If you were designing the AAP program, what would you keep? Add?

[Anonymous]

Anonymous wrote:

Anonymous wrote:
That is because it's a group within a class. I think it'd be harder to know if the kids left the class to go to their assigned math (or language...) class. Anyway, what difference does it make, as long as it's fluid and not labelled (low/high)? You say that's how it is now, in a differentiated classroom system. And that might be how it will be with a tracked system, but at least all of the costs and negative aspects of the AAP program will be out of the picture.




You cannot be serious. However, it is better if the kids are in one class where the teacher can easily shift the groups.

Why can't I?


You seriously think the kids don't know which are the "smarter" classes. Of course, they do. They know within the class, too. This is not about "knowing" it is about flexibility.

I also said "what difference does it make". The kids need to be in the level that's appropriate for them. Parents need to deal with bad feelings, and teachers need to be sensitive and discreet. Agree with flexibility.

[Anonymous]

To maintain flexibility in "tracked" classes requires that teachers meet very often and test constantly. We have too much of that now. Give teachers mixed groups and let them teach.

[Anonymous]

Anonymous wrote:To maintain flexibility in "tracked" classes requires that teachers meet very often and test constantly. We have too much of that now. Give teachers mixed groups and let them teach.

Yes and stop putting the burden of the 2nd grade AAP evaluation on them. Group all student in each school and let the teachers teach to every child's ability and stop the shifting around nonsense.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree. As a teacher, I saw too many kids who were not high achievers turn into high achievers. Had these kids been labeled as "low", this would not have happened. A good teacher can challenge kids.

It's so simple, and no one knows who is in what level group, and teachers are trained not to disclose or emphasize the different levels so that no one feels bad.

And I disagree with the point that no one knows who is in what level group. My child is in second and my child knows where his/her math group stands compared to others.

That is because it's a group within a class. I think it'd be harder to know if the kids left the class to go to their assigned math (or language...) class. Anyway, what difference does it make, as long as it's fluid and not labelled (low/high)? You say that's how it is now, in a differentiated classroom system. And that might be how it will be with a tracked system, but at least all of the costs and negative aspects of the AAP program will be out of the picture.

Absolutely agree.

[Anonymous]

It's not about "who knows" -all the kids always know. It is about flexibility. Tracking--to be done properly--requires way too much testing and ends up being inflexible because of that.

[Anonymous]

Oh my goodness how could it be more testing than they already do!!