Reply to Public education: competing interests, philosophical divide

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]We do it every day at the elementary level [b]using guided math and guided reading[/b]. Online programs, such as i-Ready and Lexia are [b]tailored to the individual learne[/b]r. Other subjects, such as social studies and science, are taught at grade level. It helps to have a large classroom library with text levels ranging from primary to high school. Reading aloud while students follow along an above-level text is another strategy for challenging high achievers while building vocabulary and background knowledge of students who are below level.[/quote]

I see this a lot (the bolded) and, in fact, it's the same line I hear every year from my son's elementary school teachers -- at one of the most competitive-entry DC independent schools, no less.

Here's the problem, though -- out of the 7+ hour school day x 5 days a week,[i] only a limited percentage of time [/i]is spent doing those leveled worksheets that are easily tailored to the individual learner.   Same for the leveled reading (which ends at Z / 70 anyway, as you know).

But that leaves so many hours of the week ostensibly in "grade level."  And that where things fall apart, in our direct experience.   The vocabulary used, the level of critical thinking expected, and, especially, the texts and multi-media sources used for science/history/social science/literature in later grades ... these are all targeted to the mean.  And when the [u]mean ability [/u]is pulled down by understandably struggling students, the higher ability (***not profoundly gifted, just high ability***) learners are short-changed.    [/quote]

Oh dear!  
You mean to tell me that they use worksheets at your competitive-entry school?  
And your teachers use lower-level vocabulary and lower-level texts during whole class lessons?

Out the 7+ hours of school, are you aware that this includes recess, lunch, specials, and transitions?
Presumably you would not want those activities to be differentiated.

As for the rest, the bulk of our learning time is either modified for ability level, or, if it is whole class, the texts, vocabulary, and conceptual tasks are at or above grade level with accommodations provided for students who need them, as well as challenge activities for students who need more challenge.

Maybe you're in the wrong building.

[/quote]

NP: DCPS Parent here. This teacher's description sounds like our ES and also our MS. Our teachers are trained at differentiation and once you see how to do it well, for a good teacher, it isn't as hard as some make it seem. The teachers have a lot of individual data on a child's abilities, and with that knowledge, they adjust their expectations and focus on where each child needs to grow. [/quote]

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