Monday, June 29, 2015

Quality Standard = More Testing???


The recently published Richard Gentry article, An Ode to Common Core Kindergarten Standards, gave me another perspective on the Common Core State Standards, especially for Early Learners as young as Kindergarten.

True, too many assessments are not the purpose of the CCSS.  While I am searching for the most appropriate forms of assessments (perhaps observation based?) and instructions (including play) that don't overwhelm youngsters, I would like to agree with Dr. Gentry that the CCSS is the guiding light in the early literacy developmental map. 

Simply, think about building the house.  Without a strong foundation, the fancy house won't last.

Interestingly, I also found a unique similarity that Japanese National Standards had with CCSS.  Japanese Elementary School National Course of Study explicitly states benchmarks in each grade level.  For instance, First Grade students are required to read, write, and apply about 70 Chinese characters in addition to two different Japanese alphabets (hirakana and katakana).  That itself sounds like more than the 26 letter English alphabet.  However, that is the foundation of the culture and education that all educators and students are aware of.  They know students must hit the benchmarks in order to build the fancy house on top of it. 

Another interesting finding is the recently adopted  Japanese Kindergarten National Course of Study which didn't exist in my time of service in Japan.  Its focus is to support all kindergarteners as a whole person.  This approach is similar to the Washington Kindergarten Inventory Developing Skills, also known as WaKIDS.  However, Japan doesn't require standardized assessments for 5 years olds.

As an educator, I urge my fellow teachers to learn extensively about the Common Core State Standards so that standards of each grade level are clearly implemented in the daily instructions. The instructional focus should not be how to take tests.  The Standards must be the most reliable guiding light that navigates American students in the right direction in their world wide journey.


Wednesday, June 24, 2015

The Research Skills Alive

While the Japanese National Academic Standards boasted their worldwide academic achievements, I found some important elements that are lacking in the document.  They are the students' driven research skills.  It is somewhat understandable when you think about their education/social system and culture.  For instance, although the college exams are horrendously hard to pass (and prepare to take), they don't seem to weigh students' individual talents or interests as much as their one-time-test score.  Even in elementary school, there are much less "why" questions among students compared to Americans.

Conversely, the inquiry based instructions in the U.S. have been successful in a large number of classrooms in the last decade, especially in science, social studies, and math, incorporated effectively with writing.  Those lucky students with their skilled teachers have been encouraged to be curious and independent in order to solve their problems.  Along with an appropriate pedagogy, the advanced technology and internet resources contributed their academic successes tremendously.  The Common Core State Standards ELA supports this phenomenon and it is well described:

8.  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (Research to Build and Present Knowledge; College and Career Readiness Anchor Standards for Writing, CCSS ELA)

Here are my understandings;
1. Gather relevant information from multiple print and digital sources.....You have to have the ability to pick up appropriate books and access a computer device which provides information that helps you understand  your topic.  Ignore distractions.

2. Access the credibility and accuracy of each source.... How do you know if you can trust your source among millions of resources in the internet?  It needs to be taught and practiced in many occasions to master.

3. Integrate the information while avoiding plagiarism.....Don't take someone else's credit!
I don't necessarily agree with the standardized tests that are trying to measure this particular skill in each grade level (3rd grade and above currently), however, this standard is a very important skill that help students become independent and responsible citizens.

As soon as youngsters get cell phones, their life expands with too much social media.  Even without a cellphone, younger kids (innocently) spread rumors behind peoples' backs during recess.    How many kids are resilient enough to analyze if it's accurate or credible?  A young person's life is sometimes too cruel.  If kids must have abilities that include gathering and accessing only credible and accurate information, they can then make right choices and judgement in their small community, even beyond English Language Arts at school!

As educators in our community, we have a huge responsibility to raise our next generation to be respectful, responsible, and safe.  This particular section of the CCSS is one of the guiding lights that we can hammer in our own classrooms.

Tuesday, June 23, 2015

Being Different

One sunny day in June, I waved at the construction worker for my simple appreciation from the driving seat.  The worker smiled at me.  It made my day.   At that moment, my 10 year old interrupted my happy moment, saying, "Mom, you wave differently."

I stopped smiling.  "How am I supposed to wave?"  I peeked at her through the mirror.  She is smiling.  "No, Mom, you are fine, " she replies.  I got very confused.  "What do you mean?"  I asked her back.  She responded to me, "You have your own 'waving' style that is awesome.  Isn't being different good?"

I was shocked.  I felt like I have been promoting the positive message about diversity in the daily practices in my own classroom, however, I, myself had a kind of "fear" of "being different" deep inside of me.  It was the eye opening moment.

"That's right.  Being different is great.  I am proud of my unique waving style.  Thank you for reminding me."  Teachers don't have to be in the classroom.  Teaching and learning moments are everywhere!