Comments on: Two Million Minutes http://www.thecenterformichigan.net/blog/two-million-minutes/ Wed, 19 Nov 2008 23:00:28 +0000 http://wordpress.org/?v=2.5.1 By: Dave Smethurst http://www.thecenterformichigan.net/blog/two-million-minutes/#comment-13070 Dave Smethurst Fri, 14 Mar 2008 19:40:03 +0000 http://www.thecenterformichigan.net/blog/two-million-minutes/#comment-13070 As a retired educator, both teacher and administrator, I support challenging standards. A couple of caveats. We just know humans do not learn the same way or at the same rate. It might take some four years to understand Alegebra 1 and Geomentry. Do they get four credits? Complicating things, we learn different things at different rates. A lockstep curriculum can force some to move ahead without understanding all the basics. Comparing our schools to foreign schools is not an apple to apple comparison. Many countries do not educate all their students to high standars. They are sorted. Many do not have special education. Of course, most have not added other "stuff" to schools. Visiting educators are amazed at interscholastic athletics, that is not part of their world at all. That's just one example,there are more. Now, think of the resources that are spent on the other "stuff." And finally, do you want to lead the charge to eliminate football or basketball? Do you want to be on the committee that sorts kids? This one can't go to school any more. That one can only go to a vocational program. This one may go on to our academic program? See a problem here? As a retired educator, both teacher and administrator, I support challenging standards. A couple of caveats. We just know humans do not learn the same way or at the same rate. It might take some four years to understand Alegebra 1 and Geomentry. Do they get four credits? Complicating things, we learn different things at different rates. A lockstep curriculum can force some to move ahead without understanding all the basics.

Comparing our schools to foreign schools is not an apple to apple comparison. Many countries do not educate all their students to high standars. They are sorted. Many do not have special education. Of course, most have not added other "stuff" to schools. Visiting educators are amazed at interscholastic athletics, that is not part of their world at all. That's just one example,there are more. Now, think of the resources that are spent on the other "stuff."

And finally, do you want to lead the charge to eliminate football or basketball? Do you want to be on the committee that sorts kids? This one can't go to school any more. That one can only go to a vocational program. This one may go on to our academic program? See a problem here?

]]> By: Chuck Fellows http://www.thecenterformichigan.net/blog/two-million-minutes/#comment-13063 Chuck Fellows Fri, 14 Mar 2008 18:54:19 +0000 http://www.thecenterformichigan.net/blog/two-million-minutes/#comment-13063 High expectations are good things for Michigan and its children, if they are applied in a manner that supports long term thinking and avoidance of mediocrity. As freeway signs guide all on their journey these standards can guide administrators, teachers, students and parents along the road of life long learning. Process matters as much or more than just standards. Unfortunately, the way these standards are being applied produces mediocrity and short term thinking, especially when the MME is touted as a measure of progress to excellence. The million minutes are spent in test preparation, especially the reinforcement of short term memory skills. There is a segment of the school population that thrives in an environment of linear thinking, and their skills and talents are absolutely necessary if Michigan’s future is to be secured. But academic excellence represents a 19th century pattern of thinking and it is not a path that leads to innovation, creativity and imagination. These standards, combined with integration of curriculum, teachers working across classrooms, freedom from age grading and Carnegie units, assessment via performances and a de-emphasis on standardized testing - combined with academic rigor – will lead to a true excellence in education that produces long term thinkers focused on meaningful purpose and never ending improvement of process and product. Rigor, relevance and relationships, it’s a three legged stool. Don’t expect it to remain upright on only one leg. High expectations are good things for Michigan and its children, if they are applied in a manner that supports long term thinking and avoidance of mediocrity. As freeway signs guide all on their journey these standards can guide administrators, teachers, students and parents along the road of life long learning.
Process matters as much or more than just standards. Unfortunately, the way these standards are being applied produces mediocrity and short term thinking, especially when the MME is touted as a measure of progress to excellence. The million minutes are spent in test preparation, especially the reinforcement of short term memory skills.
There is a segment of the school population that thrives in an environment of linear thinking, and their skills and talents are absolutely necessary if Michigan’s future is to be secured. But academic excellence represents a 19th century pattern of thinking and it is not a path that leads to innovation, creativity and imagination.
These standards, combined with integration of curriculum, teachers working across classrooms, freedom from age grading and Carnegie units, assessment via performances and a de-emphasis on standardized testing - combined with academic rigor – will lead to a true excellence in education that produces long term thinkers focused on meaningful purpose and never ending improvement of process and product.
Rigor, relevance and relationships, it’s a three legged stool. Don’t expect it to remain upright on only one leg.

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