Digital Dialog Ning

I just joined Wes Fryer’s Digital Dialog Ning Abbott and Costello Meet Dr. Jekyll and Mr. Hyde ipod . I found it after reading his blog about a digital dialog workshop he is going to do at his church. I added this to my Ning profile and thought it sounded good enough to post here.

A Gentleman's Gentleman divx Tribute psp Whos Your Caddy? movie I think digital citizenship and digital dialog are two very important issues. I use Think.com in my classroom to teach my 3rd graders about Internet safety. However, I had 2 parents balk at the idea of their child being on the Internet. “The internet scares me and I am VERY nervous about having my child use Think.com.” The other didn’t even want her child’s first name anywhere on the internet. Do they believe the Internet is one big pedophile playground? The dialog needs to be about the balance between Internet safety and Internet access.
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Have you had a digital dialog with your kids?

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Every Teacher Left Behind »« Not teaching to the test is harming your children?

Not teaching to the test is harming your children?

Desert Saints divx David Warlick in his 2¢ Worth blog quoted a recent speaker.

But the speaker said something that I, personally, do not agree with.

If your second grade teacher teaches a fantastic unit on dinosaurs, but dinosaurs are not on the test, then that teacher is doing harm to your children. Anything that’s taught that’s not on the test, is doing harm to your children.

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Are the standards of instruction intended to be the extent of the instruction? The answer to that question may well be, “Yes.” But should the state define the limit of instruction? I don’t think so.

I agree with David. The state should deem the minimum of the curriculum, not the maximum. Testing in is an integral part of evaluation of the curriculum and the instructional process. However, the test should not BE the curriculum. The test comes at the end of the lesson, not before the lesson.

I taught dinosaurs in my 3rd grade class a few years ago even though it is not anywhere in my curriculum. I tied it into science with plant and animal relationships: plant eating brachiosaurus, meat eating Allosaurus, and the skeletal structure that tells us what they ate. We talked about climate change: the ice age, possible causes of extinction, and current global warming trends. We even touched on evolution and adaptation. I tied it into Communication Arts when we researched dinosaurs, wrote reports, and drew pictures of them. We looked at time-lines in Social Studies to see just how far back 400,000,000 years is compared to human history. In Math we measured and compared sizes of various dinosaurs.

Don’t tell me Dinosaurs is not part of my curriculum. It is merely the fun theme I used to trick my students into having so much fun learning about dinosaurs that they hardly realized how much of the curriculum that they were learning.

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I have another problem with what the speaker said

2¢ Worth

Anything that’s taught that’s not on the test, is doing harm to your children

I contend that the opposite is true. The test is doing harm to our children. Since it only tests the minimum, the curriculum on goes into depth at a minimum. The test is leading the curriculum, instead of the opposite. The curriculum should be leading the test. This “bass-ackwards” approach to curriculum development has resulted in our curriculum being a mile wide the an inch deep. This is nothing new. My education professors were complaining about this problem years ago before I was even a teacher.

The curriculum should be taught deeply, with the student at the center of the learning instead of the test. There should only be a few topics (maybe one per quarter) taught in a subject with several cross-curricular objectives under that topic. We need to teach much deeper, or should I say higher (on Blooms Taxonomy), than the broad shallow treatment we’re giving it because of so much testing. I’ll save NCLB testing for another day.

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