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In 'blended learning,' teachers use software to closely track students' progress
http://www.msnbc.msn.com/id/48912833/ns/us_news-education_nation/
YUMA, Ariz. — Carpe Diem Collegiate High School and Middle School looks more like an office or call center than a school.
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Carpe Diem’s five teachers and four teachers’ aides supplement the concepts their 226 students have learned through a computer program.
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Charter schools in Arizona receive about $1,700 less in per-pupil funding each year than district schools, according to a 2012 progress report from the Arizona Department of Education. But because Carpe Diem’s model requires fewer teachers than traditional public schools, it’s able to spend on operations only about $5,300 of the roughly $6,300 the school receives per student, according to Hackman. Most of the rest goes toward paying off the bond on the $2.6 million facility, which was built in 2006.
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In Carpe Diem’s case, students spend more than half of each school day in their cubicles, headphones plugged in, learning from an online curriculum provided by the company Education2020 (e2020), which delivers all of the core content in math, language arts, science and social studies.
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The school has its critics. Professor Michael Barbour, of Wayne State University in Detroit, says that Carpe Diem’s online curriculum is specifically designed to get kids to do well on standardized tests and graduate from high school, which it does well, but that it falls short on fostering critical thinking skills.
“The nature of the curriculum and the way in which they try and provide support to the student, it’s designed to get these students through the system,” says Barbour......................."
YUMA, Ariz. — Carpe Diem Collegiate High School and Middle School looks more like an office or call center than a school.
..................
Carpe Diem’s five teachers and four teachers’ aides supplement the concepts their 226 students have learned through a computer program.
....................
Charter schools in Arizona receive about $1,700 less in per-pupil funding each year than district schools, according to a 2012 progress report from the Arizona Department of Education. But because Carpe Diem’s model requires fewer teachers than traditional public schools, it’s able to spend on operations only about $5,300 of the roughly $6,300 the school receives per student, according to Hackman. Most of the rest goes toward paying off the bond on the $2.6 million facility, which was built in 2006.
....................
In Carpe Diem’s case, students spend more than half of each school day in their cubicles, headphones plugged in, learning from an online curriculum provided by the company Education2020 (e2020), which delivers all of the core content in math, language arts, science and social studies.
............................
The school has its critics. Professor Michael Barbour, of Wayne State University in Detroit, says that Carpe Diem’s online curriculum is specifically designed to get kids to do well on standardized tests and graduate from high school, which it does well, but that it falls short on fostering critical thinking skills.
“The nature of the curriculum and the way in which they try and provide support to the student, it’s designed to get these students through the system,” says Barbour......................."
It's all good. Apology accepted.
You are right. Sorry, I missed it.
:-)
:-)
I clearly said "special needs children who cannot read". First post, fourth sentence.... I understand what you're saying, but you've read too much into what I was saying, or completely misunderstood. "Special needs children who cannot read" is up there for your review.....
"What are you going to find out by giving the same test to all 18 year olds and some of them are reading at the first grade level? (They're not going to ever be able to read at a higher level.) "
You did not say handicapped kids so I read it as students with low skills. In the inner cities there are a lot of kids who missed out (for other reasons) on the basic skills, so it is not unreasonable to assume you are speaking of them. I have actually heard that same argument about these kids so I pointed out that they are able to catch up and learn what they need to to be literate.
Do you understand what I am saying?
You did not say handicapped kids so I read it as students with low skills. In the inner cities there are a lot of kids who missed out (for other reasons) on the basic skills, so it is not unreasonable to assume you are speaking of them. I have actually heard that same argument about these kids so I pointed out that they are able to catch up and learn what they need to to be literate.
Do you understand what I am saying?
I was talking about handicapped kids.... you took exception to something that I didn't even say.... So take exception.
I just went back and reread my original reply to you:
"On the other hand, I take exception to the last sentence of your statement where you say "They're not going to ever be able to read at a higher level.) While true for the severely handicapped, it is not so for many failing students who have poor skills. '
Did I not first qualify my remark by saying, "While true for severely handicapped, it is not so for many failing students..."?
I never had an argument with you on this, I was actually agreeing!!
"On the other hand, I take exception to the last sentence of your statement where you say "They're not going to ever be able to read at a higher level.) While true for the severely handicapped, it is not so for many failing students who have poor skills. '
Did I not first qualify my remark by saying, "While true for severely handicapped, it is not so for many failing students..."?
I never had an argument with you on this, I was actually agreeing!!
Okay, I hear you. I too worked as a reading specialist and I do agree with you on that point.
I was speaking of students who do not have serious cognitive disabilities.
I worked as a regular education teacher and later as a reading specialist in an inner city school where many students were failing due to a myriad of reasons. A few had mild disabilities, but overall they had a capacity to learn.
Like I said, I remember well the insanity of students who could not speak and who would take the booklet and flap it and chew on it. Like somehow we expected to give him the wings and he would fly. Madness.
I was speaking of students who do not have serious cognitive disabilities.
I worked as a regular education teacher and later as a reading specialist in an inner city school where many students were failing due to a myriad of reasons. A few had mild disabilities, but overall they had a capacity to learn.
Like I said, I remember well the insanity of students who could not speak and who would take the booklet and flap it and chew on it. Like somehow we expected to give him the wings and he would fly. Madness.
Take exception. You've read too much into what I said. I am talking about kids who will never be able to read above the first grade level.... you will get nothing by testing them again and again. (I happen to know a little about this. My wife is an educator and works with children like this. These kids are handed the same standardized tests that normal 18 year olds get. These mentally deficient children will never, ever be able to read above a certain level regardless of the education and testing being given.)
Your "direct instruction model" will not apply to the children I am talking about. It won't and the proof is in the pudding. (My wife is a reading specialist....) The kids she works with reach a certain level and that's it. Some of these levels are barely functional or not functional at all. Regardless of the model, you get what you get with these children.
Nobody I know is more passionate about their job than my wife is. And nobody wants to help these kids more than she does. But there is only so much you can do. Still, because of ridiculous standardized testing, she is required to test kids who can't even open a test booklet and "monitor" their progress. My wife works with kids who are up to 21 years old, and some have the mentality of a 3 year old. They will never function on a higher level.... it is what it is. Regardless of the "model" you put in place, the kids I am talking about have "maxed out". They've reached their learning capacity. It's tragic, but it happens.
Your "direct instruction model" will not apply to the children I am talking about. It won't and the proof is in the pudding. (My wife is a reading specialist....) The kids she works with reach a certain level and that's it. Some of these levels are barely functional or not functional at all. Regardless of the model, you get what you get with these children.
Nobody I know is more passionate about their job than my wife is. And nobody wants to help these kids more than she does. But there is only so much you can do. Still, because of ridiculous standardized testing, she is required to test kids who can't even open a test booklet and "monitor" their progress. My wife works with kids who are up to 21 years old, and some have the mentality of a 3 year old. They will never function on a higher level.... it is what it is. Regardless of the "model" you put in place, the kids I am talking about have "maxed out". They've reached their learning capacity. It's tragic, but it happens.
"What are you going to find out by giving the same test to all 18 year olds and some of them are reading at the first grade level? (They're not going to ever be able to read at a higher level.) "
I agree that standardized testing has become absurd. I remember a group of severely disabled students being handed out test booklets that a few of them tore up or chewed on. They were not the fools, it was the administration who insisted that the law says all students must take the tests. Talk about literal thinking!!
On the other hand, I take exception to the last sentence of your statement where you say "They're not going to ever be able to read at a higher level.) While true for the severely handicapped, it is not so for many failing students who have poor skills.
I have worked with many students with low skills using the Direct Instruction model, where all who participated achieved literacy and were able to pass the High School Exit Exam. It was very hard work but it paid off. Most of those students did not go onto higher learning They went into vocational schools after high school and most are happily employed in the food and hospitality industries. A few went to Junior college and one or two to University. That may not seem successful but they had come into my 10th grade classroom reading at the 1st and 2nd grade level.
I think this sort of intense learning is important for students with lower skills but there are many other ways we learn too and I think it is important to integrate computer technology and the arts into the curriculum as well.
" The Direct Instruction model;
Break concepts into manageable steps to help students possess appropriate pre-skills and prior knowledge
Use clear, concise language so students grasp concepts the first time they are presented
Model skills and steps needed to complete tasks and ensure understanding
Give guided practice to support student learning
Provide multiple examples in a carefully planned sequence to build independence
Integrate previously learned knowledge and skills for continual progress
Incorporate continuous assessment to monitor student learning"
First of all I think the teachers of today are expected to do so much more than teach. It used to be that you went to school to learn reading, writing and arithmetic. The teachers taught. Now days they have to analyze the students for emotional and academic issues relating to mental disorders, work with parents who work and don't keep track of their child's schooling or help with homework like they used to. They do not have control of the classroom anymore and if they hurt someones feelings they can lose their jobs, they are underpaid for what they do and as with every other profession there are more and more unqualified s seeping into the workforce. I think the parents need to get back to parenting, the teachers back to teaching and of course how they do that will have to change with the changing world.
I do not agree with the standardized testing being the centerpoint of learning and I dont agree it should be the standard that decides how good a teacher is or isnt. That is simply messed up.
I do not agree with the standardized testing being the centerpoint of learning and I dont agree it should be the standard that decides how good a teacher is or isnt. That is simply messed up.
There's so many things wrong with education. I wouldn't know where to start the reparations. I said it before, regarding standardized testing. We are giving these same standardized tests to special needs children who cannot read..... That in and of itself is wrong. What's the use? What are you going to find out by giving the same test to all 18 year olds and some of them are reading at the first grade level? (They're not going to ever be able to read at a higher level.)
Because of the $$$ savings, I think a lot of school districts will go with this idea, especially if the union busting movement in this country continues.
The trouble is that grooming students to ace standardized tests and soak up the "core content" the State believes they should have doesn't necessarily train them to be 'problem solvers'.
In many ways I like the charter school model. My step-daughter did well in a charter school, but because the "core content" the State thought students should have didn't include inverse trig' functions, she's now having to play catch up in freshman calculus.
We can't continue to 'import' our engineers and doctors from India and other countries. Eventually that well will go dry and we had better have a generation of our own critical thinkers ready to take the reins.
The trouble is that grooming students to ace standardized tests and soak up the "core content" the State believes they should have doesn't necessarily train them to be 'problem solvers'.
In many ways I like the charter school model. My step-daughter did well in a charter school, but because the "core content" the State thought students should have didn't include inverse trig' functions, she's now having to play catch up in freshman calculus.
We can't continue to 'import' our engineers and doctors from India and other countries. Eventually that well will go dry and we had better have a generation of our own critical thinkers ready to take the reins.
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