Installment 3 of Escaping the Doom Loop

Escaping the Doom Loop is my draft manuscript describing issues and solutions for K12 public education.  My January 11, 2020 blog post gives a summary.  This is the third installment from the draft manuscript.  Your comments are welcome and encouraged.

Confirmation Bias is Confirming the Doom Loop

Installment #3

https://docs.google.com/document/d/19RbjgzI78v9mR_dOR0LDxciRR7qJAId1NYL85mX2rWw/edit?usp=sharing

Beneath the veneer created by generations of mind numbing mediocrity is a system that has never truly worked well for the children it serves.  It’s what we have, what we’re accustomed to; but judged against rigorous expectations, it does not work.

Future posts will examine the current paradigm and new paradigm in greater detail. The blog archive on the right of the landing page presents blog posts in calendar order. The posts themselves are displayed with the most recent first, on the left side of the landing page.

Installment 2 of Escaping the Doom Loop

Escaping the Doom Loop is my draft manuscript describing issues and solutions for K12 public education.  My January 11, 2020 blog post gives a summary.  This is the second installment from the draft manuscript.  Your comments are welcome and encouraged.

Common Ground - Ten Shared Goals

Installment #2

https://docs.google.com/document/d/1CE6KhC20NQbmJo3pA6DGhwREEQNowWM4KrGLbxG8BRU/edit?usp=sharing

Despite the numerous flaws, mis-calculations, biases, and challenges of public education, optimism must prevail.  Optimism is the fuel of change. Our children are depending on us.

Future posts will examine the current paradigm and new paradigm in greater detail. The blog archive on the right of the landing page presents blog posts in calendar order. The posts themselves are displayed with the most recent first, on the left side of the landing page.

Installment 1 of Escaping the Doom Loop

Escaping the Doom Loop is my draft manuscript describing issues and solutions for K12 public education.  My January 11, 2020 blog post gives a summary.  This is the first installment from the draft manuscript.  Your comments are welcome and encouraged.

Pathways with Prerequisite Skills

Installment #1

https://docs.google.com/document/d/1F37KsSUNLkDsh17tsN2m9Xl-8puH1U10VtFtyf9SJgw/edit?usp=sharing

Rather than place students on a conveyor belt that moves at a steady pace with limited resources for those who do not match the pace on their own, why not provide resources and pacing that adapt, enabling all students to successfully navigate the pathways?

Future posts will examine the current paradigm and new paradigm in greater detail. The blog archive on the right of the landing page presents blog posts in calendar order. The posts themselves are displayed with the most recent first, on the left side of the landing page.

Escaping the K12 Doom Loop -- Summary Thoughts

Escaping the Doom Loop is my draft manuscript describing issues and solutions for K12 public education.  This post gives a summary.  Future posts are installments from the manuscript draft.  Your comments are welcome and encouraged.

Escaping the K12 Doom Loop
Summary

https://drive.google.com/file/d/10Q3OEnenFQPSyrbWWbf64M7v3qhpWKdP/view?usp=sharing

In a personalized, mastery learning paradigm the students master learner and content competencies before moving to new challenges.  Missing assignments, incomplete projects, or failed tests are not options.

Future posts will examine the current paradigm and new paradigm in greater detail. The blog archive on the right of the landing page presents blog posts in calendar order. The posts themselves are displayed with the most recent first, on the left side of the landing page.

Standing HW assignment

Teach an adult what you learned today, then bring their questions to class tomorrow.  You know you know it when you can teach it.  If you cannot answer the questions, you're not there yet.

A key resource for Algebra vocabulary, properties, and fundamentals; useful for self-study

A1:

Algebra 1 scholars should go to this link from the VDOE.  Each vocabulary card provides good basic information that needs to be internalized by each scholar.  These cards would be excellent tools for home study with supportive adults.

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/math_vocab_cards_algebra1.pdf


A2:

Algebra 2 scholars should go to this link from the VDOE.  Each vocabulary card provides good basic information that needs to be internalized by each scholar.  These cards would be excellent tools for home study with supportive adults.

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/math_vocab_cards_algebra2.pdf

Link to Pacing Guides and note taking recommendations

The Algebra 1 and Algebra 2 (full year course) monthly pacing guides can be found at the following link:
https://sites.google.com/a/wps.k12.va.us/wpsmathematics/math-courses

These monthly pacing guides provide a recommended road map through the courses insuring that all VDOE standards and essential questions/skills are met.  We will not follow the guides precisely day by day as they are meant to be used in that manner.  Student needs for differentiation, re-teaching, spiraling of content, and state documented results from previous years indicating common problematic areas all need to be considered when designing weekly and daily plans.

As we have done in recent weeks, daily updates on what topics are being introduced and practiced will be available here for scholars and parents.  Whenever possible, pages and items from the text meant to extend independent practice will be noted.  Scholars are encouraged daily to take notes not only on the line by line solutions in guided practice, but also the process steps involved and narrative notes regarding what is going on in the solution.  A good practice we have discussed in class is to crease the note page vertically, keeping the solutions steps to the left of the crease and the narrative of what is happening or what is key to each line of the solution steps written to the right of the crease.  Useful note taking is a life-learner skill that takes practice and grit.  We will continue to encourage note taking and note use throughout the year.  These notes should form the foundation of scholar to adult discussions at home nightly.  When scholars make their thinking and learning visible to themselves and supportive adults they are more likely to ask for clarification in class and embed their learning more deeply.