Why is there so much controversy over what is taught in our public schools? A recent Google search for “textbook controversy” yielded 2,040,000 entries, and a search for “curriculum controversy” found 2,080,000. 

Currently there is controversy in California (again). This time it is not over which approach should be used to teach math, nor is it about how Hindu history is taught, both having apparently worn themselves out. This time it is over a second grade library book about two real male Chinstrap penguins that, like many other male penguins have done, hatched and raised a young penguin. On Amazon.com, this book has an overall reader rating of 4 out of 5 stars, with 77 ratings of 5, 16 ratings of 1, and 25 in between.

 “And Tango Makes Three,” by Peter Parnell and Justin Richardson, does have the zookeeper state that “They must be in love.” And that’s where all the trouble starts. Some parents are upset that this book is included in reading material used in the mandatory curriculum designed to teach children concerning bullying, respect, and acceptance, including awareness and acceptance of alternate lifestyles. Having three people who are very dear to me who fit into the community of LGBT, I am very much in favor of anything that might help reduce the horrible abuse they are subject to, but I have many friends whom I respect in many ways, who do not agree.

A short while ago the news was full of the never-ending battle over the teaching of evolution in science and attempts to at least add creationism to the science curriculum. I won’t go there.

Various special interest groups continuously advocate that more or better or no information about one topic or another should be taught. To find out what is wrong with American history textbooks, I heartily recommend that you read, “Lies My Teacher Told Me,” by James W. Loewen. 

In the article “The Textbook Controversy,” Charles Cummins, recognizing the ever-changing face of history as it is taught, wrote,” In order to understand the debate over the portrayal of history in textbooks, one must first be clear on the influence of education, textbooks, history, and politics over nationalism…Bringing ‘official’ interpretations of the past to the student, ‘textbooks typically function as nationalist primers that selectively highlight elements of the past to limn an ‘official’ story and etch the lineages and myths of contemporary patriotism.’”

This controversy has been going on for a very long time, probably since the first public schools were built. Although, perhaps there was a time when citizens more readily accepted that the government knew what was best for them.

The reasons for controversy over curricula or books used in schools fall into several categories. The texts may have too much or too little “political correctness”: they may be perceived to be in conflict with certain religious beliefs; they may be politically or ideologically slanted (in history, nearly always, to some degree), or they may be factually incorrect. Ironically factually incorrect texts stir up relatively little complaint. Perhaps it is hard to get passionate about teaching facts correctly. Occasionally, the question is actually about what is the best way to teach the subject to students. I have never heard of much public controversy over what is the best way to teach to students with different learning needs, though, unfortunately.

Texts or teachings that are considered discriminatory may overlap several of the above. Differing beliefs, philosophies and views of scholars, the government, society at large, various different religious and special interest groups can trigger debate. 

Critic and poet Matthew Arnold in 1864 called for “disinterestedness,” or objectivity, in the search to “know the best that is known and thought in the world.” Unfortunately this may be impossible. As Jane Austen wrote,”Seldom, very seldom, does complete truth belong to any human disclosure; seldom can it happen that something is not a little disguised, or a little mistaken.”

So, is controversy over what is taught in schools a bad thing? I would say it is not. While it may be tiresome at times, and costly, it does bring errors to light, make people aware of different points of view and make the public more aware of what is being taught in schools. Unfortunately, even when a democratic process is followed (or maybe because a democratic process is used), authoritative scholars and others are called in, or laws are invoked; there is no guarantee that the right decision will be made. Hopefully, logic will prevail, but it is not likely that the final decision will stand as eternal truth. And it will never be accepted by all.

My biggest concern is that students are not allowed to learn about and from the controversy as a part of their education. Textbooks, teachers and parents generally assure them that “all things are for the best in this, the best of all possible worlds,” so you really don’t need to think about it. In fact, if you just memorize what we tell you, you won’t have to think at all.

Of course, homeschoolers get to choose their own sources of information according to their own personal biases, and we all have them. The problem is that we often do this based on one or two limited criteria, and may end up unknowingly choosing pap or sadly inaccurate materials. When you throw in the fact that we try to choose material presented with just the right approach for the specific needs of our little learners, it gets even more complicated. Fortunately, we can supplement in any way we choose, to fill in the gaps. However, it is quite a challenge. That’s one reason why so many homeschoolers end up living in a library they call home.

How textbooks are written and published is a whole other depressing story.

On my “technology” page I told you about the free physics-based program called “Phun.” Dana has had so much fun with “Phun” and created some amazing stuff, so when he found out they had a “new and improved” commercial version, I finally broke down and bought it for him. It seems the physics graduate student who created “Phun” went to work in his advisor’s company to produce a marketable version called “Algodoo.” It has some new capabilities and has fired up Dana’s engineering creativity again. He has built numerous versions of elevators and vehicles that pick up, haul, and dump stuff. Now he is working on new versions of pumps using three-tooth gears instead of the vanes shown in the one on the “Technology” page. He says they pump more efficiently. First he made the “water” black and said it was ink. Now he is working on making variations of hot chocolate pumps. I understand that the next addition will be a spout to fill a cup from the reservoir. He has also created a water powered vehicle.

 

The self-directed discovery learning, problem solving and creativity encouraged by this program makes it a worthwhile investment for him. As he gets older, I expect the projects will become increasingly complex and probably have more direct relationship with the real world. But the fantasy creations also must work using the same principles and limitations (unless deliberately set differently) as real-life objects. So the basic knowledge gained through direct manipulation will carry over.

For more ideas, there are many, many free “phunlets” which can be downloaded to the program and used as-is or manipulated to suit. There is really nothing quite like it for the budding engineer type kid (or adult) who loves to invent and fool around building and experimenting with no mess or danger, and no cost for materials.

Dana has started taking Kenpo Karate lessons once a week. The instructor and his school were recommended by several people in our community, including his counselor. But why Karate?

Many authorities on parenting and teaching children on the autism spectrum highly recommend martial arts as beneficial in many ways. The classes help fill the needs of these children in three areas: meeting the preferred style and method of instruction; teaching social skills and character development; and providing beneficial exercise that promotes improved coordination.

 The structured regimen and clear moves learned by imitation of visual repetition, along with clear class behavior expectations are ideal for them. Tangible and visual recognition of achievement is provided through the levels of colored belts. Self control/self discipline is emphasized and expected.

According to William Stillman, in “The Everything Parent’s Guide to Children With Asperger’s Syndrome,” martial arts instruction “promotes making slow, deliberate, and methodical brain-body connections in order to be conscious of how all parts of one’s body move and relate to one another.”

Also, according to one source, there is evidence that a workout that builds up a sweat can help their ability to stay organized and focused for the rest of the day. This can also be attained (as can many of the benefits listed above) through other non competitive activities, including swimming, which is a favorite with my boy. Swimming or playing in the water also provides sensations of buoyancy, overall pressure and solitude.

Dana is already beginning to improve his ability to focus attention, show respect, maintain self control, and have self confidence. It is also helping him develop better balance, muscular control and how to focus his energy. Most importantly, he likes it and is very proud of himself. After one difficult day of homeschooling, I reminded him how extremely well he had done on the day of his karate lesson. He said, “Well, if I had karate every day, I would have great days every day.”

Do you know or suspect that your child is highly talented in some area but in someone’s opinion (hopefully not yours) is  ”not performing up to his potential” and therefore must not be gifted? There is a great article that has apparently been around for a while about the danger of  identifying a gifted child only by his achievements, and what schools should do with and for gifted students. Since the author encourages wide dissemination of it, I am including it here. Is It a Cheetah ? I am also reminded of the old story about THE ANIMAL SCHOOL by George Reavis.

Those of us who homeschool often face this dilemma, also. We need to “learn the attributes of unusual intelligence and observe closely enough to see those attributes in individual children,” and “ recognize not only that highly gifted children can do many things other children cannot, but that there are tasks other children can do that the highly gifted cannot…a child’s greatest gifts could be outside the academic world’s definition of achievement and so go unrecognized altogether.”

As some of us deal with “twice-exceptional” kids we need to remember that it is important to emphasize the strengths and feed the passions. It is not OK to focus on the “weaknesses” to the neglect of the child’s special gifts. Even more, perhaps, than “once exceptional” gifted children, ours need down time and self-directed activity (or apparent non-activity). I have learned that my boy needs “digestion time” for things he has learned. Then one day he will come out with some new related idea or application. He can only handle traditional learning for so long. Then he rebels. No matter how hard I try to make it fun or hands-on, he eventually says, “No more! I want to do some other things.”

Fortunately, he does not require lots of repetition to learn something. He is often like a sponge, getting it the first time through. So we often take a day or two off from studies. Today was one of those days. In the first place, I needed to go someplace without him. Rather than give him assignments to complete in my absence, I told him to sleep late and relax and we might or might not do some studying when I got home.

Like any 9-year-old boy, he chose to stay in (my) bed and watch TV. But once he got up, he built an AirBlox ”den” in his room and brought in a portable DVD player. In order to make room for his new setup, he had to clean his room and find a new storage spot for some things. The movies he then chose to watch were “Magic Schoolbus” science ones. I would say that was a day well spent, and he never would have done any of it if I had “assigned” it.

Recently we finished our Biology text (Real Science 4 Kids: Biology I) and I started him on human biology. One day about two chapters in, he announced that he was bored with biology and wanted to study electronics. After a discussion, I convinced him to start with some (more) basic physics to get ready for the concentrated study of electronics. We are now well into “Real Science 4 Kids: Physics I” and moving right along with experiments. His Christmas gifts will include some books and kits to enhance his electronics study later on and he is happy as a clam. These just happen to be the areas he is passionate about.

I do  believe he is gifted in the areas of reading and science. His abilities in these subjects are a natural part of him. These motivate him to learn other things that, by his nature, he has trouble learning. He just this evening announced to me that he had to learn how to spell better if he wanted to type or write big words for science. Just telling me that he wanted to type or write any words was thrilling. Saying he wants to improve his spelling made it more thrilling! By my encouraging his passions and building on his gifts, which are normal for him, his need for learning in his weaker academic areas becomes apparent to him.

However, twice-exceptional children, with or without a diagnosis, often have non-academic areas that need emphasis. For Aspies and others those areas often include behaviors and emotions that must be dealt with. We spend some time on anger management and self-control, as well as providing appropriate sensory stimulation and reassuring his anxieties. This kind of asynchronous development is often pronounced in children like him.

Interestingly, but not surprisingly, I find that he has less difficulty with emotions and behavior when he is allowed and encouraged to spend plenty of time pursuing  his areas of greatest interest. Perhaps much of his frustration comes from not being allowed to single-mindedly pursue his strengths.

The Programme for International Student Assessment (PISA)*

After a preliminary look at the PISA report and some evaluations of how US students did (21^st overall out of 30 industrialized nations, and including 6 non-industrialized countries who beat us in science), it appears that where 15 year old US students  lack is in not being taught about social effects and implications of science and how to use science to solve social, political and environmental problems. They are being taught scientific facts, but not how they relate to daily life and what to do with them to improve life. They are not as able as they should be to make decisions about issues with a scientific basis. Anyway, this is my understanding of why US students scored below average in the world in science.

 Some warn that the tests measure 15 years of accumulated knowledge, while the description of teaching methods is very current only, so may not give a true picture of what works best. I would also think that even if you could get the various curricula currently in use, you still would not know much about their teaching methods in the classroom.

 One interesting bit of data was the finding that streaming students leads to lower scores, although students in private schools tend to score higher, unless weighted by socio-economic levels.

 In short, it is interesting, but tells us little about how US schools can improve, other than to spend more time on teaching how science impacts daily life and how to problem solve using scientific approaches and knowledge. In other words, they should be taught science for good citizens. We need to be sure that we understand what educators really mean by “scientific literacy” and just how much these aspects of science knowledge are actually taught, as opposed to being shoved aside due to lack of time.

Homeschoolers, take note. It is likely that you are already interested in teaching this aspect of science. Just remember that it requires some basic understanding of scientific principles and procedures and some good literature research, problem solving and logic skills to make good decisions about science-based issues.

For better citizens through science!

*(“PISA is a triennial survey of the knowledge and skills of 15-year-olds. It is the product of collaboration between participating countries and economies through the Organisation for Economic Co-operation and Development (OECD), and draws on leading international expertise to develop valid comparisons across countries and cultures. More than 400 000 students from 57 countries making up close to 90% of the world economy took part in PISA 2006. The focus was on science but the assessment also included reading and mathematics and collected data on student, family and institutional factors that could help to explain differences in performance.” –from the OECD summary)

For more information, click the linked heading above.

Make a Smilebox slideshow

Make a Smilebox slideshow

 

Jiggle your mouse to make waves and splash the pictures around. Have fun!

I have added a new Subtraction Rhyme mini-poster on the “Freebies” page.

Also added to “Freebies“: Editable Five-A-Day worksheet with number line at the top. (For use with “Math on the Level.”)

Go to the “Reviews” page to read my reviews of “The Explosive Child,” by Ross W. Greene, Ph. D. and “What to Do When Your Temper Flares: A Kid’s Guide to Overcoming Problems with Anger,” by Dawn Huebner, Ph. D.

Building on the bed

After the County Fair, Dana and Joey decided to continue working on their 4-H robotics project at our house, since Dana has the same “Mindstorms for Schools” RCX robotics kit that the 4-H office uses. Since their interest is up, there is really no reason for them not to continue. They are zipping through the activities, learning about adding on sensors and how to program the robot for using them with the Robolab CD program. Interestingly, Dana has learned that he must do some math to figure out how to program the light sensor correctly. I am glad to see him learning that math is necessary to do science, but learning it in a simple way that doesn’t overwhelm him with some complicated formula. Hooray for hands-on science!

Robot with touch sensor bumper

Light sensor robot follows the line

Joey’s brother and sister come along, too, and enjoy watching the results. Then they all get to have a play-date or do some other activity together.