All posts by Gramma Grizzly

0354_ Use Game Videos & Ditch Traditional Instruction – not the best decision. Article from Dr. Carole Haynes_ August 13, 2018

Donna Jack
August 13, 2018

Public Education just keeps making damaging decisions.  Computers in most cases should not be part of the school day – and certainly NOT for young children.  Students need to learn to listen, work, think, interact comfortably and constructively, and learn how to be productive, considerate, self-controlled citizens.

A great article from Dr. Carole Haynes.

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From: drcarole@host48.registrar-servers.com <drcarole@host48.registrar-servers.com> On Behalf Of Dr. Carole Haynes
Sent: Monday, August 13, 2018 11:16 AM
To:
Subject: Use Game Videos & Ditch Traditional Instruction

Attention spans have plummeted..

The Haynes Report
Dr. Carole H. Haynes
August 10, 2018

Use Game Videos & Ditch Traditional Instruction,
Says Edtech Chief
Today’s students should be taught with video games because their attention spans have decreased.
Mohit Midha, CEO of Mangahigh which develops math games,says to ditch traditional instruction because students cannot focus for more than five minutes. What a life! Getting to hang out with friends and play video games all day.

Speaking at a debate on artificial intelligence and education, Midha claimed people are obsessed with video games” but are “totally out of love” with “traditional forms of instruction” involving “pen and paper.” He gushed that kids can learn a video game without being taught how and, within two days, will be doing “headers.”

Does that mean they can become little math geniuses by acing a video game?

Yet Midha is right about one thing: students’ attention spans are shrinking. Bucket loads of research show that long term skimming of online information, together with interactive distractions, has resulted in lower comprehension. International research also found that heavy users of classroom technology scored worse on math and reading tests. Continue reading

0353_Edviews.org_Are Dual-Credit Courses Helping Poor, Minority Students in Texas? – Aug. 10, 2018

Donna Jack
August 10, 2018

From below:

it is time to rethink the long-term goals of dual-credit programs and whether they have expanded too aggressively without maintaining the rigor students need to succeed in college.

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From: Donna Garner <wgarner1@hot.rr.com>
Sent: Friday, August 10, 2018 4:40 PM
To: Donna Garner <wgarner1@hot.rr.com>
Subject: EDVIEWS.ORG – ARE DUAL-CREDIT COURSES HELPING POOR, MINORITY STUDENTS IN TEXAS? – DMN – 8.10.18

8.10.18 – Dallas Morning News

 “Are Dual-Credit Courses Helping Poor, Minority Students in Texas?”
By Dallas Morning News Editorial Board

 https://www.dallasnews.com/opinion/editorials/2018/08/10/dual-credit-courses-helping-poor-minority-students-texas

 Excerpts from this article:

 …Dual-credit education programs were supposed to be one of those critical, difference-making strategies, allowing high school students — especially minority and low-income kids — to earn college credits. The idea was to inspire students who otherwise might not consider college, give students a chance to earn college credits earlier and cheaper, and ultimately increase college enrollment and completion rates.

Texas has been solidly behind these programs, eliminating a cap on the number of dual-credit courses a student may take and requiring that all school districts offer students the opportunity to earn the equivalent of at least 12 hours of college credit. As a result, dual-credit enrollment swelled from slightly below 80,000 students in 2008 to over 151,000 this past school year. 

This is why a draft report presented to the Texas Higher Education Coordinating Board analyzing dual-credit programs in Texas from 2001 to 2015 is so disquieting. The report found that the programs have barely moved the needle on college enrollment and performance. In addition, minority and low-income students are less likely to enroll in the courses and more apt to struggle with the rigors of college work. Continue reading

0352_Aug. 10, 2018_Truth in American Education (TAE)_School Leaders Weigh in on Civics Education — by Stan Vander Hart

Donna Jack
August 10, 2018

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From: Henry W. Burke <hwburke@cox.net>
Sent: Friday, August 10, 2018 3:16 PM
Subject: TAE — School Leaders Weigh In on Civics Education — by Shane Vander Hart

TRUTH IN AMERICAN EDUCATION

School Leaders Weigh In on Civics Education

https://caffeinatedthoughts.com/2018/07/school-leaders-weigh-in-on-civics-education/

JULY 5, 2018 

BY SHANE VANDER HART

I read through an Education Week Research Center report on Civics Education based on a survey of 524 principals, assistant principals, and other school-based leaders paints a dismal picture. I wanted to highlight some of the findings and then share some thoughts.

Here are some of the findings: Continue reading

0351_Civic Engagement is Not Civics Education – by Shane Vander Hart_Truth in American Education (Aug. 10, 2018)

Donna Jack
August 10, 2018

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From: Donna Garner <wgarner1@hot.rr.com>
Sent: Friday, August 10, 2018 8:03 AM
To: Donna Garner <wgarner1@hot.rr.com>
Subject: CIVIC ENGAGEMENT IS NOT CIVICS EDUCATION – BY SHANE VANDER HART – TRUTH IN AMERICAN EDUCATION- 8.10.18

8.10.18 – Truth in American Education

 [COMMENTS FROM DONNA GARNER: A class in civics should teach students such things as how democracy started, the structure of American government, responsibilities of the judiciary/house/senate (at state and federal levels), the Constitution, the Bill of Rights, instruction on federal/state/local voting regulations, responsibilities and privileges of U. S. citizenship, a study of American democracy and how it compares to other systems of government.

Instead, civics as now being taught in many states has turned into an indoctrination into Obama’s and the leftists’ social justice agenda that emphasizes community organizing and planning and staging political activist demonstrations.  End result:  When reporters have asked student demonstrators to explain why they are demonstrating, many of them cannot even articulate a reasonable response that contains a premise supported by fact-based reasons. Unfortunately, students know HOW to protest but have limited knowledge about WHY.  – Donna Garner]

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 REPUBLISHED BY: http://www.educationviews.org/civic-engagement-is-not-civics-education/                                                                Continue reading

0350_How Common Core Testing Damaged High School English Classes – by Peter Greene_July 20, 2018

Donna Jack
Aug. 10, 2018

Excerpts from below:

When the Core hit the scene, ‘Here are some new standards’ was followed directly by ‘and how well you follow them will be judged by these new standardized tests which will be used to evaluate districts, schools and (eventually) teachers.’ David Coleman, CCSS architect, understood that tests would drive the curriculum and teacher behavior.

Remember, the current definition of ‘effective teaching’ is ‘teaching that raises standardized test scores.’ That doesn’t have to include any classic literature, or, what may be worse, only a few paragraphs of them”

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From: Donna Garner <wgarner1@hot.rr.com>
Sent: Friday, July 20, 2018 11:00 AM
Subject: HOW COMMON CORE TESTING DAMAGED HIGH SCHOOL ENGLISH CLASSES – BY PETER GREENE — FORBES — 7.19.18
https://www.forbes.com/sites/petergreene/2018/07/19/how-common-core-testing-damaged-high-school-english-classes/#5f6e601321be

7.19.18 — Forbes

“How Common Core Testing Damaged High School English Classes”
By Peter Greene, Contributor 

Excerpts from this article:

The Thomas B. Fordham Institute, …longtime staunch supporter of the Common Core, just released a survey of ELA teachers and some attendant conclusions about how the Common Core reading standards are playing out in actual classrooms. They offer four recommendations, and those recommendations reflect some of the damage that has been done, particularly in high school classrooms, by the Common Core movement. Continue reading

0349_Alternative Math – Short Film – What Teachers Might Experience in the Age of “All Participants Receive a Trophy.” YouTube

Donna Jack
July 27, 2018

From: Donna Garner <wgarner1@hot.rr.com> Sent: Monday, July 23, 2018 7:31 PM  Subject: ALTERNATIVE MATH — SHORT FILM — WHAT TEACHERS MIGHT EXPERIENCE IN THE AGE OF, “ALL PARTICIPANTS RECEIVE A TROPHY.” — 7.23.18

ALTERNATIVE MATH – SHORT FILM

 Here’s an example of what teachers might experience in this age of, All participants receive a trophy.”

 https://www.youtube.com/embed/Zh3Yz3PiXZw

 __________________

 Donna Garner – Wgarner1@hot.rr.com

0348_Why the 3/5th Compromise Was Anti-Slavery_PragerU Video – Fireside Chat with Dennis Prager Ep.44

Donna Jack
July 27, 2018

From Prager U Website:

Why the 3/5ths Compromise Was Anti-Slavery | PragerU

 https://www.prageru.com/videos/why-35ths-compromise-was-anti-slavery

[Following is a transcript from the Prager U Website, of the video above.  It can be found on the PragerU website:] Continue reading

0347_ Will Congress Heed Evidence That Government Preschool is Worthless? – by Karen Effrem, Jane Robbins – The American Spectator 7-24-18

Donna Jack
July 27, 2017

Excerpts from below:

“(1) ‘fade out’ and even reversal of positive achievement effects by grades 2-3, so that pre-K non-participants were outperforming participants; (2) more disciplinary infractions and special-education placements for pre-K participants by grade 3 than for non-participants; … ” [etc. – see below]

“This dismal report is hardly surprising. The author of the Tennessee study, Dr. Dale Farran, had said in a 2016 Brookings paper that despite 50 years of experience, research does not support the proposition that expanding pre-K will improve later achievement for low-income children.

“…parents, keep your kids out of government preschool.

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From: Donna Garner <wgarner1@hot.rr.com>
Sent: Tuesday, July 24, 2018 12:22 PM
To: Donna Garner <wgarner1@hot.rr.com>
Subject: WILL CONGRESS HEED EVIDENCE THAT GOVERNMENT PRESCHOOL IS WORTHLESS? — BY KAREN EFFREM, JANE ROBBINS – THE AMERICAN SPECTATOR – 7.24.18

7.24.18 – American Spectator

 https://spectator.org/will-congress-heed-evidence-that-government-preschool-is-worthless/

 “Will Congress Heed Evidence That Government Preschool Is Worthless?”

By Karen Effrem, Jane Robbins

Jane Robbins is a senior fellow at American Principles Project. Dr. Karen Effrem is trained as a pediatrician and serves as president of Education Liberty Watch.

Government pre-K won’t help participants do better in school — and it will even cause emotional harm.

 On the theory that more government programs can solve any public-education problem, bipartisan policymakers have embraced government-funded pre-K programs as the current fix. The federal Every Student Succeeds Act dangles multiple incentives, including new Preschool Development Grants, to coax states into taking more young children from their families and enrolling them in government preschool. Advocates claim the $7.6 billion spent on state pre-K programs will result in improved academic achievement and a multitude of societal benefits. Continue reading

0346_No [Union] Dues Without Political Representation_by Larry Sand_July 10, 2018_US Supreme Court has made the US a Right-To-Work country

Donna Jack
July 18, 2018

This month Larry Sand wrote an article, published by the California Policy Center.  It is in reference to the Supreme Court decision that the United States is now a Right-To-Work country.   Unions can no longer force people to be automatically members of their unions.  People have the option to stay out or sign up.  No automatic membership!!

Below are some excerpts from Larry Sand’s article.  You can see the rest of the article here:   … https://californiapolicycenter.org/no-dues-without-political-representation/

“All this leads to Janus v AFSCME, the lawsuit that resulted in the U.S. becoming a right-to-work country. And it puts conservative and libertarian teachers in California and 21 other states in a powerful position. Prior to the ruling, teachers who didn’t like their unions’ political spending could opt out of paying the political portion of their union dues – usually about 35 percent of the total. A teacher would have to resign from the union, but still have to pay an “agency fee” of about $700 to their local union, and its state and national affiliates (usually CTA/NEA). But now no teacher has to pay a penny to a union as a condition of employment.”

“Conservative and libertarian teachers should start playing hardball and demand that the union change its political spending habits before they agree to join or maintain their membership.” Continue reading

0345b_ March 25, 2018_ Feds/Big Tech Join to Push Addiction in Schools_ by Carole Horsby Haynes, Ph.D._ World Net Daily

Donna Jack
July 10, 2018

Forces are continuing to join together to control education, labor, etc.

Read in the article below:

“In violation of the Tenth Amendment, the Departments of Education and Defense in 2011 created the Federal Learning Registry as an open source infrastructure where resources are aggregated and shared.”

” repository of millions of data points for each student and publicly available to registered users.”

“Parents can control their children’s exposure to addictive technology by demanding an opt out of screen learning including online programs that collect and share their private data.”

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Feds/Big Tech Join To Push Addiction in Schools
By Carole Hornsby Haynes, Ph.D. March 25, 2018
World Net Daily

“The federal government, bent on collecting massive amounts of personal information on its citizens – a flagrant violation of the Fourth Amendment – and the tech industry, under fire for its digital products designed to addict, have joined forces in American classrooms.

“Through the unconstitutional Every Student Succeeds Act passed in 2015 under the Obama administration, digital devices with computer adaptive software for both lessons and testing are pushed into K-12 classrooms. Continue reading