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Academies (England), Charter Schools, Education, GERM (Global Education Reform Movement), pedagogy, USA Schools

Core Knowledge – Education or GroupThink?

learning by roteAn English charter school chain, Inspiration Trust, went to visit Core Knowledge in the USA and are very clearly thrilled with what they see.

What I see is kids taught by “drill and kill” methods – GroupThink at its worst.

Detailed academic research into the methods employed by Core Knowledge concluded:

Our analyses did show that students in Core Knowledge schools perform significantly better than their comparison school counterparts on the Core Knowledge Achievement subtests.

This is not surprising, as the students in Core Knowledge schools were taught the Core Knowledge content, whereas students in comparison schools were not.

In other words, the method teaches the children to pass tests – and specifically Core Knowledge’s own tests. Is that learning? Are these students getting real-world transferable skills?

Watch from 5 mins 45 seconds  onwards and tell me:

Is this the kind of school you want for your child?

Not in my worst Kafkaesque or Orwellian nightmares would I ever allow a child of mine into a class where this was the norm.

~ Dianne


NATIONAL EVALUATION OF CORE KNOWLEDGE SEQUENCE IMPLEMENTATION – Final Report, Sam Stringfield, Amanda Datnow, Geoffrey Borman, & Laura Rachuba Johns Hopkins Unive rsity Report No. 49 December 2000

About Save Our Schools NZ

"One needs to be slow to form convictions, but once formed they must be defended against the heaviest odds." Gandhi


2 thoughts on “Core Knowledge – Education or GroupThink?

  1. Reblogged this on Miss Hamilton's Flipping Classroom and commented:
    This is so incredibly disturbing.


    Posted by Polly Hamilton | May 6, 2015, 5:13 pm
  2. If you want to see who has more you can try to make an equivalent set and then see how many are left over and who has them. So the little girl who gave that answer was judged to be wrong because it wasn’t the exact answer. However, it wasn’t the wrong answer just an incomplete answer but the teacher doesn’t have the time in this teaching method to discuss with the class/talk about what this answer is missing and what littler her “idea” needs to be right. This was a great teaching moment that would draw on high level thinking but lost in this rote-memorization “happy-clappy” regeime.


    Posted by mjpledger | May 18, 2015, 9:48 am

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