I Didn 't Learn From This System

Getting an education is the main goal for everyone, although it is easy to obtain there are some obstacles to it. One of the main obstacles students face at the beginning of their education is standardized tests. Schools have started to adopt this type of tests as their main way to evaluate students’ intelligence and teachers’ effectiveness to educate the students. The way students used to learn has changed, in order to get them ready for the tests they have to spend much of the school time preparing for it instead of learning something they can use in their future life. According to Bruce Jacobs in No Child Left Behind's Emphasis on 'Teaching to the Test' Undermines Quality Teaching, a 2007 study by the University of Maryland teachers were put in much pressure and had thoughts to teach the test […]. This shows that teachers have also been affected by standardized tests in a way they have more pressure to make students pass. Having teachers ‘teach the test’ means their way to educate has been corrupted. In most cases when teachers’ ability to educate has been changed leads them to practice methods not convenient for scholars. One of these methods is memorization, in Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers: A Bad Idea by Hani Morgan describes how students start to adapt to an “inferior type of learning, based on memorization and recall students gain when teachers

The integration of global competencies into CTE programs of study is a natural one. CTE students are learning valuable skills related to the program’s industry; and students in the ISSN network, as discussed earlier, are using deeper analytic skills to research and address issues of global significance. Research in both areas demonstrates that engagement in real‐world learning on issues of global significance leads to persistence and higher achievement. To combine CTE with the methods and strategies of a globally focused education is a powerful way to engage, motivate, and ultimately ensure that students graduate from high school with the skills needed to succeed in the interconnected environment in which they will be living and working. Increasing numbers of careers are requiring global competency, facility with world languages and cultures, and the ability to work in global teams. At a fundamental level, CTE’s role is to prepare students for successful careers, and quality CTE programs should provide opportunities for students to learn and apply global competencies in order for students to successfully participate in the Am Rapid economic, technological, and social changes are

This essay is fairly accurate when it talks about how our school system has relied too heavily on test scores and they’ve made it almost all about memorizing. Most of the time people will memorize the information for the test and after the test they never end up using the information again because it’s not some we need in the real world. Especially after the invention of the internet there really isn’t any reason to have to memorize again since any question you could ever have could simply be answered by using the internet. The only part of this essay I don’t agree with is that the writer makes it sound like all schools today are focused on great test

I had life sciences until end of Grade 12. The fact that my teacher had a degree in zoology and was a well-informed and educated man with great values, made each class worthwhile. Not only did he teach us the syllabus, but took the time to show us extra material (videos, books, photographs and excursions) in order to broaden our minds with regards to certain topics. This man was also my inspiration in studying education, as he was willing to take the risk to make extra time to help struggling

Jeannie Fulbright was right when she said, “If the purpose for learning is to score well on a test, we’ve lost sight of the real reason for learning.” (teacherswithapps.com). The real reason for learning and a good education is one that will not only bring success in life, but one that will bring joy and wisdom. A life where one is not curious and eager to learn new information is a dull one. Schools should be striving to make their students believe in this and the power that knowledge brings. Instead, schools are so caught up in preparing their students for tests that what they don't realize is that they are turning students against education. Students want to be asked about their views on world that they will one day control and the impact they hope to make in their lifetime, but their education is so driven towards scoring well on a test that they are never able to fully speak their minds. Education is becoming a haunting thing to these young minds, and that is all due to standardized testing and the effects it brings. Most people go to grade school for twelve years of their lives. Those twelve years are their youth, a time that is irreplaceable. Youth should be driven by wonder, hopes, and aspirations, not the memorization of the quadratic formula or the periodic table of elements. It's not the teacher's fault that the lives of students revolve around these

In this article from 2005, Dana Gioia is telling Americans how much the decline in reading among young Americans has gone. Gioia is encouraging Americans to read, and writes about the consequences of not having this literature reading skill.

Prince EA, a motivational filmmaker, poet, and speaker, made a YouTube video about the United States education system, he opens with a quote from Albert Einstein that states, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” To put this into perspective, standardized tests represent the tree and students represent the fish. Most students don’t process information in the same way. In Fact, it’s widely accepted that different approaches to learning have numerous advantages to stimulate

According to Diane Ravitch, the author of The Death and Life of the Great American School System: How Testing and Choice are Undermining Education, after the No Child Left Behind Act passed, there began to be a lot more focus on teaching students how to be efficient test takers. In turn, knowledge has become second to test-taking skills (Ravitch 107). Edward Davis, the author of Lessons For Tomorrow, said “Kids are taught how to outsmart tests by recognizing trick multiple-choices” (Davis 95). There becomes more and more evidence proving how much curriculums at school are becoming centered around what will show up on the test (Ravitch 16). This causes students to learn only the basic facts and questions on the test rather than being encouraged to think and explore other ideas and concepts. Lynn Olson, author of Study Questions Reliability of Single Year's Test Score Gains, said in a study, “... 50 percent and 80 percent of the improvement in a school's average test scores from one year to the next was temporary and was caused by fluctuations that had nothing to do with long-term changes in learning or productivity” (Olson 9). This shows that according to the study, tests are not helping students overall to improve their knowledge and learning. The knowledge teachers put into

In this way, students acquire tons of facts and maybe enhance their memorization ability, but fail to understand how these facts are connected to the daily life. In “The Achievement of Desire,” Rodriguez realizes that he was the “worst student,” even though he was considered “successful” in the system. “He becomes in every obvious way the worst student, a dummy mouthing the opinions of others. But he would not be so bad—nor would he become so successful, a scholarship boy—if he did not accurately perceive that the best synonym for primary ‘education’ is ‘imitation’” (203). The scholarship boy noticed that the best way to succeed in this system is to borrow and copy the ideas of others. Clearly we know that this is not the way to learn, as learning requires original processes. Therefore, it can be concluded that being successful in the educational system is not the same as being successful in learning. My experience supports this. Some teachers in my high school ask students to memorize all the model answers to every possible question that might be asked on the standardized test, but do not give explanations or have activities which could actually help students understand. The aim of teaching would then become merely the test scores. My physics teacher kept reminding us how many students got an A in a standardized test under his training,

This article addresses the call for implementing educational approaches that take into account the societal/cultural diversity of our time. In other words, it addresses educators concerned about making education more sensitive to global development, globalization, and

Tony Wagner’s book, The Global Achievement Gap In 2008, provided a wakeup call to educationalists, especially in the US. A Harvard education professor, Wagner’s view is that schools should be turning out adolescents who are ‘jury ready’. By that, he means able to reason their way through conflicting arguments, weigh evidence, detect bias and come to an well-versed ending. His informed conclusion is that secondary education – at least in the US – is failing sadly. It sort out this matter, he mentions that the education system needs serious transformation and a step back from preparing students to pass standard tests and must be training oriented in seven skills which in return will prepare them for today’s fast-paced global knowledge economy.

Step one A form of research that led to the demonstration of competency and leadership in the field of global study is the study conducted to evaluate the importance of global competency and why it should taught especially in schools. The study was conducted by the partnership for 21 st century skills in the United States where voters were asked to give their opinion on what skills they considered to be important and needed to be developed. The research was conducted in the United States and its purpose was to assess the importance of global competency compared to other skills taught in schools. My role in the research was to conduct the survey and tally the results. After the research, I learnt that global competency is not only

"The more we know the world around us, the more successful we will be." This quote, from the introduction of my high school chemistry book, was my driving force as a teenager to attend college. My expectations of college were to gain insight into a world that I had not yet discovered. I had high aspirations of receiving a good education and obtaining a good job when I graduated. But four years later when graduation day arrived, I felt unfulfilled. In evaluating my education, I realized that I learned how to get good, but not great grades. I learned how to study to make the most of my time. The focus I shared with many of my peers was not always to appreciate the information received, but rather,

Learning takes place not only in the classroom but also in our everyday lives. This is because to learn does not mean just to gain academic knowledge. Rather, learning refers to acquisition of any kind of knowledge that can give us instructions on how we should behave. Information that we get in the classroom is, without any doubt, useful and proven and it can broaden our mind. However, school years are relatively short in terms of a life span, and, therefore, there are a lot more things that can be

What is global education? “Global citizenship would seem a recent concept, but its origin can be traced back to at least 4th century Greece when Diogenes declared himself a cosmopolitan – a citizen of the world” (Hower, 2010, p.1). The idea of global citizenship, then, emerged even before there was a clear understanding of just what the globe entailed or who populated it, Hower, 2010, although different people and cultures were