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| Grade 3 students answering questions posed by Expeditionary Learning. |
I've spent the last year working with teachers in grades 3 through 8 who are using the ELA modules created by Expeditionary Learning. I've appreciated much of the design of the modules, the thinking behind some of the lessons, and the attempt to ensure active learning through the use of collaborative techniques such as jigsaw; Praise, Question, Suggest; interactive word wall and others.
But if asked to recommend these to clients after spending a year with the materials,
I would not do so. The modules are flawed in ways that must be corrected, especially as these modules have been situated as being a model curriculum that is CCSS-aligned. Keep in mind that
NYCDOE endorsed these modules for their schools in February 2013 before writing had been completed.
EL states:
EL is at the forefront of creating classroom-ready Common Core curricular materials. New York State chose EL to create Common Core-aligned English language arts and literacy curriculum for grades 3-5 and deliver Common Core professional development to representatives from districts across the state. EL is also working with the authors of the Common Core State Standards to develop model secondary curriculum aligned to the standards. (from here)
Although there are several concerns I have with the EL curriculum, two represent the greatest concerns:
- The absence of instruction that scaffolds and requires students to generate and frame questions of inquiry to answer.
- No one present in the classroom authors the work at hand.
Additional Concerns:
- The absence of comprehensive writing instruction that moves beyond writing in response to text.
- The absence of systematic vocabulary instruction that doesn't rely on directing students to "use context clues" (which aren't always present) or guess.
- The amount of time allotted for students to respond to tasks is woefully underestimated.
- Situating literary texts as something to be used is problematic. There is an absence of an aesthetic appreciation of literary works. Rather literature is situated as efferent (Rosenblatt, 1978).
- Wait, where's the expedition? The translation of these modules, sans expedition, is simply wrong. The experiential opportunities are missing.
In this post I want to focus on the first two concerns as these speak to issues of servitude and colonialism.
1. What Career Is EL Getting Your Children Ready To Do?
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| 3rd grader answering a question. |
A main challenge I see with EL's 'model' curriculum is that it undervalues students being active problem framers and instead locates them as responders to already determined questions. Throughout thousands and thousands of pages of curriculum, students are situated in the role of responders to already determined questions and their teachers are located as mimers whose main task is to parrot those already determined questions. Learners are not asked to generate and then frame their own questions to solve. Rather, they are asked repeatedly to merely pen responses to questions that the EL curriculum writers have written, including essay questions.
Now slide under that instruction for a minute and ask yourself what that set of practices might be developing. Remember the CCSS is all about making sure our children are college and career ready.
As a former college professor I can assure you that not developing children's capacity to generate and then frame questions of worth is a method to ensure that students are not college ready. College ready at least ought to include students who have done the challenging work of framing problems, not merely answering an authority's questions. Questioning involves speculating about possibilities.
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| K Mart Greeter. Image from here. |
But what about career ready? What is the career trajectory for people who have been trained to answer questions, rather than generate and frame questions?
Yes, it isn't a pretty outcome for millions of children.
Recently when I asked a group of teachers this question we came up with the following jobs: phone operator, K-Mart greeter, customer service representative. The absence of question generation and framing leaves the EL curriculum to be more a model of servitude than a model curriculum.
2. Authoring.
“Every empire, however, tells itself and the world that it is unlike all other empires, that its mission is not to plunder and control but to educate and liberate." (Los Angeles Times, July 20, 2003)” ― Edward W. Said
The EL curriculum is scripted. No one in the actual classroom gets to author--neither teacher nor student. The curriculum is written to direct teachers to the specific materials to gather (including independent books for student reading), what to say, what to write, what to show, and allocates the number of minutes that each task needs to be completed. It also includes anecdotes teachers can say (I guess in case teachers have none of their own?) when teaching vocabulary for example. The curriculum is so bloated with commentary and directions that it is not unusual for each module to be comprised of 500+ pages.
With all of those pages there is little room for anyone actually present in the classroom to create curriculum: authentic and complicated conversations between students and teachers. The construct is epic, not novel.
Russian thinker Mikhail Bakhtin (1984) described epic as “ a poem about the past” (p.13), “an utterly finished thing” (p. 17) and novel as being unfinalizable and speculative about the unknown. A similar difference can be said to exist between the institutionally controlled structures such as curriculum, and teachers' more idiosyncratic pedagogical and content practices. The epic world of Expeditionary Learning curriculum is unified, completed, “beyond the sphere of possible contact with the developing, incomplete, and therefore re-thinking and revaluating present” (p.17). One can think of this epic world as being
unalterable. The EL curriculum is an epic construct. It is untouchable. Dead. Beyond the influence of now.
Further, EL situates teaching as being complicated, not complex. Brent Davies' and Dennis Sumara's observe that “teaching has been cast as a complicated rather than a complex phenomenon—one that can be understood by analyzing its component parts and one that, for all intents and purposes, does not vary across time, setting, and persons” (“Cognition, Complexity, and Teacher Education,” 1997, p. 121, emphasis in original). It doesn't matter who you are and are not. Who the children are and are not. Teaching and learning
does not vary across time, setting, and persons. At 10:05 on Tuesday, all 3rd grade teachers should...
Such a belief sucks the energy and creativity from people: teachers and children alike.
In
The Dialectic of Freedom, Maxine Greene writes about the difficulty teachers face with burgeoning demands and bureaucratic prescriptions that the public at large demands from educators. She writes:
“We do not know how many educators see present demands and prescriptions as obstacles to their own development, or how many find it difficult to breathe. There may be thousands who, in the absence of support systems, have elected to be silent. Thousands of others (sometimes without explanation) are leaving the schools” (p. 14).
I've witnessed this leaving--the exiting of excellent teachers who simply can no longer allow themselves to be puppets of corporate enactments of learning. The struggle to continue to teach in light of model curriculum like EL is a formidable task as the mandated use of such curriculum restricts what is allowed to be taught and whose voice, value, and ideas are honored, ignored, and discouraged.
