Well said. You're right, too many teachers/administrators look at a list of standards and think, "Here is what we have to cover," rather than, "What is most valuable for my students to know, and how do I get them there?"
The same is true in Math education. In the lower grades, students are supposed to "understand" when this is not measurable. Meanwhile, their numeracy skills are never developed and the deeper understanding that comes from thinking applied to learned memories is truncated.
For sure. I believe that foundational skills for literacy function conceptually like “math facts” and numeracy. They are generally measurable and predictable and have a clear target.
Well said. You're right, too many teachers/administrators look at a list of standards and think, "Here is what we have to cover," rather than, "What is most valuable for my students to know, and how do I get them there?"
Right back at you—well said!
The same is true in Math education. In the lower grades, students are supposed to "understand" when this is not measurable. Meanwhile, their numeracy skills are never developed and the deeper understanding that comes from thinking applied to learned memories is truncated.
For sure. I believe that foundational skills for literacy function conceptually like “math facts” and numeracy. They are generally measurable and predictable and have a clear target.
So-called "standards" are created by "experts" with credentials that seem to have never taught a class!
When you want to restack every sentence …you’re so excellent, Whitney!
Love this! Thank you, Katie!