Students theoretically agree to learn what is taught.
Learning is the result of cognitive development. Mastery operates at a high level of cognition, depicted in complex human behaviors that exceed the mundane.
Schools that gave prior attention to achieving student mastery through well-constructed local curricula, linked to compatible instructional processes, maintained student learning during the pandemic. Their teachers had been thoroughly involved in all aspects of curricular content, instructional design, and assessment of student learning. Such involvement provided a solid instructional platform when they were forced to use online instruction.
We do indeed have many of the same problems identified in 1983. Maybe the reason those problems still exist is because the measures taken to fix them were wrong.
“Right now we provide students answers for which they have no questions. The challenge is to create conditions that stimulate curiosity, resulting in lasting and meaningful learning.”
Non-language arts teachers began to see the logic of connecting language arts and technology. Letting language be the thread that ran through all subjects in a project-based environment.
My kids did their assignments. But they were almost lifeless in terms of academic growth. And they were unable to tell me what, if anything, they were getting out of school.
“But” she added, “technology is evolving in ways that require insight and an ability to communicate effectively.
Maybe language allows for the exploration of subtleties and innovative ideas. But math is only a tool to explain or verify. It appears creativity is being pushed to the forefront of our district’s mastery statement.
The standards movement of the last three decades, with its patchwork approach to school improvement, made it difficult to succinctly identify a purpose for American public schools.