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Here are some gems:
“Most significantly, Stockton Unified Assistant Superintendent Kirk Nicholas said, under the new approach student success will be measured less by their ability to recite facts than by how effective they are at demonstrating their understanding of what they have learned. Nicholas gave the example of a rubber band resting on a table. Whereas now a student would be asked to identify the object as a rubber band, a student in 2014-15 would be asked to shoot it into the wind, shoot it with the wind to his back, and analyze the results.”
So it’s all about “understanding”. The problem is, what level of understanding is required for what grade levels? And does a student need to be able to explain why the invert and multiply rule for dividing fractions works, and show why? And if a student can’t explain, but knows he must use fractional division (and can do so) to figure out how many 2/3 oz servings of yogurt are in a 2 oz container of yogurt, is that student deemed to “not understand” fractional division?Oh, and there’s this also:”The Leadership and Learning Center will serve as a consultant in a process Nicholas and Superintendent Steve Lowder say will be driven by teachers. Lowder said Stockton Unified is ‘changing from a top-down model to a directive, and the teachers designing the plan.’
” ‘It’s about honoring teachers making decisions in the classroom about student achievement,’ Lowder added. ‘We believe in teachers.’ ”
Great. So does this mean if a teacher wants to use direct instruction rather than inquiry-based, and whole class instruction rather than groups, they will be allowed to do so?
The school board unanimously approved a contract, not to exceed $280,000, with the Colorado-based Leadership and Learning Center to help the district get ready.