On one hand, it is easy to see the potential ineffectiveness of the tests: some students may not take the assessments seriously, the curriculum taught by the educator can affect the level of preparedness, etc., and therefore the argument can be made that even if critical thinking skills are measured, the data gathered from the tests may not be accurate. However, the establishment of standards and a universal approach for educating allows for a tentative guideline by which one can measure the progress of the nation’s students from year to year and find common trends. Both Advanced Placement tests and the Keystone assessments, though drastically different in format, allowed me to test my knowledge in several subjects and learn where I ranked among my peers. Whether fill-in-the-bubble or multiple choice questions commonly found on standardized tests cause students to “analyze, evaluate, interpret, or synthesize information and apply creative thought to form an argument, solve a problem, or reach a conclusion,” is ultimately debatable. Nonetheless, alternate styles of questions such as open-ended responses and short essays are seemingly favorable substitutes for those who disagree with the current format of test
In the end, students will learn more through technology because it provides a setting in which they are able to understand and relate to the information. Still, other critics of technology in school argue that technology hinders creativity and imagination (Source C). Without any organization, the abundance of information available could be overwhelming and therefore stifle creativity, however if children are expected to think and create their own thoughts and ideas, using the technological sources only as a supplement or means by which to increase efficiency, imagination will not be sacrificed. With the information age, comes the potential for new and useful methods of teaching. Yet in order to attain the most benefits from the new possibilities, teachers must still be willing to teach and therefore act as a
My beliefs align with the author’s arguments on how our schools need more linguistic diversity. Within linguistic diversity holds the richness of one’s culture and background. Shuffleton asserts interventionist programs such as KIPP are helpful however it does not address the underlying issues, “Based on the perception that impoverished students face cultural, rather than only structural, impediments, these programs intervene in poor families’ practices of child raising and in the habits and attitudes that poor children are believed to exhibit in schools as a result of these practices.” (Shuffleton 299) Programs such as KIPP and HCZ program play an important role of helping children gain access to colleges however the community is continuously perceived as deficient. He argues that those who lend a hand to the
An honor code can be so effective that “many schools with academic honor codes allow students to take their exams without proctors present, relying on peer monitoring to control cheating” (Source F). Despite this system, there is research that “indicates that the significantly lower levels cheating” (Source F) at schools with honor codes. This is possible because there is a peer culture that denounces cheating, making kids embarrassed to commit academic dishonesty. Such a peer culture was formed by educating the students about the value of academic dishonesty. Subsequently, the attempts made by schools with honor codes to promote the value of academic integrity have proven that when properly implemented, an honor code can be highly
As teachers we need to learn to advocate for our students and reassure our students are getting the right education that challenged, but also allows them to succeed. No child should be misrepresented because of race or color or even gender because every child should be given an equal chance to learn in the appropriate environment. “The inaccurate placement of minority students in special education programs can take various forms including overrepresentation, underrepresentation, and misidentification” (Guiberson; 2009). As we review what each of these terms mean we can see how many students can fall under these sections if not properly assessed or tested towards their strengths rather than towards a general test. First, overrepresentation is an occurrence of minority students in special education programs is greater than the school population as a whole.
I think intervention also has had a negative impression, when it should be considered a pleasant and positive direction to take. Make a list of interventions currently taking place both inside and outside of today’s classroom. Student goals would be one intervention. When the student is working towards one skill and the teacher steps in helping them to complete that skill and move forward. Our text suggests that literacy support is an example
Individuality and Conformity in Education “Common sense to improve student achievement that too few have implemented: let teens sleep more, start school later[. ]”—Arne Duncan, U.S. Secretary of Education. The disputes over schools’ demands for conformity have all been drawn-out for far too long with little change. The justification for this ongoing discussion is the belief that mass public schooling holds that students should be able to become unique and independent individuals while also promoting conformity in effort to socialize students. While both objectives are significant, they may come with a price.
Different theories are appropriate for explaining some learning situations, but not all. So being a teacher, I believe I need to build an ability to apply the learning theories to enhance my classroom learning that involves social, emotional, and participatory factors in addition to cognitive ones. No two individuals are alike, people think differently, act differently and learn in their own unique way, so researchers introduced the terms; visual learners, auditory learners, kinaesthetic learners and we all have our own predominant learning styles. People also have different combinations of intelligences. So deep and lifelong learning happens when the environment is according to the individuals' predominant learning styles, interests and abilities.
267). So Boyer has some similar ideals with Dewey in that he believes that teachers are there to help students see that they are small part of something much larger, and while I do see the similarities of their philosophies here I think they also can be used to contrast each other. I understand that Dewey and Boyer both see that education needs to be drastically changed and we need to make kids connect in a way that creates a community that is positive for current learning as well as future society. This is all good thinking but I also believe that Boyer sees students as real people and his peers while Dewey seems to think of students simply as a tool that is used by teachers. He constantly refers to students and children as “it”, while Boyer seems much more connected with his approach to addressing students as actual people and he puts it all in terms that make sense and connected with me better whereas Dewey’s ideals were more off-putting that anything
Introducing more diverse, culturally and historically accurate classes will help minimize racial discrimination by providing a legitimate representation of POC. Starting with what our schools lack, each American state and territory has the right to set their own regulations on curriculum requirements, including English, math, science, physical education, history, foreign language, electives, and “other”. This creates an extremely varied syllabus not only state-by-state, but also school-by-school, especially in states like Iowa that have very little regulation over schools statewide. For example, among many states, there is a striking scarcity of world history,
My schooling and upbringing have reinforced the importance of honestly and integrity. This year, in AP Research, we spent a number of classes discussing plagiarism and how to avoid it — some students, in paraphrasing the ideas of others and forgetting to cite correcting, have accidentally committed the act of plagiarism. As a result, I have learned the importance of citing correctly. I have also learnt how to clearly distinguish to readers what points were products of my own thinking, and what ideas were created and presented by others. Putting in countless citations is laborious and tedious, but ultimately worth the effort: plagiarism should be avoided at all costs.
Professors are rewarded for research” (Deresiewicz 64). This pact impacts student standards of learning, not in a sense that they are learning, but the loss in passion for what they learn, is lost. Attending an elite schools allows students to really do whatever they want or find their vocation, “it means the thing you’re called to do” (Deresiewicz 90). This idea comes from
The connection the author forms with the readers is similar to a student taking advice from an upperclassman. With this form of connection, this makes it easy to relay her argument that a growth mindset is set on learning. This study as evidence was effective in proving her general claim that the growth mindset is learning oriented but it was not specific enough which makes this evidence not entirely valid. There are a few vague details from
Because of this I thought that the paper may have been biased, but overall I did not believe the study was biased. The authors simply presented the facts without allowing their opinions to interfere. At the end of the article they discuss ways to make the results of the study more consistent. This shows that the authors knew the limitations of their study and how they can improve the study next time. They give many good suggestions for improvement such as more test questions and using a larger sample of students.
In response to the Ron Edmond 's correlates for an effective school, I gave my learning institution a score of fair in the area of high expectations for success. In the role of inclusion teacher, I have noticed an educational/professional disconnect with faculty and staff in regards to teaching students with special needs. In some cases, teachers fail to provide an inclusive classroom atmosphere that engages all learners. Moreover, I believe some general education teachers have a negative preconceived perspective about disabled individuals which affects their ability to build genuine relationships. Many teachers do not desire to teach children with disabilities.