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.

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.

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!

Effective PLC

Professional Learning Community.  It is the learning environment that professional educators collaboratively create for students' academic achievement.  Collaboration is a key, however, I still don't feel as strong as I have felt back when I was teaching in Japan.  Depending on the schools and districts, use of PLC time and purposes vary. 

For instance, one type depends exclusive on the grade level or subject team.  In this case, week by week, members bring up the current students' data and discuss about differentiation or share resources.  Another case, the administration is exclusively in control what every teachers must do.  It is very intentional and productive because the exit ticket is always required.  In both cases, participated teachers would rate probably 3 out of 4 for their PLC activities.  It doesn't sound too bad.

In one school I have worked, the principal made us talk about the "vision" statement based on how our kids demonstrate in academics and social aspects. I felt awkward because it was a flashback memory.  It is what Japanese schools usually starts in the beginning of school year.  My heart was a full of hope on the American PLC.....if it connected to the teaching and learning.

The strong PLC that Japanese public schools create is based on 1. School Vision 2. Vision on the Students and 3. Focused pedagogy (or subject) that enable school and student's vision.  Branch out from pedagogy, teachers plan Lesson Studies.  Lesson Study experiences make teachers focus and grow in their profession.  There are young teacher's opportunities to take risks, and also experienced teachers' mentoring opportunities.  They work together for one goal, the vision.  At the end of the school year, they celebrate their accomplishment in the reporting booklet including reflections. 

This type of PLC involves grade level teams, administrators and specialists in the collaboration process.  PLC must be the community that all educators can participate and voice.

Math Labyrinth

What a tough year, the fourth grade is!  Algebraic math problems begin to challenge me.  The question is simple enough to find out the number of bananas and apples.  My brain is not simple enough to bring the answer.  My notebook pages are full of apples, bananas, numbers, circles, scratches, equations, but not the answers.  Literally, I am going bananas!  I ask Ms. Wada, if she can teach me.  I think I understand from her help, but immediately after I start working on it independently, everything gets confused again.  Second time asking Ms. Wada is still fine, however, she looks reluctant to face at me at the third time.  I feel bad for her just because I am the cause of her headache by being lost in the algebra labyrinth. 

Every night, apples and bananas haunt me in my dreams.  I desperately want to understand this math situation.  So I decide to ask Ms. Wada again, with a same problem.  She tiredly looks at me and says, “Well, you don’t have to understand this problem.  Just let go.” 

On the math test sheet, I notice the same problem that I have never reached to solve.  Needless to say, I have no clue what to do.  Ms. Wada has said, “Let go.”  So I did.  But it is not all.  90% of all problems are Apples and Bananas questions!  I have nothing to do with these fruity problems but let go.  How pathetic!  One day later Ms. Wada is ready to return tests back to us. 

As soon as my eyes meet my teachers red marks, I learn that I made my worst record in the test, 10% out of 100%.  My eyes are welled.  My pride cannot let go of this.  But I also know Ms. Wada would spit her words at my very own face, “Let go.” I wish I could hate her. 

Think Aloud: Show, Not Tell

Think Aloud: Show, Not Tell: Open your arms and legs really wide.  Bend your knees a little bit like Elvis.  Then shout, " Show !' Immediately hunch your body...

Self Encouragement in Writing

Are you interested in the Japanese writing curriculum?

There is not much to talk about for the Japanese writing curriculum.  The writing techniques, such as organization and descriptive writing, surely appear in their language arts textbooks, however, they are not systematic.

How do Japanese students improve their writing with such limited resources? 

Although specific writing lessons seem limited, there are students' samples within them.  These examples have writers who are the same age as students and inspire young Japanese writers.  As an American teacher, I rely heavily on the mentor texts that professional writers crafted.  Just recently, I noticed the power of peer writer's writing pieces.  Back in Japan many years ago, I remember myself dreaming that one day my writing piece was going to be in the text book....

Another writing tools can be seen in the science, social studies, and math text books. 

There are always some sections where the student's reports.  For instance, social studies text books share the voices of student's interview report, the science introduce student's science inquiry, experiments, and results in every chapter, and in math, there are two students' voices that compare different solutions.  The Japanese text books wisely use student's work/writing samples throughout all content areas.  Students are encouraged to perform their writing responses based on the students' sample.

It sounds like the Common Core State Standards-ELA.  That is what I noticed. 

Our students need a lot of writing opportunities.  One way we can motivate students to write for different purposes, audiences, and topics is to show them other student's writing as  mentor text.  "If that 8 year-old can write this, I should be able to do this," someone like me mumbles. 

Young writers can encourage themselves with proper guidance.