Common Core's epic fail: Special Education

[Anonymous]

Anonymous wrote:

It's a very responsible position for them to take, but is hardly the smoking gun of scathing condemnation and rebuke that you've tried to make it out to be.

Sure--but it sure doesn't sound like it is the strong supporter of CC that is implied on the CC website.

That's not actually what it says. The resolution just says they would publicly oppose and criticize it IF they found things that go against their policy. Big IF in there. That was over two years ago.

Here we are, now, two years later, and where is all of the subsequent public opposition and criticism from them? It ought to be all over their website. But, it isn't. One can only surmise from this that they didn't find anything significant to disagree with, nothing that goes against their policies.

And in fact here we are two years later with their OWN PRESIDENT saying good things about it.

[Anonymous]

I have a very high opinion of teachers when it comes to teaching. That doesn't mean they're the best people for developing curricula or setting standards, because those are different (though related) areas of expertise. An individual teacher may be qualified in that area, or an individual teacher may not be qualified.

I find this statement pathetic.

[Anonymous]

I have a very high opinion of teachers when it comes to teaching. That doesn't mean they're the best people for developing curricula or setting standards, because those are different (though related) areas of expertise. An individual teacher may be qualified in that area, or an individual teacher may not be qualified.

Arrogant statement. Sounds like something written by a college professor who spent one year in the classroom before she began teaching teachers to teach.

[Anonymous]

Anonymous wrote:

I have a very high opinion of teachers when it comes to teaching. That doesn't mean they're the best people for developing curricula or setting standards, because those are different (though related) areas of expertise. An individual teacher may be qualified in that area, or an individual teacher may not be qualified.

Arrogant statement. Sounds like something written by a college professor who spent one year in the classroom before she began teaching teachers to teach.

What is arrogant about it?

[Anonymous]

What is arrogant about it?

Claiming that the teachers do not have expertise in a field that they have studied and practice in daily.

[Anonymous]

Anonymous wrote:

What is arrogant about it?

Claiming that the teachers do not have expertise in a field that they have studied and practice in daily.

NP. There are some great teacher, but there are also some gawd-awful teachers. I would not trust just *any* teacher to set standards for millions of kids. Nope.

[Anonymous]

Anonymous wrote:

What is arrogant about it?

Claiming that the teachers do not have expertise in a field that they have studied and practice in daily.

Teachers have studied standards-setting, and practice it in it daily?

Or did you mean that teachers have studied education, and practice in it daily? That is true. But there are many different aspects of the field of education. Are all teachers experts in all aspects of education? That's like saying that if you're a doctor, you're an expert in medicine and practice medicine daily. But I still wouldn't go see my family practice doctor for orthopedic surgery, and I wouldn't consult my ob/gyn about the standard of care in cardiology, either.

[Anonymous]

And, I wouldn't ask a college professor who have not taught a second grader to determine math standards for a seven year old.

[Anonymous]

edit. who has

[Anonymous]

Anonymous wrote:And, I wouldn't ask a college professor who have not taught a second grader to determine math standards for a seven year old.

You're assuming that the college professor made the math standards for the seven-year-old up out of the blue. But the college professor didn't.

Here's a Common Core math standard for a seven-year-old:

CCSS.Math.Content.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Is it bad?

[Anonymous]

So, it takes a college professor to come up with that? You don't think a second grade teacher is capable? I think you are a troll.

[Anonymous]

Anonymous wrote:So, it takes a college professor to come up with that? You don't think a second grade teacher is capable? I think you are a troll.

You: The Common Core standards were bad because teachers were not involved in their development.
Me: Here is a Common Core standard that (according to you) a teacher was not involved in the development of. Is it bad?
You: A teacher could totally have developed that Common Core standard!

So which is it? Is the standard bad, or is it good? Or is the exact same standard bad if a college professor came up with it, but good if a teacher came up with it?

[Anonymous]

So which is it? Is the standard bad, or is it good? Or is the exact same standard bad if a college professor came up with it, but good if a teacher came up with it?

You know, I would probably need to talk to a second grade teacher before I decide. The point is, they were NOT written with teacher input and there are some that I do not like. However, I am not a second grade teacher and am not going to argue each standard with you.

[Anonymous]

The standards are tied to testing. The tests are crappy. When you come up with decent tests, come back and talk.

[Anonymous]

Anonymous wrote:

So which is it? Is the standard bad, or is it good? Or is the exact same standard bad if a college professor came up with it, but good if a teacher came up with it?

You know, I would probably need to talk to a second grade teacher before I decide. The point is, they were NOT written with teacher input and there are some that I do not like. However, I am not a second grade teacher and am not going to argue each standard with you.

The point is -- are the standards bad, or are the standards good? You are focusing on the process instead of on the result.