Upper Elementary
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We have been talking about this situation across our grade levels at our school. It is becoming a huge issue.

We introduce the lesson, discuss it, work sample problems, analyze the ideas, organize our thoughts on graphic organizers, write about the situations/problems, use projects to investigate more deeply, construct models for greater understanding, develop games based on the concepts, and then the district's calendar tells us to move on to the next topic.

A month later, we go back to touch on the idea we drilled into earlier and many of the kids are like blank slates. They don't recall what a "theme" is, how to multiply fractions, or how to organize cause and effect essays. Basically, they recall practically nothing about whatever we covered.

We veered away from using workbooks, worksheets, and similar tools for rote practice. From what we are seeing, that was a bad idea. The kids seem to NEED repeated rote practice in order to retain a memory of what we ...See More
Catahoula We use both ways. Means a LOT more work but it's needed. I put it as 'needing to write it down so we remember it'. Personally, I find that children need repetition. Goes back to Gardner's ideas of intelligence. Because I see it works with the learners, I go by "see it, hear, it experience it, write it, review it (often)." Our curriculum is designed...See More
Apr 7, 2009
Leah I agree with Catahoula's excellent post.
Apr 7, 2009
My 2 Cents I've worked only at low performing schools as my own children attend high performing schools.

Higher performing schools appear to have the worksheets in place nicely. They have students who understand the concept with a great deal of parent support and success. Worksheets worked well in this environment.

In my teaching environment...See More
Apr 10, 2009

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