Schmoker, Chapter 1

According to Schmoker, there are three simple elements needed to help schools become performing schools: a common curriculum, sound lessons, and authentic literacy. Hmmm.... Well, I agree... Sort of...But for now, I'll play in the sand box.  Schmoker also says that teachers need to apply these elements consistently and reasonably well. Now the first element, What We Teach, is one point that Schmoker and I don't agree.  He promotes teaching only 1/2 the standards.  WHAT!  I mean what is the purpose of making it a standard if it is not important.  And if it is a standard, it needs to be taught.  So, there, I said it.  I don't agree with the philosophy of choosing one standard over another.  If we have too many standards for a grade level for the time required to teacher them, it looks like there are only 2 options for me. 1. take some of them off the list, or 2. have more time to teach them.  It is my understanding that CCSS are reduced so that all can be taught.  However, I was working at a school last year, and the teachers were told to only pace 1/2 their CCSS.  WHAT?  Yes I had a conniption! I wonder if Schmoker really believes that only 1/2 of CCSS need to be taught?  I hope not.  Second, How We Teach, Schmoker believes the "pivotal feature... is conscientious effort... to ensure that all students are learning... before moving on to the next lesson." I bet teachers love this one.  What about time? It is easy to say make sure all students are learning before moving on.  It is a lot harder to accomplish. But then I guess if we just throw out half the standards it will be alright.  OK. I am being facetious again.  Finally, Authentic Literacy, "purposeful, usually argumentative, reading, writing, and talking" says Schmoker.  And that is the secret for success.  OK.  Let me back up a moment. It seems like I disagree with Schmoker, no, not really. But what I know from studying human nature is that some people take everything literal without really looking at what Schmoker is likely meaning.  First of all, I really don't think Schmoker would say "throw out 1/2 of your CCSS".  And... I don't think Schmoker would say to stay on "fractions" for 6 months until all students can get them.  We have to be wise.  In my humble opinion, I think teachers need to intimately know the standards for their content and grade level.  They need to plot out what is absolutely necessary for their students to be successful in their classes, in the subsequent grade levels to follow, and in life.  I don't think teachers should pick and choose what needs to be taught based on personal preferences.  Rather I think we should methodically decide what is best for students based on what is important now and in the future.

OK.  I am not even half way through the first chapter... But I will stop for today so others can respond.  I know there are some "Devil's Advocates" out there... Let me hear from you!

S.B. Odom, Ph.D.