Math teacher Gary Rubinstein gives five reasons why the Illustrative Math curriculum mandate in NYC is destined to flop.
Starting this September, nearly every Algebra teacher in New York City is expected to follow a new curriculum called ‘Illustrative Math.’ This is part of a $34 million investment in a program calle…
WHY do they think this is a problem that can be solved through a one-time purchase of a "new teaching method" --
I realize that there isn't the funding to do the things that might actually work:
* Decrease class size
* Attract and retain more experienced teachers
* Provide better administrative support. For example it can be hard to contact parents because databases are not kept up to date.
* Make schools more integral to communities with clubs, arts and sports.
There is no such thing as a magic math math book or lesson plans that make students who have been underserved by their schools regain the years of learning and support they are missing. I understand why this keeps happening. The real solutions aren't in the budget... but there is no good reason to change the math books again. This is just extra work for teachers who could better use that time tracking down the phone number of that one student whose parents you've never spoken to.
Granted, tracking down phone numbers shouldn't really be the teacher's job. But, before I moved to a school that avoids this BS (the best schools in the city aren't subjected to this nonsense ... which says everything really) I simply used my time as effectively as possible and sometimes that meant updating the school contact list FIRST... and paying attention to whatever gimmick curriculum they were rolling out next LAST.
eg. being a teacher and teaching things.
It's not that curriculum design isn't important. It's just a very limited component in the issue.
It's like you are trying to throw life preservers to drowning people and there are some people arguing about the color and shape of the preservers. I mean... yes, I suppose yellow is a more visible color than green, but I can use either, and I could use some help getting these people out of the water.
Admins have very little money to work with and the solutions everyone with experience knows will work are too expensive. The amount of money that can be flexible isn't enough to make a big impact in those areas (my suggestion of buying snacks instead is realistic.)
Snacks would have an impact, but wouldn't get the same publicity for the admins. So, it's tempting to switch out the books again even though everyone knows how it will end.
For 100s of years we've been teaching math all wrong, but THIS TIME the superintendent has discovered the secret magic math book that will work and make huge gains!
Two years later either you proclaim that a natural fluctuation upwards in test scores is a success... or, if scores go down or stay the same you just pick another book and try again.
Solving Problems. Yay.
This is how it ought to work, but this requires building in time for teachers to work collaboratively to develop their curriculum. (That's how it works at my school, it's great.)
But our schools outspends other schools on staffing and materials at a rate of 2:1 at least. There are many public schools that manage to do this, and it works, but you need to secure the funding.
Patrick Honner
myrmepropagandist
eirias