Skill building isn't done in a vacuum, you need a context for those skills, especially if you want to keep kids engaged. A unit on phases of the moon, done properly, won't just be reciting the phases of the moon. Obviously the skills they're building will vary based on age, but you could use it to build reading skills (by reading books on phases of the moon), research and writing skills (by doing a research paper on phases of the moon using a variety of research sources), science (not just the facts of planetary motion, which is pretty cool on it's own, but observation and recording skills by having them do a moon observation), you could tie the science into math depending on what they're doing, whether it's basic fractions, or more advanced math involved in calculating aspects of the motion patterns), a social studies lesson on how various cultures have interpreted the changes in the moon through history, etc.

Of course you can do all of this. But you can also pick another topic, such as the creation of the solar system and the differences between the planets or how climate change is affecting the Arctic region of our planet or how a camera works and about innovations in photography. The point is that the skill building can be done through a ton of different topics and not just the ones that the state has picked out. The teacher could use topics that he/she happens to have expertise in or is very curious about (and nothing excites the kids like having a teacher who is excited about a topic). Having the state decide what the topics are is more what I was talking about. That becomes stale for the teacher from year to year as well as for the students.

Anonymous wrote:

Which is why they learn about moon phases in 2, 4, and 6 grades. It's like the state of Virginia wants us to raise an army of werewolf slayers or something.

LOL. The curriculum should focus on skill building (especially in elementary grades), not on specific topics like this. That's where the problem lies.

Skill building isn't done in a vacuum, you need a context for those skills, especially if you want to keep kids engaged. A unit on phases of the moon, done properly, won't just be reciting the phases of the moon. Obviously the skills they're building will vary based on age, but you could use it to build reading skills (by reading books on phases of the moon), research and writing skills (by doing a research paper on phases of the moon using a variety of research sources), science (not just the facts of planetary motion, which is pretty cool on it's own, but observation and recording skills by having them do a moon observation), you could tie the science into math depending on what they're doing, whether it's basic fractions, or more advanced math involved in calculating aspects of the motion patterns), a social studies lesson on how various cultures have interpreted the changes in the moon through history, etc.

I disagree. Yes, kids need to learn HOW to read but once they do, they need to understand what they are reading. How is this accomplished? By having a good background knowledge of many topics. This is why test scores are so low for low income students.

Which is why they learn about moon phases in 2, 4, and 6 grades. It's like the state of Virginia wants us to raise an army of werewolf slayers or something.

LOL. The curriculum should focus on skill building (especially in elementary grades), not on specific topics like this. That's where the problem lies.

My kids are at Glebe (2nd and 4th) in APS, and I don't find that they teach to the test all that much. The content is certainly focused on SOL tested material, but they also do a lot of critical thinking, projects, etc. It is not all drill and practice. And there has not been a lot of stress about the SOLs that start this week other than get rest, have a good breakfast, and show up on time. That said, I work in a high school and I do see that there is much more focus on SOLs and teaching to the test - mostly because the kids need to pass their SOL tests in order graduated.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Private school was the only solution we found, and it's 100% worth it.

Which ones in Alexandria?

There are a lot of private schools in Alexandria. Look at Burgundy Farm or St Stephens/St Agnes, or a little north to Congressional. Teachers at these schools have the freedom to teach what is important, relevant, and appropriate. They aren't held hostage by a curriculum guide that states they must teach second graders about Mali, just because the state chose Mali out of a hat.

They didn't choose Mali out of a hat. I actually researched this. Studying the ancient Mali empire is actually a lesson in trade, ancient civilizations and the spread of world religions (Islam), spread of knowledge, etc. It's no different than studying ancient Greece. Well, I can think of one difference between the people of ancient Greece and the people of ancient Mali...

Anonymous wrote:

Anonymous wrote:Private school was the only solution we found, and it's 100% worth it.

Which ones in Alexandria?

There are a lot of private schools in Alexandria. Look at Burgundy Farm or St Stephens/St Agnes, or a little north to Congressional. Teachers at these schools have the freedom to teach what is important, relevant, and appropriate. They aren't held hostage by a curriculum guide that states they must teach second graders about Mali, just because the state chose Mali out of a hat.

Anonymous wrote:Private school was the only solution we found, and it's 100% worth it.

Which ones in Alexandria?

Yes, OP, lots of them. They are called private schools.

Private school was the only solution we found, and it's 100% worth it.

They all follow the state curriculum. The SOLs validate the state curriculum. I'm not sure I understand the problem.

Critical thinking hasn't really been taught in public schools in 30 years.

But other than some review around this time of the year (practice SOLs, etc), I don't think schools "teach to the test." They follow the curriculum the state sets.

Which is why they learn about moon phases in 2, 4, and 6 grades. It's like the state of Virginia wants us to raise an army of werewolf slayers or something.

Anonymous wrote:Define what you mean by "teach to the test." We all have to use the standards as our guide to instruction. If the standard says something like "students will be able to add 2-digit numbers," I can't just say, "Nah, I'm only going to teach adding 1-digit numbers."

Are you asking if there are schools that focus on deeper problem solving and critical thinking and more authentic learning? Are you asking if there are schools that are concerned about more than a passing SOL grade? Are you asking if there are schools that don't drill the kids with practice test questions and packets?

Yes! Those are the questions I am asking.

Define what you mean by "teach to the test." We all have to use the standards as our guide to instruction. If the standard says something like "students will be able to add 2-digit numbers," I can't just say, "Nah, I'm only going to teach adding 1-digit numbers."

Are you asking if there are schools that focus on deeper problem solving and critical thinking and more authentic learning? Are you asking if there are schools that are concerned about more than a passing SOL grade? Are you asking if there are schools that don't drill the kids with practice test questions and packets?

We're in APS. I'm 99.9% sure that there are NONE.

Any public schools in Fairfax County or APS?