Reply to Not being in Math 4/5?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]PP@9:44, it sounds to me as though the problem last year was the teachers, not the curriculum. Which HGC was this?

(Also, "BCR" was a term for the MSAs. No more BCRs under Curriculum 2.0. Hooray!)[/quote]

There are BCRs under C2.0.  In fact, there are more of them and they are everywhere, even in math.  Everytime C2.0 asks a child to "explain your answer," it's effectively a BCR.  But, now the new "explanation questions" do not come with any rubric or instruction to kids about how to structure the answers, so many kids have no real understanding of what kind of "explanation" is desired.  Yes, they can now draw pictures to "explain" in math, but it is not at all clear what kind of answer is being sought.  [/quote]

Yes, there are BCRs under Curriculum 2.0, if you call any short written response to a question a BCR. But why would you do that?[/quote]

Because a "short explanation" is the same as a "brief constructed response" (except the short answer doesn't come with any transparency in the grading process like the BCR does).

Why did some people want to call "torture" "enhanced interrogation" instead?  Because they want to avoid the stigma of the initial name without really changing what they're doing while at the same time doing away with the protections built into the prior process.

Of course, a BCR is not "torture" (well, maybe to students it is).  But, my point is that when people change the name of something they are often seeking to avoid a problem without really solving it.

Witness in ed policy the change from "tracking" to differentiation".  "Tracking" came to be synonymous with racial differences in participation in advanced tracks.  That was untenable, and rightly so.  But, now we call it "differentiation," which really hasn't solved the underlying racial disparities in performance but sounds a lot nicer.  "Differentiation" had the added benefit of taking away any transparency in what exactly was being taught in differentiation and to whom it was being taught, so the transparency that was embedded in the tracking process was lost.  [/quote]

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