Michael J. Schmoker

The title says it all. STOP with all the latest and greatest sparkly things that get pushed in education every few years and FOCUS on the basics - and what works!
I gave it three stars because it is a bit on the repetitive side.
However, I highly recommend the first few chapters and the relevant chapter to your subject area.
I am fortunate that I work in a fairly forward thinking school where our administration and faculty are constantly and eagerly looking for ways in which we can can get better and better.
It's exciting.
If you don't work in an environment like that...leave! Just kidding - but seriously - if you don't, you can still read this book and use it proactively in your own personal professional practice.… (lisätietoja)

Noting that the students from Finland, Japan, and China who lead the world academically are part of educational systems where instructors teach more intensely to fewer standards, Schmoker advocates that teams of teachers within American schools examine standards for their particular subject areas and carefully reduce them by half to a set of workable "power standards". He opines that the U.S. educational system is shortchanging students in terms of literacy because too many boards and administrators have been lured by technology, which certainly engages but ultimately delivers little in the way of real, deep learning. Schmoker makes a case for the centrality of literacy--reading, writing, and discussing--in the key subject areas--language arts, social studies, science, and mathematics-- and laments the fact that text books are so rarely used, leaving students unprepared for the reading and intellectual demands of post-secondary education. I find it hard to disagree with Schmoker's observations; I have certainly observed the disparagement of text book use and the praise that is heaped upon teachers who use smart boards or whose students spend time on such projects as movie trailers, web sites and power points--which, engage but develop little deep knowledge of a discipline and too often shortchange students on opportunities to become thoughtful and literate. Having said that, I'm not sure the antidote he prescribes is completely realistic, given some of the extremely troubled, behaviorally challenging students that make up an increasing proportion of our classrooms. Schmoker's bibliography is well worth the read in itself, and I certainly took to heart his advice to teachers on allowing students to process information individually or with a partner after every 5-7 minutes of teacher talk/lecture. Rating: 3.5 out of 5 stars. Recommended.… (lisätietoja)