I’m Not So Brilliant After All

So in late January, early February, I came up with – what I thought – was a super fun, creative American History lesson. It was sort of a success. I blogged about it in Student Choice. In short, it was a ‘short’ lesson on the reasons for the Revolutionary War. Yeah, here I am in April STILL dealing with this ‘great idea’. See, I’m not so brilliant after all!

The Problem?

There are a few problems that I am encountering. First, and most obvious, it is taking way to long to finish. Initially, I thought a month, month and a half tops. Um, nope. Not so much. At this point, I just want it to be done or stab myself in the eye. Not really sure which option is more feasible at this point. It’s sort of a toss up. The other, more disturbing problem, is that the question sets were designed to get them excited – and hopefully retain – the information. Sadly, they answer the questions and forget the information. Then they have to do the research all over again in order to complete the tasks.

So Now What?

Well, the way I see it, I have three options. Option 1 – stay the course. Keep up with the question sets and tasks. Option 2 – ditch the question sets and focus on the tasks (which are way more fun and higher up on the DOK charts. Option 3 – scrap the whole thing, even though we are only half way through; and move on to the next topic.

Option 1 will definitely require me to stab myself in the eye. Since I’m fond of seeing, and my eyes; this option is out. Option 2 is definitely doable. I can adjust and modify. Roll with the punches, right? Option 3 doesn’t ‘feel right’ at the moment. I’m not really willing to give up on something so easily. I’d rather try a few other options before declaring this a complete failure.

Option 2 It Is!

After discussing that the progress of this project isn’t working for me with the students, we decided Option 2 would be best. This way, they still get to learn in a fun and interesting fashion. We have taken out the boring question sets – which they weren’t retaining the information from anyway. The students seemed happy with the change in plans – half way through. Love how they can adjust.

Lessons Learned

• While I have one vision as to how things will go, classroom life definitely has the control.
• My students whizzed through the question sets, thus proving that my questions were too easy and obviously low on the DOK charts.
• It’s okay to change the lesson/plan/unit/whatever midstream. No one will get hurt; be flexible.
• Will it push them to finish the tasks any sooner? Probably not. Will I still want to poke my eyes out? Probably – which will lead to further modification as I like my sense of sight.
• It’s all okay. I tried and the first time out wasn’t a success. If I continue to reflect, and modify, I will find the right balance; the right lesson.

My Advice?

As educators we all fail from time to time. Embrace that failure as an opportunity to learn and grow. Most of us like to brag about a great lesson; about our successes. Those are great too as we like to learn from others about what works. We need to start talking about our failures. Why? Failures show the multitude of ways that don’t work, thus leading to the path that does. Because failures show we take risks. They show that we are vulnerable, that we think outside of the box. Failures show that we are learning and growing.

Embrace your failures, and learn from them.

Odd analogy, I know. But hear me out.

creative commons licensed ( BY ) flickr photo shared by Evelyn Saenz

Today the (grade) 3-5 teachers in my district met to look at available Math Curricula to adopt. We looked at 5 or 6 to begin with and narrowed it down to 2. We used the Math Toolkit (CCSS) in order to narrow our selection down. We focused on some of the basics – quality over bells and whistles.

We were then left with 2 programs. Neither one was all that great. This speaks to the crap that publishers are pushing out. After we narrowed our choices down, we then took a deeper look. Looking at standards, quality, focus, consistency, etc. Then it occurred to me, the two programs were like jelly doughnuts – in very different ways. [It could have also been that it was just before lunch when I had this thought.]

So here it goes. For reference a regular jelly doughnut is the perfect balance for all things that could be included in a math program.

Option 1: The over-stuffed jelly doughnut

This program offers an immense amount of information on a daily basis for a regular lesson. The heart of this program has so much crammed into it, that you walk away like you just had Thanksgiving dinner. Belly bulging, slightly cramped and sweaty. Simply -Waaaaaay too much!

Option 2: The overdecorated jelly doughnut.
creative commons licensed ( BY ) flickr photo shared by Vegan Feast Catering

Unlike the previous one, this has a normal amount of jelly – content – for one lesson. A person/student can digest this without feeling like Violet (well, her demise) in Willy Wonka. However, this doughnut is covered with glaze, then deep fried, then has layers of frosting, sprinkles, nuts, and chocolate chips. In other words, Waaaaay too many ‘bells and whistles’. There was a book for: intervention, help for ELL’s, a video component, books to read, and so on. In the end, most of these items will be left to collect dust on a shelf.

In the end both leave you with a less than completely satisfied feeling.

Teachers & districts – WE need to demand better quality options. How? Refuse to buy the crap they are pushing. Prove to them that WE do know OUR business and can do it without them. Or be so vocal that they will have no choice but to listen to our expertise.

Before we get started, let’s go over some basic vocabulary. I do this only because as I have conversations with non-educators, there seems to be some confusion. This ‘Glossary’ is so that we are all on the same page as we have this conversation.

• Assessments – The methods in which a teacher, school, district, state, and/or government measures learning.
• Curriculum – How something will be taught. Most commonly associated with textbooks, programs, lessons, units, and the like.
• Standards – Expectations or goals; the outcome.

Now getting back to why Common Core Standards are ‘Bad’. I’ve come to the conclusion it’s because the ‘nay-sayers’ don’t understand the new methods, and quite honestly don’t have the deeper understanding that Common Core expects. I don’t say this to insult anyone, in fact, I’m in that group of folks that don’t fully understand everything, but I am learning. Before you start to disagree with me, think about it. Where is the controversy centered? Is it the ELA standards or Math standards? Yeah, it’s the Math standards. I haven’t heard anyone complain about how “stupid” the new ELA standards are, or how they are “making our kids dumb and confused”. And why is that? Well, no one can really argue with analyzing a text more closely. We all get it, we all want our children and students to be able to read a text and be able to intelligently speak on it. So what’s different about the new Math standards? They require students to have a firm grasp on math concepts. I have heard the argument, “What’s wrong with how I did math, I understood it?” and “Why should my child have to learn several different ways to solve a problem?” Let’s look at the first question: What’s wrong with how I did math? Nothing if you are good with a basic understanding. As Andy Losik pointed out, “The good old days of Math only taught us Magic Tricks to do problems.” How right he is. Think about it, this is like saying, “I read the book, but can’t really tell you what it was about, but hey at least I read it.” Yes, you can perform the basic operation, but you don’t really understand the how and why behind it.

Before you starting getting all up in arms about this, I was the same way when I first started teaching. Long ago I taught second grade. One of the biggest math concepts in second grade is learning to regroup – it was called borrowing back in my day. It wasn’t until I started teaching the concept that I truly understood why and how regrouping worked. I thought I knew, but I didn’t. As a child, I learned to cross out the number, make it one less and put a 1 in front of the number to the right. If you asked me to explain why and how it all works, I wouldn’t have been able to at the time. The second question asks: “Why should my child have to learn several different ways to solve a problem?” Well…As this is real life, there are several solutions to one problem – be it math, social, or everyday problems. I ask, “Why limit ourselves to one path, when so many are available?” For far too long, these ‘Magic Tricks’ have been very narrow in focus and catered to a select few students.

The Root of Why Common Core is ‘Bad’

We feel stupid. Yup, I said it, we feel stupid. I mean, as an adult, I should be able to do 4th grade math, but the new ways of learning and the deeper understanding sometimes leave me with the “What the heck are they talking about?” feeling. The complaints and descriptors are just knee jerk reactions because we feel stupid. If we take a moment to swallow our pride and just admit we don’t get it, I think we could learn a thing or two. I am learning all this too. And what I am finding out, is that while at first new methods may seem confusing, after practice they are actually easier than how I learned. Not only do the new ways give us a deeper understanding, it also allows more students to be successful in math.

I have heard (and engaged in conversations) where some have suggested that we keep teaching the way we have, and if need be pull those students who don’t understand it aside and teach them differently. I say that is short sighted, and bad teaching practice. Any quality teacher will show different methods and encourage students to focus on the few that they understand and make them successful. Any quality teacher, be it with Common Core or other standards, will differentiate his/her instruction.

Another argument I have heard is that it is nationalizing our education system and taking local control away. To this I say, “Yes, it is. Now get over it.” I know it’s harsh, but we live in a GLOBAL economy. This is the 21st Century, let’s teach like it is. Yes, I want to know that here in California I am teaching the same 5th grade standards as they are teaching in New York, Mississippi, Montana, or where ever in the US. If you don’t agree, why not? Do you want your standards to be lower than everyone else’s? Do you want them higher? With Common Core, states can add standards (15%). We’ve had State Standards for a while now, that takes away local control. No one balked at that.

I acknowledge that there is a political component to all of this. There are many out there, mainly from one political party, who are helping to spread misconceptions, hate, and backlash to the Common Core Standards. The reason why is another blog post all together. While I won’t go into the political aspect of Common Core, I didn’t want to omit this aspect.

What to do?

Well…Let go of our own insecurities. Allow your children to teach YOU how to do math. Be okay with saying, “I don’t understand”. Ask the teacher for directions. When a parent contacts me and asks for help, I gladly give it. I also understand that this is all new. I try to reassure my parents that yes, this can be confusing for me too. I have had students come into my classroom and teach me how to do math in a different way. Because of where I live, I often have students come to school to show me how their aunt/uncle/mom/dad learned to do a concept in Mexico. Often times the method is easier, and the result is the same.

Is Common Core Really Bad?

NO! Common Core is different, but NOT bad. In fact it is good. Again, I am only speaking about the Standards. The unrolling of Common Core in each district/state/nation is a whole different conversation. I am NOT talking about the assessments – PARCC or SBAC. The end goal of the standards are GOOD! I welcome them.

 

While this is geared towards the K-5 classroom, it is certainly applicable to all grade levels. Created for Annual CUE in Palm Springs, March 22, 2014:

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Prepared for California League of Schools – Technology Conference (#clstech14).

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