“Only Two Types of Education – Type #1 vs. Type #2 -- Cannot Be Mixed -- Just Like Oil and Water”
By Donna Garner
4.27.22
CHART: COMPARISON OF TWO TYPES OF EDUCATION
TYPE #1 (FACT-BASED, ACADEMIC, TRADITIONAL) vs.
TYPE #2 (SUBJECTIVE, FEELINGS, EMOTIONS, OPINIONS)
| DESCRIPTION | TYPE #1 -- (FACT-BASED, ACADEMIC, TRADITIONAL) | TYPE #2 -- (SUBJECTIVE, FEELINGS, EMOTIONS, OPINIONS) CSCOPE LITE (TEXAS) OBAMA’S COMMON CORE STANDARDS Progressive, Radical Social Justice Agenda |
|---|---|---|
| INSTRUCTION | Direct Instruction by teacher | Self-directed learning, group think EMPHASIS ON: Subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and radical climate change, victimization, diversity, acceptance of LGBTQ as normal, redistribution of wealth DE-EMPHASIS ON: Declaration of Independence, Bill of Rights, U. S. and State Constitutions, national sovereignty, Founding Fathers, American exceptionalism |
| CURRICULUM | Academic, fact-based skills, research | Social concerns, project-based, constructivism, portfolios, collaboration, subjective, use of unproven fads and theories |
| TEACHER’S ROLE | Authority figure in the classroom, sets the plan for the class, academic instruction | Facilitator in the classroom |
| STUDENT’S ROLE | Learn from teacher; focus on factual learning; develop foundational skills for logical and analytical reasoning; independent thinking | Students teach each other; decide what they want to do for the day; focus on feelings/emotions/opinions; group-think |
| ENGLISH/ LANGUAGE ARTS/READING (ELAR) | Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, narrative, descriptive writing; research writing; emphasis on standard pronouns | Whole language, balanced literacy, Guided Reading, no cursive writing instruction so unable to read primary documents of Founding Fathers, emphasis on non-standard LGBTQ pronouns |
| MATHEMATICS | “Drill and Skill,” four math functions learned to automaticity | Fuzzy math, Common Core process standards, rejects drill and memorization of math facts, dependent on calculators, correct answer not important |
| SOCIAL STUDIES | Focus on American heritage and exceptionalism, national sovereignty, Founding documents, appreciation for sacrifices made by America’s forefathers, equality under God | Critical Race Theory (CRT); diversity; multiculturalism; globalization; revisionist history; political correctness; portrays America as an evil country; White privilege/Black bondage; equity based upon race, ethnicity, and/or gender identity |
| CHARACTER DEVELOPMENT | Pro-faith, self-control, personal responsibility, self-discipline, sexual abstinence before marriage, solid work ethic, moving toward achieving tenacity | Secular, moral relativism, sexual relations before marriage, sexual perversion, anti-faith, victimization |
| EQUALITY | Equal opportunities through hard work | Expecting equal outcomes regardless of personal effort |
| ASSESSMENT | Students evaluated by grades earned, emphasis on objective tests with right-or-wrong answers based upon observable and/or measurable facts | Inflated grades, subjective assessments, evaluated based upon subjective value system of grader, group grades |
| OUTCOMES | Objective tests (right-or-wrong answers), emphasis on academic skills and knowledge | Subjective assessments; emphasis on holistic, “feel-good” scoring |
Original chart produced by Donna Garner on 9.1.13; revised by Carole H. Haynes on 11.04.13; updated by Donna Garner and Henry W. Burke on 4.27.22
VERBS FOUND IN TYPE #1 CURRICULUM STANDARDS
“The student is expected to…”
GRADE 3 – PRESENT SOCIAL STUDIES TEKS:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=14
GRADE 4 – PRESENT SOCIAL STUDIES TEKS:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=15
GRADE 5 – PRESENT SOCIAL STUDIES TEKS:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=16
GRADE 6 – PRESENT SOCIAL STUDIES TEKS:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=18
GRADE 7 – PRESENT SOCIAL STUDIES TEKS:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=19
GRADE 8 – PRESENT SOCIAL STUDIES TEKS:
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=20
PRESENT U. S. HISTORY --
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=41
PRESENT WORLD HISTORY –
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=113&rl=42
HOW TO DIFFERENTIATE BETWEEN TYPE #1 AND TYPE #2 VERBS
These Type #1 verbs found at the beginning of the elements in our present Type #1 Texas Social Studies TEKS (curriculum standards) illicit test questions in classrooms and also on the STAAR tests that have right-or-wrong answers, are objective, fact-based, academic, traditional, observable, and measurable.
Just because the STAAR utilizes Type #1 verbs certainly does not make the questions easy. In fact, the Type #1 verbs grow in depth and complexity as the students mature, constantly challenging them.
THE IMPORTANCE OF THE TYPE #1 STAAR TESTS
The Type #1 STAAR tests are closely aligned with the Type #1 curriculum standards (TEKS). The TEKS should also be closely aligned with teachers’ classroom standards and the curriculum utilized.
It is important to avoid Type #2 with its emphasis on subjectivity, emotions, feelings, opinions.
With objective Type #1 curriculum standards that lead to objective testing, students and their parents can rely upon the STAAR tests as an objective tool (right-or-wrong answers) by which to gauge student progress.
The largely objective instrument (STAAR tests) provide teachers, administrators, legislators, and researchers with an objective measurement of student progress which also leads to accountability on the part of the classroom teachers and the ISD’s. Basically, if a teacher’s students do well on the STAAR, this shows that the teacher has emphasized Type #1 instruction in her/his classroom.
Teachers, administrators, legislators, and researchers can all count on an objective standard whereas a Type #2 subjective standard is based upon the value system (e.g., prejudices, likes, dislikes, personal animosities, etc.) of the evaluator.
HOW TO RECOGNIZE TYPE #1 -- VERBS PRESENTLY FOUND IN TEXAS’ SOCIAL STUDIES CURRICULUM STANDARDS
The public can take a quick look at the beginning of the various elements in the present TEKS Social Standards and will see these types of Type #1 verbs.
Example taken from Grade 3 Present Social Studies TEKS:
Please look after the Introduction:
TEKS Element: (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
STUDENT EXPECTATION (SE): (A) describe how individuals, events, and ideas have changed communities, past and present;
VARIOUS TYPE #1 VERBS TAKEN FROM PRESENT SOCIAL STUDIES TEKS
These Type #1 TEKS elements/student expectations will lead to there being a majority of Type #1, objective questions on students’ tests and also on their STAAR tests:
Describe, identify, compare, use, create, define, explain, gather information, apply, express, locate, summarize, analyze, give examples, evaluate, sing, recite, differentiate between, interpret data, organize and interpret, incorporate main ideas, trace characteristics, identify and explain, identify and describe, explain the relationship between, make predictions about, differentiate between, pose and answer questions about, use effective communication skills, uses problem-solving and decision-making skills, considers options, considers advantages and disadvantages, explain the significance of the following dates, compare the cultures of, identify important individuals and dates/events/issues, identify important contributions of, describe the chain of events, explain the roles played by significant events, explain the political/economic/social effects, explain how, the student understands the effects of, explain the reasons for, identify different points of view of, summarize the strengths and weaknesses of, explain the changes, compare the principles and concepts, explain the rights of, identify examples of, identify contributions of, identify the validity of, analyze political positions of, explain issues affecting, describe the responses of, explain how, explain the impact of, explain constitutional issues, explain various means of, evaluate the contributions of, identify major causes of, compare the factors that led to, describe the interactions between, explain the evolution and expansion of, analyze the causes of, locate places and regions of historical significance, identify examples of key persons, identify examples of politically motivated, describe the changing roles of, explain the impact of, analyze primary and secondary sources to, evaluate the validity of, construct a thesis on
8.31.22
“Teaching the Public To Recognize Good from Bad Curriculum Standards and Curriculum”
By Donna Garner
Because I was a classroom teacher for 33+ years and have been highly involved with education issues for more than 61 years, my “teacher voice” just naturally kicks in whenever it comes to curriculum standards (the “WHAT” that teachers should teach) and curriculum materials (the “HOW” that teachers choose to teach the curriculum standards).
That is the first lesson: to know the difference between curriculum standards and curriculum. The Type #1 vs. Type #2 Chart below makes that clear.
Once the chart is studied and learned, then parents, the public, students, educators, politicians, local/state leaders – everyone – can characterize and differentiate the two philosophies of education which cannot be mixed any more than water and oil can be mixed.
To the student in the desk, there are either right or wrong answers -- true or false, fiction or non-fiction, verifiable/measurable OR subjective feelings/emotions/personal opinions. For the student, utter confusion is created when there are not clear distinctions made – in life and also in the classroom.
Once everyone understands the Type #1 vs. Type #2 Chart, the fog of confusion about education issues will be lifted.
Parents, students, the public, politicians, local and state leaders, and my fellow educators will all gain clarity and can quickly distinguish between the two philosophies.
Almost at a glance, parents will know whether their child’s teacher, instructional materials, tests, assessments, and classroom expectations are built upon Type #1 or upon Type #2.
Politicians will know whether education laws are built upon Type #1 or Type #2 pillars.
Educators will know whether lobbyists and sellers of instructional materials (e.g., textbooks) are peddling Type #1 or Type #2 content.
Education-related organizations can easily be differentiated as promoting either the Type #1 or Type #2 agenda.
Once the chart is learned, then it is very easy to look at the VERBS used in curriculum standards to see the intended outcome for students.
Please study the Type #1 vs. Type #2 Chart and then read below it to focus on the all-important Type #1 verbs.