Anonymous
06/10/2013 12:23
Subject: Re:Tea Party targets common core
From what I read on the Common Core website, there is a plan for universal assessment.
Anonymous
06/10/2013 12:12
Subject: Re:Tea Party targets common core
Anonymous wrote:I admit that I need to study it more.
However, if the standards are used like NCLB standards have been, it could be devastating to schools and teachers who teach in low income areas.
That isn't the plan, and there is no plan for a universal assessment, at least driven by the federal government. There are two different groups developing/driving this effort. States have chosen to sign on to one or both (or none) of these efforts. While the Obama administration certainly supports CC and has shown support by including CC incentives in a few competitive grant programs, they are purposefully not the ones leading this effort. They know that any top-down, DOE effort would be shot down quickly.
Lots of misinformation going around, either on purpose or just by not really understanding the issue.
Anonymous
06/05/2013 15:06
Subject: Tea Party targets common core
Anonymous wrote:In fact this is about destroying private schools, religiously-based schools, etc.
This President is indeed a socialist - and don't tell me this isn't coming from a federal level when the Dept of Education is overseeing the damn testing:
Two weeks ago, Education Week reported that the Department of Education will oversee the design of assessment tests for the Common Core State Standards, confirming suspicions that initiative is nothing less than a federal curriculum for America’s schools. While I’ve already commented on the implications this announcement will have on public schools, Common Core’s federal control does not stop there. Students in charter and private schools, as well as homeschoolers, will also have no choice but to learn what Uncle Sam wants to teach them. In essence, there’s no opting out of Common Core.
Read more: http://americansforprosperity.org/legislativealerts/theres-no-opting-out-of-common-core/#ixzz2VMrIIc6b
So I clicked through the links to see what this is about, and it is not anything like what you or your source described. The Federal Government gave grant money and, like all grantors, it does a review of the performance of the groups it grants money to. This does not allow the government to "oversee" the development of tests.
Anonymous
06/05/2013 15:02
Subject: Tea Party targets common core
Socialism is for the people, not the socialists
jsteele
06/05/2013 14:31
Subject: Tea Party targets common core
Anonymous wrote:In fact this is about destroying private schools, religiously-based schools, etc.
This President is indeed a socialist - and don't tell me this isn't coming from a federal level when the Dept of Education is overseeing the damn testing:
Two weeks ago, Education Week reported that the Department of Education will oversee the design of assessment tests for the Common Core State Standards, confirming suspicions that initiative is nothing less than a federal curriculum for America’s schools. While I’ve already commented on the implications this announcement will have on public schools, Common Core’s federal control does not stop there. Students in charter and private schools, as well as homeschoolers, will also have no choice but to learn what Uncle Sam wants to teach them. In essence, there’s no opting out of Common Core.
Read more: http://americansforprosperity.org/legislativealerts/theres-no-opting-out-of-common-core/#ixzz2VMrIIc6b
You know, you may be completely correct about the common core. But, when you start off by saying the President is a socialist and he wants to destroy private schools, you discredit anything else you have to say. The President attended a private school himself and his daughters now attend one. I think is is pretty comfortable with private schools. He clearly is not a socialist and calling him one is insane.
Anonymous
06/05/2013 14:27
Subject: Tea Party targets common core
In fact this is about destroying private schools, religiously-based schools, etc.
This President is indeed a socialist - and don't tell me this isn't coming from a federal level when the Dept of Education is overseeing the damn testing:
Two weeks ago, Education Week reported that the Department of Education will oversee the design of assessment tests for the Common Core State Standards, confirming suspicions that initiative is nothing less than a federal curriculum for America’s schools. While I’ve already commented on the implications this announcement will have on public schools, Common Core’s federal control does not stop there. Students in charter and private schools, as well as homeschoolers, will also have no choice but to learn what Uncle Sam wants to teach them. In essence, there’s no opting out of Common Core.
Read more: http://americansforprosperity.org/legislativealerts/theres-no-opting-out-of-common-core/#ixzz2VMrIIc6b
This President is indeed a socialist - and don't tell me this isn't coming from a federal level when the Dept of Education is overseeing the damn testing:
Two weeks ago, Education Week reported that the Department of Education will oversee the design of assessment tests for the Common Core State Standards, confirming suspicions that initiative is nothing less than a federal curriculum for America’s schools. While I’ve already commented on the implications this announcement will have on public schools, Common Core’s federal control does not stop there. Students in charter and private schools, as well as homeschoolers, will also have no choice but to learn what Uncle Sam wants to teach them. In essence, there’s no opting out of Common Core.
Read more: http://americansforprosperity.org/legislativealerts/theres-no-opting-out-of-common-core/#ixzz2VMrIIc6b
Anonymous
06/05/2013 14:20
Subject: Tea Party targets common core
Anonymous
06/05/2013 14:19
Subject: Re:Tea Party targets common core
Anonymous wrote:Anonymous wrote:Anonymous wrote:This is getting ridiculous. I get the sense that no one actually knows what these standards are. So here is one.
It's an excerpt from the 4th grade mathematics standard:
Mathematics » Grade 4 » Operations & Algebraic Thinking
Standards in this domain:
CCSS.Math.Content.4.OA.A.1CCSS.Math.Content.4.OA.A.2CCSS.Math.Content.4.OA.A.3CCSS.Math.Content.4.OA.B.4CCSS.Math.Content.4.OA.C.5
Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.
CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Any objections???
Yes. Show me how these children are being taught to think rather than perform.
When my daughter was choosing private high schools, she sat in on a geometry class at my son's private (we had to move him to private after being told he could not use a computer in the public despite a learning disability). In her public high school, she was doing 50 problems a night for homework. The teacher would solve the problem in class, and she had to regurgitate it that night. At my son's private, the teacher actually showed them the hows and whys of the problems. Much less nightly regurgitation, much more learning.
At my daughter's private (different from my son's), there's no regurgitation. They watch a video at home on the hows and whys and the teacher uses the class time to work with the students, together and individually, to ensure they understand. She's not wasting time doing 50 problems, most of which are the same anyway.
Rote memorization is not the same as learning.
There is not a single thing in this standard which recommends memorization. In fact the point of common core is to focus in critical thinking skills. And of course nothing in it says a word about your SN sons computer.
Anyone else?
How are kids going to be tested? Standardized? Just curious... Kids already have to memorize rather than learn to pass the current standardized tests. Tell me how common core will fix that
The reason I brought up my son's computer was that I had to send him to private school because the public school (read government) was unwilling to allow my child what was required in his 504. We weren't asking them to pay for it or provide it - we were doing that, so they could not use funding as an excuse. Yet they were unbending. So they prove themselves unyielding on A, it's a fair shake they will be unyielding on B.
Anonymous
06/05/2013 13:05
Subject: Re:Tea Party targets common core
Anonymous wrote:Any objections???
What does a teacher do when a student does not have the basis to perform these operations? I haven't found that yet in the standards.
A standard does not tell you how to be a teacher. It is only a framework for curriculum.
Therefore the response is what any teacher would do when a child isn't performing at grade level.
Anonymous
06/05/2013 13:02
Subject: Re:Tea Party targets common core
Anonymous wrote:Anonymous wrote:This is getting ridiculous. I get the sense that no one actually knows what these standards are. So here is one.
It's an excerpt from the 4th grade mathematics standard:
Mathematics » Grade 4 » Operations & Algebraic Thinking
Standards in this domain:
CCSS.Math.Content.4.OA.A.1CCSS.Math.Content.4.OA.A.2CCSS.Math.Content.4.OA.A.3CCSS.Math.Content.4.OA.B.4CCSS.Math.Content.4.OA.C.5
Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.
CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Any objections???
Yes. Show me how these children are being taught to think rather than perform.
When my daughter was choosing private high schools, she sat in on a geometry class at my son's private (we had to move him to private after being told he could not use a computer in the public despite a learning disability). In her public high school, she was doing 50 problems a night for homework. The teacher would solve the problem in class, and she had to regurgitate it that night. At my son's private, the teacher actually showed them the hows and whys of the problems. Much less nightly regurgitation, much more learning.
At my daughter's private (different from my son's), there's no regurgitation. They watch a video at home on the hows and whys and the teacher uses the class time to work with the students, together and individually, to ensure they understand. She's not wasting time doing 50 problems, most of which are the same anyway.
Rote memorization is not the same as learning.
There is not a single thing in this standard which recommends memorization. In fact the point of common core is to focus in critical thinking skills. And of course nothing in it says a word about your SN sons computer.
Anyone else?
Anonymous
06/05/2013 08:02
Subject: Re:Tea Party targets common core
Rote memorization is not the same as learning.
Memorization does have its place. It does not replace understanding. These standards will lead to more testing, and more robotic training.
Anonymous
06/05/2013 07:53
Subject: Re:Tea Party targets common core
Anonymous wrote:This is getting ridiculous. I get the sense that no one actually knows what these standards are. So here is one.
It's an excerpt from the 4th grade mathematics standard:
Mathematics » Grade 4 » Operations & Algebraic Thinking
Standards in this domain:
CCSS.Math.Content.4.OA.A.1CCSS.Math.Content.4.OA.A.2CCSS.Math.Content.4.OA.A.3CCSS.Math.Content.4.OA.B.4CCSS.Math.Content.4.OA.C.5
Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.
CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Any objections???
Yes. Show me how these children are being taught to think rather than perform.
When my daughter was choosing private high schools, she sat in on a geometry class at my son's private (we had to move him to private after being told he could not use a computer in the public despite a learning disability). In her public high school, she was doing 50 problems a night for homework. The teacher would solve the problem in class, and she had to regurgitate it that night. At my son's private, the teacher actually showed them the hows and whys of the problems. Much less nightly regurgitation, much more learning.
At my daughter's private (different from my son's), there's no regurgitation. They watch a video at home on the hows and whys and the teacher uses the class time to work with the students, together and individually, to ensure they understand. She's not wasting time doing 50 problems, most of which are the same anyway.
Rote memorization is not the same as learning.
Anonymous
06/05/2013 07:46
Subject: Re:Tea Party targets common core
Any objections???
What does a teacher do when a student does not have the basis to perform these operations? I haven't found that yet in the standards.
Anonymous
06/05/2013 07:44
Subject: Re:Tea Party targets common core
This is getting ridiculous. I get the sense that no one actually knows what these standards are. So here is one.
It's an excerpt from the 4th grade mathematics standard:
Any objections???
It's an excerpt from the 4th grade mathematics standard:
Mathematics » Grade 4 » Operations & Algebraic Thinking
Standards in this domain:
CCSS.Math.Content.4.OA.A.1CCSS.Math.Content.4.OA.A.2CCSS.Math.Content.4.OA.A.3CCSS.Math.Content.4.OA.B.4CCSS.Math.Content.4.OA.C.5
Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.
CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Any objections???
Anonymous
06/05/2013 07:34
Subject: Re:Tea Party targets common core
All school systems have had standards for years. These are nothing phenomenal. There is nothing wrong with them either--until the common testing starts in 2014-2015,