Sentences with phrase «teach to the tests rather»

Teachers, under enormous pressure, are forced to teach to the tests rather than, you know, teach critical thinking or creative expression; and education is reduced to something rote, linear and boring.

For instance, it is irresponsible for officeholders to reduce school funding while giving more tax breaks to big corporations and the super-rich, while laying off teachers and increasing class sizes, and while forcing educators to teach to the test rather than teaching critical thinking or problem - solving.

Not exact matches

It was Galileo who initially tested the boundaries of the Dual Revelation Theory by proposing that, contrary to the teachings of the church, the earth revolved around the sun, rather than the sun revolving around the earth.

It illustrates that people are hungry for an alternative to the status quo where content is increasingly brought through computers rather than teachers, academic learning is being pushed down to younger and younger children, and the focus in the classroom is «teaching to the test.»

I really love her emphasis on instilling curiosity and wonder in your children, rather than aiming to teach to a test.

When small variations in student test scores result in failing ratings for teachers, and that can lead to automatic termination, it forces teachers to teach to the test, rather than teaching for learning.

«When small variations in student test scores result in failing ratings for teachers... it forces teachers to teach to the test, rather than teaching for learning.

Several teachers attending Monday's event spoke at length about the impact of Common Core testing requirements, saying they result in more «teaching to the test» rather than substantial learning and mastery.

But if Philip Kellman and Joe Wise have their way, this southern Californian city will soon have a fresh claim to fame, as the testing ground for a new way of teaching — one that seeks to work with the brain's natural propensity to learn, rather than against it.

involves experimental studies to test the feasibility of teaching native predators to leave toads alone rather than try to eat them.

The biggest challenge for me wasn't training to complete the test, but rather to teach my clients how to conquer it as well.

Rather than teach to the state test, schools would teach a curriculum, and then test students accordingly.

Such lengths include the release of new guidelines to create better textbooks, including the use of high - quality colour photographs and measures that support pupils learning rather than simply teaching them how to pass tests.

How do we avoid the mistakes of the past... going into «Readicide» An Authentic implementation of standards rather than teaching to a Smarter Balanced or PARCC test?

He argues, as I did a decade ago while working to launch the standards movement, that these tests help to perpetuate the «mile - wide, inch - deep» curriculum, rather than promoting teaching that pushes for solid knowledge of important topics.

Also, because Civilization III teaches the underlying principles behind history, rather than names and dates, it didn't do much to help teachers prepare students for testing.

Plans that rely solely on student test scores have the most opponents, including many parents, who scorn «teaching to the test,» in which students are drilled to increase their test scores rather than taught to understand the underlying material and learning skills to last a lifetime.

It is all rather patronising to suggest my daughter needs an alternate provision school, she failed the 11 + and struggled her way through troubled secondary moderns (can't get teaching staff in grammar areas) to get better GCSE than all her friends who passed the test.

While many people blame standardized testing for narrowing the elementary school curriculum to reading and math, the real culprit is «a longstanding pedagogical notion that the best way to teach kids reading comprehension is by giving them skills — strategies like «finding the main idea — rather than instilling knowledge about things like the Civil War or human biology.»

Shute argues the approach means schools no longer have to interrupt their teaching and learning to carry out testing - rather the stealth solution is a way of continuing to support «real - time, just - in - time instruction'to students.

Schools should no longer play the central role in teaching basic academic skills, he wrote, but rather serve mainly «to coordinate [students»] activities and perform guidance and testing functions.»

To undo the problems created by test - based accountability, teachers must refocus instruction on teaching the underlying knowledge and skills that any good test should reflect, rather than spending time preparing kids for the specific test used for accountability.

The problem with high - stakes testing, Glynn says, is that teachers wind up spending a lot of time drilling kids on how to pass the tests, rather than actually teaching.

Rather than administering separate social studies and English tests at the end of the year, Louisiana schools participating in the pilot will teach short social studies and English curriculum units in tandem over the course of the year, pausing briefly after each unit to assess students» reading, writing and content knowledge.

When Samuel Rather II taught fifth - graders a decade ago, he felt pressure to raise his math test scores.

«We're really being pressured to teach test - taking skills rather than higher - level thinking.

Rather we need to move from teaching to the test to tests that are worth teaching to.

Test preparation would focus on the content of the tests, rather than continue the fruitless attempt to teach test takTest preparation would focus on the content of the tests, rather than continue the fruitless attempt to teach test taktest taking.

Statewide assessments across the US are essentially «final exam» tests to find out how much kids have learned, rather than diagnostic tests designed to help teachers teach [except in an after - the - fact way to perhaps adjust instructional practice for the next group of kids, a relatively weak form of diagnostic testing for individual teachers].

Because of the strict quantitative assessment methods, teachers may feel pressured to «teach to the test» and structure their curriculum exclusively around state - mandated content rather than purposeful learning outcomes.

Educationally harmful Rather than leading to improved schooling, emphasis on tests undermine instruction and teaching and reduces the quality of the teaching force.

He also suggested that the state could help better prepare teachers to «go deeper» in their teaching rather than try to «cover» too much material in an attempt to prepare students for tests.

They also maintain it forces educators to «teach to the test» rather than exploring more enriching avenues of instruction.

Some, including Jefferson Parish School Board Superintendent James Meza fear that value added testing leads teachers to simply teach to the test, and that early learning indicators known as DIBELS (Dynamic Indicators of Basic Early Literacy Skills) scores can easily become the goal rather than the method.

Heavier sanctions required for schools that do not boost test scores have previously been shown to be counter-productive; • The requirement that limited English proficient students score «proficient» on English exams is self - contradictory, as is the provision that most children with special needs demonstrate competency in the same manner as other students; • Education is being damaged as students are coached to pass tests rather than taught a rich curriculum that will help prepare them for life in the 21st Century; and • The federal government has failed to adequately fund the law.

Teachers are empowered to teach above and beyond the Common Core and help students become well - rounded students, rather than just excellent test takers.

One is that high value - added scores in the initial year reflect teacher efforts to «teach to the test» rather than to produce meaningful skills.

The nation's best teachers said Smarter Balanced is designed to measure whether underlying concepts have been taught and learned, rather than reflecting mostly test - taking skills.

It depends on the state, but the procedures for standardized tests could possibly become less strict, which will allow schools and teachers to focus more on other subjects and creative activities rather than teaching to the test.

Connecticut must re-do its education funding formula and develop real and effective teacher professional development programs rather than rely on the absurd notion that you can use test scores to force teachers out of the teaching profession and pummel those teachers who decide to remain.

Rather than focus on poverty, language barriers, unmet special education needs and inadequate funding of public schools, the charter school proponents and Malloy apologists want students, parents, teachers and the public to believe that a pre-occupation with standardized testing, a focus on math and English, «zero - tolerance» disciplinary policies for students and undermining the teaching profession will force students to «succeed» while solving society's problems.

Teachers and parents charge that NCLB encourages, and rewards, teaching children to score well on the test, rather than teaching with a primary goal of learning.

Designed to fail a vast share of Connecticut's students, the SBAC test is aligned to the Common Core, rather than what is actually taught in Connecticut's classrooms.

Most research shows that a better investment of student and teacher time would be on providing good instruction to learn the material rather than on teaching students test taking skills.

Most practically, given that high - stakes tests will emphasize close reading, it's a safe bet that English teachers will feel pressed to spend plenty of time teaching this particular skill rather than focusing on a more traditional approach to teaching literature.

One of the routes to deeper student math learning and a healthy learning mindset is using an «in the moment» informative assessment process rather than «rear - view mirror» summative assessment testing data to inform teaching and learning.

There are far better ways to assess children that support rather than take time and resources away from teaching and learning, and that do not harm children the way test misuse and overuse harms them.

Educators should think that «teaching to the test» is a positive rather than a negative.

We did not have the option of evaluating what teachers actually do, as the geniuses in Albany and DC, many of whom send their children to private schools where this nonsense does not apply, appear to have determined that teachers teach tests rather than students.

The important thing about formative assessment is that it is not a test, nor an instrument, but rather an approach to teaching and learning that uses feedback as its centrepiece in a supportive classroom context.