tag:blogger.com,1999:blog-6534665086749553287.post2238821721479352111..comments2024-03-28T11:57:21.902-04:00Comments on CURMUDGUCATION: Proficient?Peter Greenehttp://www.blogger.com/profile/16511193640285760299noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-6534665086749553287.post-63189235717559595132015-05-22T08:59:30.957-04:002015-05-22T08:59:30.957-04:00Peter,
Surely, something as important as the actu...Peter,<br /><br />Surely, something as important as the actual Standard itself, which drives instruction, curriculum and assessment, will set forth in a rigorous way exactly what it means to be proficient, and what level of proficiency is required to meet the various standards.<br /><br />Oh, wait. Ummm... my bad...<br /><br />So, the CCSS ELA standard mentions proficiency in exactly one context. Anchor Standard #10: "Read and comprehend complex literary and informational texts independently and proficiently." That's it. No where in the standard does it define or describe what "proficiently" means.<br /><br />A minor omission that I'm sure will be fixed up in the next release.<br /><br />Of course, in keeping with the landscape-vs-portrait difference between the two standards, the Math standard does just the opposite. Nowhere in the Math standard does it actually call for proficiency. The word "proficient" doesn't appear in any standard anywhere in the document. In fact, the word only appears up front, where the document goes into great lengths to describe what it means. So in this rigorous standard, they define it but don't require it.<br /><br />Mathematically proficient students:<br />• Start by explaining to themselves the meaning of a problem and looking for entry points to its solution.<br />• Analyze givens, constraints, relationships, and goals.<br />• Make conjectures about the form and meaning of the solution.<br />• Plan a solution pathway rather than simply jumping into a solution attempt.<br />• Consider analogous problems.<br />• Try special cases and simpler forms of the original problem.<br />• Monitor and evaluate their progress and change course if necessary.<br />• Check their answers to problems using a different method.<br />• Continually ask themselves, “Does this make sense?”<br />• Understand the approaches of others to solving complex problems and identify correspondences between different approaches.<br />• Make sense of quantities and their relationships in problem situations.<br />• Make conjectures and build a logical progression of statements to explore the truth of their conjectures.<br />• Justify their conclusions, communicate them to others, and respond to the arguments of others.<br />• Reason inductively about data, making plausible arguments that take into account the context from which the data arose.<br />• Can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.<br />• Are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.<br />• Can analyze those relationships mathematically to draw conclusions.<br />• Routinely interpret their mathematical results in the context of the situation.<br />• Consider the available tools when solving a mathematical problem.<br />• Are sufficiently familiar with tools appropriate for their grade or course.<br />• Detect possible errors by strategically using estimation and other mathematical knowledge.<br />• Are able to identify relevant external mathematical resources and use them to pose or solve problems.<br />• Try to communicate precisely to others.<br />• Try to use clear definitions in discussion with others and in their own reasoning.<br />• State the meaning of the symbols they choose consistently and appropriately.<br />• Are careful about specifying units of measure and labeling axes.<br />• Calculate accurately and efficiently.<br />• Express numerical answers with a degree of precision appropriate for the problem context<br />• Look closely to discern a pattern or structure.<br />• Recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems.<br />• Can step back for an overview and shift perspective.<br />• Can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects.<br />• Notice if calculations are repeated, and look both for general methods and for shortcuts.<br />• Maintain oversight of the process, while attending to the details.<br />• Continually evaluate the reasonableness of their intermediate results.<br />[list truncated]<br />Anonymoushttps://www.blogger.com/profile/07733044429012674013noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-33339054010576026672015-05-19T15:25:08.266-04:002015-05-19T15:25:08.266-04:00with wordpress this time - failed !
not proficient...with wordpress this time - failed !<br />not proficient at this task so here's my wordpress link<br />www.howardat58.wordpress.com Anonymoushttps://www.blogger.com/profile/18297158336334346872noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-5520203234158823892015-05-19T15:16:25.206-04:002015-05-19T15:16:25.206-04:00Efficient, deficient,sufficient, insufficient, pro...Efficient, deficient,sufficient, insufficient, proficient, antificient/contraficient or just inadequate. What is the matter with "competent"? Most people have a clue as to the meaning of this word.<br />Here's one for you: It dawned on me that for every student that is "trained" suffciently to move into the proficient category there will be one who is pushed out of that category - a consequence of the % cutoff system that is being used.Anonymoushttps://www.blogger.com/profile/18297158336334346872noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-21978560319829742312015-05-18T19:32:21.769-04:002015-05-18T19:32:21.769-04:00Great questions, Peter.Great questions, Peter.Rebecca deCocahttps://www.blogger.com/profile/13168718846105012814noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-79927985420975160212015-05-18T19:31:47.158-04:002015-05-18T19:31:47.158-04:00Yeah, little black kids who look astounded and per...Yeah, little black kids who look astounded and perplexed.Rebecca deCocahttps://www.blogger.com/profile/13168718846105012814noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-73249994671383338342015-05-18T15:29:33.152-04:002015-05-18T15:29:33.152-04:00I love the picture and caption to the Cleveland ed...I love the picture and caption to the Cleveland editorial. "Is Ohio too quick to call students proficient at school?" Under a picture of a bunch of black kids. Because we all know a bunch of black kids can't possibly be proficient, right?Diennehttps://www.blogger.com/profile/04570040547158789834noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-33661031127188147272015-05-18T15:13:46.904-04:002015-05-18T15:13:46.904-04:00can we talk about 20 year veteran teachers who are...can we talk about 20 year veteran teachers who are rated 'proficient'?11811https://www.blogger.com/profile/16009080115266206156noreply@blogger.com