assateague wrote:You seem to prefer to believe that the way you are doing it is "the best", yet you offer no real proof that this is so. In fact, the vast majority of evidence, both anecdotal and otherwise, indicates that you have it completely ass backwards.
You stated that the 100 year old test was not "good" because it came straight form one teacher, and was done via rote memorization, or some such. Methods which you claim don't help students "think". And then you go on to claim that your methods are better, yet the students educated via your "approved" methods couldn't pass that test. Doesn't make any sense. If your methods of "hands-on, projects, and discussions" are superior, then why would they not enable a student to pass this 100 year old test?
Conversely, how many of those students taught in those "arcane, ineffective" (according to you) methods would pass the CURRENT 8th grade test? Probably all of them. And in 1/3 of the time.
My students would not because I would not teach most of that. It was something the teacher liked, she taught it, kids memorized it. She is not teaching thought.
This is eighth grade we're talking about, here. And let's look at some of those things you say were taught because "the teacher likes it":
How many steps 2' 4" each will a man take in walking 2 1/4 miles?
Student needs to know how to convert feet and inches to decimals, convert fractions to decimals, divide, subtract, know how many feet in a mile. Sure. Seems useless. Probably because the "teacher liked it".
Find cost at 12 1/2 cents per sq yd for kalsomining the walls of a room 20ft long, 16 ft wide, and 9 ft high, deducting one door 8 ft by 4' 6" and 2 windows 5 ft by 3 ft 6 inches each
Needs to know fundamental geometry calculations, including square footage, converting fractions to decimals, feet and inches to decimals and back again, multiplication, addition, subtraction, and spatial imaging. Not necessary at all. No need to teach it nowadays, I'm sure.
How many parts of speech are there? Name them.
I'm sure English structure has changed drastically in the last hundred years or so, so there's not possibly any time to teach the basics of our language, because of all that "new stuff", and all.
Define proper noun; common noun. Define the properties of each
Name and give the capitals of states touching the Ohio River
Needs to be able to read a map, identify geographic features, and be aware of the composition of the damn country they live in. But I'm sure that sort of thing was just "teacher preference". Let's ask 8th grade students in your county to name the states which touch the Potomac River and their capitals. Seeing as how that's their next door neighbor, maybe half of them would get it right. But I sincerely doubt it.
Through what waters would a vessel pass in going from England through the Suez Canal to Manila
Need to know world geography and map knowledge. And hey, bonus- everyone wants to claim we need to embrace the global economy/global community/global everything these days. What better way than to educate them about where crap is in the world? But nah, that's ok- you wouldn't bother teaching what is on this test. I wonder how many 8th graders even have a freaking clue what the Suez Canal is, or could point to the Philippines on a globe.
I can go on, but there's really no point. You get the point, you just don't want to acknowledge it. In fact, you just once again pooh-poohed it away
ohioboy wrote:My students would not because I would not teach most of that. It was something the teacher liked, she taught it, kids memorized it. She is not teaching thought.
Which has been demonstrated to be an incredibly asinine statement, even more so coming from a teacher.