Monthly Archives: August 2013

The break-things-into-bits mistake we have been making in education for centuries – happening today with standards

Originally posted on Granted, and…:
In the just-released Math Publisher’s Criteria document on the Common Core Standards, the authors say this about (bad) curricular decision-making: “’Fragmenting the Standards into individual standards, or individual bits of standards … produces a sum…

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Fordham’s claim of NGSS/CCSSM “misalignment” doesn’t stand up to scrutiny

This week the Thomas Fordham Institute released a report claiming “alignment glitches” between the Next Generation Science Standards and the Common Core State  Standards for Mathematics. Fordham’s original report on the standards suffered from a number of issues, but many … Continue reading

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On Methods Versus Aims

Reading Daisy Christodoulou’s preview of her recent book, Seven Myths About Education, I was especially struck by Myth 6- that projects and activities are the best way to learn. This quote resonated with me in particular: Our aim should be for pupils to … Continue reading

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Do You Really Need to Know Facts?

Heard this before? “Students in the 21st century don’t need to memorize facts. They can always just look it up online.” There’s a good chance you have strong feelings about this statement. But I’d argue what’s crucial is which facts we’re … Continue reading

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