Blogs:

Have you been following the alarming college graduation and admission data recently? In spite of this strong evidence, we find districts proceeding with measures for reform that rely heavily on tests. There is no change in graduation rates and entrance to colleges in spite of improving test scores. So, what does this show?

Basically, it is clear that these tests are devoid of vital factors such as critical thinking. All they end up doing is to apply discrete knowledge bits in a timed setting. Focus is predominantly on comprehension skills of the lowest level which in turn sets a lower student achievement level. This seldom prepares students for higher education.

In the 11th grade, there is great emphasis on teaching eligible content. This shows how students are prepared only with the test in mind. Inadvertently, they lack any analytical skills and critical thinking. Though the data is self evident, it is being ignored by the District that continues to cling to testing.

In order to create an effective college preparatory curriculum four different skills were identified by the Parkway Northwest’s SHARE program. This was done with the help of leading theorists and a community of learners was built focused on critical thinking, research, collaboration and knowledge demonstration through teaching.

Research included encouraging students to use authentic sites such as primary sources, authoritative scholarships, documentary films and established periodicals. As a part of the critical thinking phase, students had to determine areas to be focused on to make decisions on broader topics, making decisions in a collaborative manner and designing instructional materials. They were also encouraged to examine research for bias, work in an independent manner and engage in work that required critical thinking.

According to a ninth grader, SHARE taught them all about past and current events. They had to focus and concentrate as they knew they had to teach it to others. The fact that this feeling was reflected by most students, it is evident that they respond effectively to pedagogy that is culturally appropriate and respectful.

A social studies teacher Autumn Burdo played a major role in SHARE. According to Burdo, participating in learning project and collaborative teaching was immensely beneficial for her teaching career. There was a level of camaraderie and consistency among teachers towards students as they now had the opportunity to make use of each other’s resources. Collaboration made learning an active process. Students showed their mettle and their ability to handle complex and challenging situations in an effective manner.

Learning processes and teaching must be added to the dialogue on an urgent basis in an atmosphere where test scores, power, violence and finance are the only public discourse concerns.

There is minimal or no attention paid to efforts that could motivate students to perform well by offering curriculum that is culturally relevant and substantive or to provide teachers with more opportunities to develop instructions that are project based. This will certainly lead to higher engagement levels and prepare them optimally for higher education.