Listen to Our Podcast!
Learn more about the issues and challenges.
Our guests for this episode are Dr. Margaret Kasten and Dr. James Bishop. They both give a better insight into what CAPE-Ohio is about and how we can do better with our public schools.
A free public education is a founding principle of the U.S., and the platform for our children to grow, excel, and succeed in a chosen career for decades. However, children spend too much of their class time studying for high-stakes state exams.
Our guests for this episode are Dr. Margaret Kasten and Dr. James Bishop. They both give us a better insight into what CAPE-Ohio is about and how we can do better with our public schools.
Parents and concerned citizens should demand the following things from every school. Consider it a Bill of Educational Rights. Turn this list into a petition and circulate it among all the families in your child’s school. Send it to the school board, the principal, local legislators.
The undersigned insist that our school(s) and all teachers:
- Recognize the broad consensus that early childhood education should be primarily dedicated to free, imaginative play;
- Provide arts programming, recognizing that the arts are critical to all learning and to understanding the human experience;
- Provide ample physical movement, both in physical education classes and in other ways, recognizing that exercise enhances learning for all children;
- Exhibit, in structure and practice, awareness that children develop at different rates and in different ways; that strict age- or grade-level standards and expectations are meaningless and damaging;
- Acknowledge the large body of evidence that long hours of homework are unnecessary and detract from children’s (and families’) quality of life;
- Exhibit genuine affection and respect for all children;
- Honor a wide range of personalities and temperaments;
- Encourage curiosity, risk-taking and creativity;
- Cultivate and sustain intrinsic motivation rather than relying on elaborate extrinsic systems of rewards and punishment;
- Understand that brain research supports active learning, engaging all the senses;
- Understand that children are intelligent in multiple ways and that all these intelligences should be honored and developed;
- Listen to each child’s voice, give them real experience in democratic processes, and allow them to express their individuality;
- Know each child well, appreciate the unique mix of qualities each child brings, and never demean, discourage or humiliate any child.
Trent Bowers is the superintendent of the Worthington, Ohio, Public Schools. This column was adapted from a recent blog post.
One day this month I watched first graders race down a giant slide as we opened a new school playground. The pure joy on their faces was priceless.
It was a great moment in a difficult time. Because, if I’m being honest, for educators like me, going to school right now is just plain hard.
This is an impressive study on the effectiveness of a well-designed high school course (9th grade) that contains this content:
“The units in this course focused on themes of social justice, anti-racism, stereotypes, and social movements led by people of color from US history spanning the late eighteenth century until the 1970s. The curriculum incorporated elements of histories and political struggles of multiple racial and ethnic groups, many of which are not traditionally represented in US social-studies content. For example, students in this course examined the genocide of Native Americans in California, community resis- tance in Chinese and Latinx neighborhoods in California, and labor organizing during the Great Depression and World War II among African Americans and Filipino Americans. The course also encouraged students to explore how social constructions of race, ethnicity, and culture shaped their individual identity, their family and community histories, and required students to design and implement participatory-action projects based on their study of racialized and ethnic relations in their local communities. The learning objectives of the course included student knowledge of and ability to combat racism and other forms of oppression, in- creased student commitment to social justice, and improvement of student pride in their own identities and communities. In addition to the civic and psychological goals of the ES program, the pilot’s stated intent was to close achievement gaps and re- duce dropout rates (15, 16).”
The summaries of chapters 1-14 for The Testing Charade are available for your use as you prepare for the book study, co-hosted by CAPEOhio and PEP. You might find it helpful to bring a copy with you on December 3, 2019 at 6:30 PM. The event will take place at the Bethel International Methodist Church, 1220 Bethel Road, Columbus, OH 43220. Click the link here to see the summaries.
CAPE Members created the chapter summaries for you to use as you review your reading of the book. https://wp.me/a4EAfC-kg