Amplify/CKLA

[Anonymous]

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The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

Babies learn cause and effect. Do you really think that your suggestions like "asking questions" are not occurring in elementary school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

Babies learn cause and effect. Do you really think that your suggestions like "asking questions" are not occurring in elementary school?

I’m not the one who said critical thinking should not be done in LE. Critical thinking and analysis looks different at different ages and stages. But indicating it shouldn’t take place at all before grade 3 is crazy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

Babies learn cause and effect. Do you really think that your suggestions like "asking questions" are not occurring in elementary school?

I think it's unrealistic to expect a teacher who is handling ~28 kids to ask everyone questions and have everyone respond, and then re-ask them

[Anonymous]

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

Facts equal content knowledge. This is what kids need to learn at young ages. Elementary students do not have the capacity to think critically about anything yet. Science and history (I refuse to call it social studies) at this age is about exposure, building excitement and laying down facts that later can be used to "think critically." That is age appropriate.

Read the Kindergarten Social Studies objectives... totally vacuous. Part of an educational theory that says kids can only understand things in their own world.

Shoving "facts" down kids' throats...of course they don't want to teach our kids critical thinking. The oppressor will never give you the tools to overthrow them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

Facts equal content knowledge. This is what kids need to learn at young ages. Elementary students do not have the capacity to think critically about anything yet. Science and history (I refuse to call it social studies) at this age is about exposure, building excitement and laying down facts that later can be used to "think critically." That is age appropriate.

Read the Kindergarten Social Studies objectives... totally vacuous. Part of an educational theory that says kids can only understand things in their own world.

Shoving "facts" down kids' throats...of course they don't want to teach our kids critical thinking. The oppressor will never give you the tools to overthrow them.

Please stay away from schools, you've done enough damage...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

Babies learn cause and effect. Do you really think that your suggestions like "asking questions" are not occurring in elementary school?

I think it's unrealistic to expect a teacher who is handling ~28 kids to ask everyone questions and have everyone respond, and then re-ask them

Seriously. 😳. I absolutely expect teachers to ask questions in their classroom and let kids raise their hands or be called on to answer. Or do this is small group.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

Facts equal content knowledge. This is what kids need to learn at young ages. Elementary students do not have the capacity to think critically about anything yet. Science and history (I refuse to call it social studies) at this age is about exposure, building excitement and laying down facts that later can be used to "think critically." That is age appropriate.

Read the Kindergarten Social Studies objectives... totally vacuous. Part of an educational theory that says kids can only understand things in their own world.

Shoving "facts" down kids' throats...of course they don't want to teach our kids critical thinking. The oppressor will never give you the tools to overthrow them.

Elementary and under brains are literally built to get a whole bunch of facts. It's part of how we learn and why the neuroscientists tend to be very on-board with the whole "reading comprehension is largely knowledge building" approach. Not that you don't teach a few basic comprehension strategies or thinking skills - you do. But you mostly do it in the context of giving a solid basis of facts.

Teach logic - fallacies, syllogisms, all of it! - to middle schoolers. That's the kind of critical thinking the PP who says "critical thinking" is a meaningless buzzword is saying is appropriate to teach older. And I do think that could become an educational fad, it hasn't yet.

And once kids know facts and logic, teach them to be persuasive.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

Babies learn cause and effect. Do you really think that your suggestions like "asking questions" are not occurring in elementary school?

I think it's unrealistic to expect a teacher who is handling ~28 kids to ask everyone questions and have everyone respond, and then re-ask them

Seriously. 😳. I absolutely expect teachers to ask questions in their classroom and let kids raise their hands or be called on to answer. Or do this is small group.

I volunteer at my school's classroom and am not seeing this happen at a W feeder elementary.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The "content" in CKLA is not related to the standards students are supposed to learn in elementary science and social studies at these ages. The topics in K-2 develop some background for topics that are covered in common core social studies in 4th and 5th grades (Native Americans, American colonies, Christopher Columbus-- all K topics in CKLA). At K-2 it is not developmentally appropriate to cover these topics in a way that encourages critical thinking about government systems in place or how events shaped history. Similarly in science students in 1st grade are excited to learn about space, but they are not able to grasp the size and distances of the planets or really understand the science involved in astronomy- they learn isolated facts.

CKLA presents things in a way suitable for the age/grade. There is *no* topic where lower elementary should be expected to engage in "critical thinking", because that only is appropriate in later grades. In LE, the kids need to learn basic facts -- and so that is what CKLA covers.

Separately, most topics covered in K or LE can and should be covered again at a later grade before HS, again during HS, and then in college (if applicable for the student's degree). Plenty of opportunity for the critical thinking after LE grades.

This is why America is falling so far behind. As soon as you are able to think, you need to be taught critical thinking.

No, it is a lack of factual knowledge that leads to declining American education. "Critical thinking" is a buzzword without substance. People who totally lack historical context, basic scientific fundamentals, etc. offering their opinions on everything. Critical thinking means that you have factual knowledge, good communication skills (both written and verbal) and have been expected to practice argumentation skills (both written and verbal). You CANNOT think about anything critically without the underlying knowledge.

This.

Critical thinking can make sense starting in upper elementary, and accelerating in MS/HS, but the kids need a set of facts in their heads from lower elementary as the foundation.

Not the PPs but I agree that critical thinking begins in LE if not before. It starts by teaching kids how to think. Cause and Effect, Asking questions, testing things out, Using what they know. Yes you impart factual content, AND you engage their natural curiosity into a reasonable path of thinking.

Example: Walk outside with a child and talk about the leaves changing color. Ask them what color they think the remaining green leaves will turn. Now sure they may pop out and say Blue because it’s their favorite color. But, if then you point out all the other leaves and re-ask the question they are likely to choose one of the colors they see. It’s simple observation but it starts the process of taking information in and then using it to form conclusions.

Babies learn cause and effect. Do you really think that your suggestions like "asking questions" are not occurring in elementary school?

I think it's unrealistic to expect a teacher who is handling ~28 kids to ask everyone questions and have everyone respond, and then re-ask them

Seriously. 😳. I absolutely expect teachers to ask questions in their classroom and let kids raise their hands or be called on to answer. Or do this is small group.

I volunteer at my school's classroom and am not seeing this happen at a W feeder elementary.

Then that's sad and problematic. Teachers should be engaging kids in regurgitating imparted facts, getting their thoughts on stories and what happens if you were to wear different clothing in different weather, etc. It some level it doesn't even matter if they answer wrong. The point is to get them talking and thinking.

Between this and the parent saying they can't discuss a story with their 2nd grader, no wonder so many kids are not succeeding.

[Anonymous]

It. is. the. worst. All my ELA teacher does is assign stupid assignments on/related to it. As someone who used to LOVE ELA, this made me absolutely hate it. Most of my missing assignments are from Amplify. Usually, you read only PART of a story, and then answer questions on it, most of them written. It is EXTREMELY boring, long, and repetitive. Last school year (When my teachers actually TAUGHT me things-), I could list off multiple things I learned throughout the year. I can't name a single thing I've learned in ELA this year. It got so bad my other students started a petition to remove it (The school is still keeping it-). Every single day I dread going to that ELA class, because I know it'll I'll learn nothing and be VERY bored. Please please please, do NOT do it. I'm in middle school, so maybe grades below me have it easier/less, but all I know is that it is in middle school, it feels like actual toture. WHATEVER YOU DO, DO NOT GET IT!!!!

[Anonymous]

Wow, PP, I couldn't disagree more. My kid LOVES ELA. Used to hate it under Benchmark. CKLA has made a huge difference.