Category Archives: Science

Listen to this – 2020 #1 – Wearing a Mask Edition

Meaningful quotes…

KIDS LIVING IN POVERTY DON’T HAVE ANY LOBBYISTS

Schools have closed for the coronavirus pandemic and most will likely not open again this school year. Many school systems have gone to online learning, but because a significant percentage of students have little or no access to the internet, some students are not being served.

How can schools best serve all students (including students with special learning or physical needs) and what happens next year when some students have had the benefit of online learning experiences and others have not? Do we test all the kids to see where they are? Do we retain kids? (answer: NO!) The coronavirus pandemic, like other disasters and disruptions, hurt most, the kids who need school the most and have the least.

From Steven Singer
in Virtual Learning Through Quarantine Will Leave Poor and Disabled Students Behind

This just underlines the importance of legislation. Special education students have IDEA. Poor students have nothing. There is no right to education for them at all.

From Steve Hinnefeld and Pedro Noguera
in Time for ‘educational recovery planning’

…the massive and sudden shift to online learning is exposing huge gaps in opportunity. Some communities lack reliable internet service. Many families are on the wrong side of the digital divide. As Superintendent of Public Instruction Jennifer McCormick said, a parent and three school-age children may share a single device, often a smartphone.

“The kids who have the least are getting the least now,” UCLA education professor Pedro Noguera told Hechinger Report. “They will, in fact, be behind the kids who are learning still.”

From Peter Greene
in Should We Just Hold Students Back Next Year?

Retention in grade doesn’t help — even in the face of nation-wide disruption.

…We have been suffering for years now under the notion that kindergarten should be the new first grade; next fall, we could give students room to breathe by making first grade the new first grade. In other words, instead of moving the students back a grade to fit the structure of the school, we could shift the structure of the school to meet the actual needs of the students.

From Nancy Flanagan
in If Technology Can’t Save Us, What Will?

Most important of all…kids need their teachers. They need human interaction which improves learning — and positive teacher/student relationships, even more. See also A PERSONAL RELATIONSHIP, below.

It turns out that technology cannot, will not replace the human touch, when it comes to learning that is worthwhile and sticks in our students’ brains and hearts. We already knew that, of course. But it’s gratifying to know that school—bricks and mortar, white paste and whiteboards, textbooks and senior proms—is deeply missed.

Public education is part of who we are, as a representative democracy. We’ve never gotten it right—we’ve let down millions of kids over the past century or two and done lots of flailing. There are curriculum wars that never end and bitter battles over equity, the teacher pipeline and funding streams.

But still. We need school.

IT’S TRUE WHETHER OR NOT YOU BELIEVE IN IT

From Rob Boston
in The Religious Right’s Disdain For Science Is Exactly What We Don’t Need Right Now

Science is a process, not an outcome. We must improve our science education so students understand science. We ignore science at our peril.

The rejection of science and refusal to see facts as the non-partisan things that they are have consequences, as Jerry Falwell Jr. – and his students at Liberty University in Virginia – are painfully learning. Put simply, viruses don’t care whether you believe in them or not. They will wreak their havoc either way. 

REMOVE TESTING FROM THE HANDS OF PROFIT

From Diane Ravitch
in Noted education scholar says parents now more aware of vital role of schools, by Maureen Downey.

The profit motive won’t create better tests. Teachers who know their students will.

If federal and state leaders gave any thought to change, they would drop the federal mandate for annual testing because it is useless and pointless. Students should be tested by their teachers, who know what they taught. If we can’t trust teachers to know their students, why should we trust distant corporations whose sole motive is profit and whose products undermine the joy of teaching and learning?

IT’S POVERTY — STILL

From Jitu Brown, National Director for the Journey for Justice Alliance
in One Question: What Policy Change Would Have the Biggest Impact on Alleviating Poverty?

The fact that poor children are suffering more during the current world crisis than wealthy students should not be surprising. We have always neglected our poor children.

According to the United Nations, America ranks twenty-first in education globally among high-income nations. When you remove poverty, the United States is number two. This tells me that America knows how to educate children, but refuses to educate the poor, the black, brown, and Native American.

NO MATTER WHAT THEY CALL IT, IT’S NOT PRESCHOOL

From Rhian Evans Allvin, CEO of NAEYC,
in Making Connections. There’s No Such Thing as Online Preschool

Using public dollars intended for early childhood education to give children access to a 15-minute-per-day online program does not expand access to preschool. It doesn’t address the crisis in the supply of quality, affordable child care. It doesn’t help parents participate in the workforce. And it doesn’t help families choose an “alternative” option for or version of pre-K because it is something else entirely. To what extent we want to encourage parents to access online literacy and math curricula to help their 3- and 4-year-olds prepare for school is a conversation for another column. In this one, the only question is whether these technology-based programs can be “preschool”—and the answer is no.

ACCESS TO BOOKS

From P.L. Thomas
in Misreading the Reading Wars Again (and Again)

Proponents of whole language and balanced literacy have never said that phonics wasn’t important. What they do say, however, is that other things are important, too.

Test reading is reductive (and lends itself to direct phonics instruction, hint-hint), but it is a pale measure of deep and authentic reading, much less any student’s eagerness to read.

Because of the accountability movement, then, and because of high-pressure textbook reading programs, we have for decades ignored a simple fact of research: the strongest indicator of reading growth in students is access to books in the home (not phonics programs).

A PERSONAL RELATIONSHIP

From Russ Walsh
in Hula Dancing, Singing and a Teacher’s Impact

Over the years I’ve had several former students relate to me what they remembered from my class. I had a student tell me how important an art project was as a connection to his father. Another student thanked me for helping her during a difficult time in her family. A student who grew up to be a teacher and taught in my district told me that she was reading the same book to her students that I read to her class. Many students, in fact, talked about my reading aloud to them as the most important thing they remember. And a student remembered how I had trusted her to clean off the top of my desk every day after school.

I never had a student come to me and thank me for teaching them how to multiply…or spell “terrible”…or take a standardized test…or count syllables in a word. I take that as a compliment.

The messages we send to kids last a lifetime and they are not often about the times table or coordinating conjunctions or how many planets are in the skies. It is the personal messages and connections that are remembered. It is the belief a teacher instills that we can do that resonates through the years. It is that one book that made a special impression that we remember. That is a lesson we all must take into every interaction we have with a child.

SAY HELLO

From John Prine
in Hello in There

Thanks, and good night, JP.

So if you’re walking down the street sometime
And spot some hollow ancient eyes,
Please don’t just pass ’em by and stare
As if you didn’t care, say, “Hello in there, hello.”

🎧🎤🎧

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Filed under EdTech, music, OnlineLearning, PositiveRelationships, poverty, Preschool, Quotes, reading, retention, Science, Testing

Critical Thinking in the Post-Truth World

In 2012 Donald Trump claimed that climate change was a Chinese hoax.

Once he took office, the Trump administration began to dismantle science-based policy in the US.

The Trump Administration Has Attacked Science 100 Times … and Counting

The Trump administration’s unprecedented record on science will harm people across the country, especially the most disenfranchised. While the sheer number of attacks on science is shocking, what a lack of science-informed policy means for our country is even more shocking. The administration’s rollback of protections from exposure to dangerous chemicals means that more people will become ill, develop chronic diseases or die from encountering these hazardous substances.


A good example comes from an early 2018 issue when Trump administration officials blocked the Agency for Toxic Substances and Disease Registry (ATSDR) from publishing a draft toxicology report on a class of potentially hazardous chemicals commonly found in drinking water and groundwater

Science Under Attack: How Trump is Sidelining Researchers and Their Work

Political appointees have shut down government studies, reduced the influence of scientists over regulatory decisions and in some cases pressured researchers not to speak publicly. The administration has particularly challenged scientific findings related to the environment and public health opposed by industries such as oil drilling and coal mining. It has also impeded research around human-caused climate change, which President Trump has dismissed despite a global scientific consensus.


But the erosion of science reaches well beyond the environment and climate: In San Francisco, a study of the effects of chemicals on pregnant women has stalled after federal funding abruptly ended. In Washington, D.C., a scientific committee that provided expertise in defending against invasive insects has been disbanded. In Kansas City, Mo., the hasty relocation of two agricultural agencies that fund crop science and study the economics of farming has led to an exodus of employees and delayed hundreds of millions of dollars in research.

The Trump administration is following in the footsteps of the Texas school board member who (talking about science standards for schools) claimed that someone has to “stand up to experts” who are using science to develop policy.

The constant anti-science drumbeat that comes from Washington has led a large number of Americans (mostly supporters of the President) to become distrustful of experts, medical experts in the case of the current pandemic. This has led to an increased number of coronavirus skeptics and deniers.

Some skepticism comes from ignorance based on racism fueled by political rhetoric, like the county official in Kansas who claimed that the coronavirus wasn’t a problem for them because they don’t have any Chinese people living nearby.

For others, it’s the almighty market. They want to protect Wall Street by canceling all the shelter-at-home orders and get the economy rolling again. Just ignore that COVID-19 death behind the curtain.

In a recent interview, Naomi Oreskes, a professor of the history of science at Harvard, explained why some experts are believed and some are not. It turns out that, Simon and Garfunkel were right. “…a man hears what he wants to hear and disregards the rest.”

People trust their dentists. People trust their car mechanics. In general, people use experts all the time, and most of us don’t spend a lot of time second-guessing experts on most issues. There are some definite exceptions to that…the big exception has to do with what I’ve written about, which is implicatory denial. That is to say, we reject scientific findings because we don’t like their implications.

HAVE WE LOST THE ABILITY TO JUDGE WHAT IS TRUE AND WHAT IS NOT?

When you have an established, scientific, emergent truth, it is true whether or not you believe in it, and the sooner you understand that, the faster we can get on with the political conversations about how to solve the problems that face us.

Americans are having trouble with the truth. The truth comes from sources we trust, and for many, the only source worthy of trust is their own ideological bubble. America’s education system is left with the task of teaching students how to identify truth and how to recognize propaganda and hyperbole. In that way, perhaps, we might move on from a “post-truth world” to a world where experience and expertise are valued, and where there is a common basis for truth.

There are teachers in America’s public schools who are teaching children to identify propaganda and learn to identify the truth. In the following video (go to 19:50) we see a teacher helping middle school children learn to identify misleading information. The teacher, Melissa Lau, who was trained by the National Center for Science Education, believes that her job is to help the students learn to “navigate” the world of online information. The narrator is shocked that children in sixth grade are having to learn how to decipher misinformation and recognize fake experts, logical fallacies, cherry-picking, and conspiracy theories. What is shocking is that many Americans regularly fall for these techniques when they read the news and otherwise gather information.

https://www.cbsnews.com/video/the-war-on-science/

“It’s a survival skill in this day and age.”

One thing is clear. Purveyors of misinformation will keep on doing what they’re doing as long as they are profiting — economically or socially — by it. It’s our job as educators to help students understand misleading content and sift through the massive amounts of information coming at them and learn to be critical readers and thinkers. Students need to understand how to identify propaganda, recognize “spin,” and learn how to find truth in a “post-truth” world.

Maybe if we are successful some of it will rub off on their parents.

📡⚗️🔭🧲🔬

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Filed under CriticalThinking, Public Ed, Science, Trump