Tuesday, March 26, 2013

What's tested influences how it's taught


  1. I would take it a step further: how it's taught determines how schooling is organized. Your example with the bubble test and the pizza shop illustrate this as well. Bubble tests are administered to cohorts of students who are the same age because--- of course--- everyone learns everything at the same rate the same way everyone grows at the same rate. They are taught in a coccoon-like atmosphere because communication among learners is taboo. And drawing on the expertise of the community is a waste of time because they do nothing to improve test scores.

    Developing a business plan with a group of students and a mentor engages students of common interests but of different ages, different learning rates, and different backgrounds. It requires students to talk with one another and collaborate. It requires community involvement.

    Is it any surprise that corporations and big-box stores support the factory model?

    1. Glad you like my cartoon; your comments certainly put it into the larger context of schooling!

  2. The Hardy-HEP, Hardy-Weinberg Theorem, or Hardy-that is, they are in equilibrium-from generation to generation unless specific disturbing influences and introduced. random mating, mutations, selection, random genetic drift, gene flow and meiotic drive. That is, Hardy-
    Static allele frequencies in a population across generations assume: no mutation, no migration or emigration, infinite population size, and no selective pressure for or against any phenotype.
    allele one is denoted A and allele two a and their frequencies are denoted by p and q;