WHERE DOES ALL THIS LEAVE THE KIDS?

We still need to provide them with the knowledge they will need as adults. The best way to do that is direct instruction, memorization and practice, practice, practice.

We still need to make them literate. The best way to do that is to make them read and read and read. And read the CLASSICS.

We still need to teach them how to THINK, how to solve problems, how to solve problems they have never seen before, how to think for themselves, and how to discover NEW knowledge. The best way to do that is with the proper selection of teaching methods, including direct instruction, discovery, show-and-tell, discussion, lab and other hands-on work, homework, term papers, short- and long-term projects, etc. — none of which work until they have acquired a lot of knowledge.

And, as Americans, we must also teach them appreciation of, pride in and devotion to America’s traditional, founding and enduring values, which make America exceptional in the world. Not globalism, not socialism, but patriotism.

Download the PDF file here:full-page flier-Hijacked

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