Utah Teacher Shares Insights about State Approved Online Curriculum that Goes Against Family Values

reposted from www.ReturnToParentalRights.com

A Utah teacher deserves a BIG thank you from parents for taking time to document some of her concerns with the online curriculum used in her high school. The curriculum was approved by the State of Utah. Please take the time to read and share this excellent blog with your family, friends, school board members and legislators.

I would like to preface her blog with this:

In May 2014, conservative columnist George Will asserted that Common Core represented the “thin edge of an enormous wedge” and that “sooner or later you inevitably have a national curriculum.”

What George Will may not have known at the time was that the Obama administration was already using several levers to get states into online curriculum that essentially nationalizes curriculum. One such lever is the #GoOpen Initiative. Utah is a partner (see here and here) in the first consortium of states in the Federal Initiative that are collaborating on online curriculum content. Just as states were incentivized by Waivers and Race to the Top to rubber stamp Common Core standards and assessments, they are being incentivized by the #GoOpen Initiative to rubber stamp curriculum, and to sanction it based on its ability to increase children’s test scores on Common Core-aligned daily, online assessments in learning platforms.

The #GoOpen Initiative is part of a larger global and federal initiative to advance the use of Open Educational Resources (OER). In fact, the US Department of Education appointed a new advisor to help school districts transition to Open Educational Resources. The more states that adopt open-license, no-cost, online curriculum, the more teachers’ curriculum choices can be tracked, and steered, by the Federal Online Learning Registry. The Registry operates like a curriculum filter and ratings system. The Utah Education Network (UEN)—also called the Utah Education Telehealth Network (UETN)— houses online curriculum for Utah schools and is named as the entity implementing Utah’s Master Technology Plan. They are partnered with the Federal Online Learning Registry.

The above realities make it likely that few parents and teachers will know just how anti-family their children’s/students’ curriculum have gotten. We need more teachers to investigate the online curriculum in their schools (as opposed to just using teacher data dashboards to assign curriculum that they don’t see) and to be willing to share what they uncover for the sake of helping parents protect their children’s hearts and minds.

Thank you, Suzan Barnes! You are a hero to us and our children!

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Online Learning: A Wise Choice for Utah Schools?

Originally posted by Suzan Barnes on June 7,  2016 at:
https://standwithme.wordpress.com/2016/06/07/online-learning-a-wise-choice-for-our-nations-schools/

Today online learning is encouraged more and more in our country. Proponents of this method say that computers help students learn better because 1) kids love screens and 2) learning is personalized allowing students to move at their own pace. In this essay, I will show that both of these presumed advantages can turn out to be liabilities. Other liabilities include lack of teacher involvement, lack of real-life experiences, lack of balance in content (specific to Edgenuity online curriculum), and lack of knowledge of content by teachers and parents.

Too Much Screen Time

Yes, kids love screens, and many parents complain that limiting screen-time at home is difficult. Regrettably, extensive use of screens in the classroom only increases screen-time. According to an article by Victoria L. Dunckley, M.D. in Psychology Today, multiple studies have shown that too much screen time causes atrophy in the brain’s gray matter where “planning, prioritizing, organizing, and impulse control” originate. Other areas affected are the striatum where socially unacceptable impulses are suppressed, the insula which provides the capacity for empathy and compassion, and the white matter which enables “communication within the brain and from the brain to the body and vice versa.” Dr. Dunckley concludes,

“In short, excessive screen-time appears to impair brain structure and function. Much of the damage occurs in the brain’s frontal lobe, which undergoes massive changes from puberty until the mid-twenties. Frontal lobe development, in turn, largely determines success in every area of life—from sense of well-being to academic or career success to relationship skills. Use this research to strengthen your own . . . position on screen management, and to convince others to do the same.”

As shown above, children may be eager to learn in front of a screen, but the damage that occurs is likely to have a negative overall effect on their ability to learn.

Online Learning Is Not Personalized

Proponents of online learning say it is personalized to meet the individual needs of each student. In actuality, during an online lecture, the student and the virtual teacher are unable to communicate which essentially precludes personalization and makes online learning better suited to disseminating a single, subjective view of the world.

Lack of Teacher Involvement

When a teacher delivers a lecture, both the students and the teacher are meaningfully engaged in the lesson content. The students must digest the information and demonstrate their understanding of the subject in order to complete subsequent assignments.

By contrast, the teacher’s involvement in online lessons occurs mainly through use of the dashboard. The dashboard alerts a teacher that an action, such as unlocking a quiz, is needed in order for a student to move forward. The teacher can review a student’s scores on assignments leading up to a quiz, or unlock the quiz without looking at the scores. In either case, familiarity with the lesson material or thoughtful review of the students’ work is not required.

One problem that arises from the lack of thoughtful review is that students can copy material from the lesson content and paste it into the response box to get a score of 100% since the computer merely looks for matching or related words.

Every day I see students who scored 70% to 100% on assignments, score 20% to 50% on the quiz that covers the same material. It is likely that the copy-and-paste feature combined with the lack of teacher/student engagement is responsible for this. For these students, the goal is not to learn but to finish as quickly as possible, and teachers who spend much of their time as dashboard monitors have little time to invest in any individual student’s educational experience.

Lack of Real-Life Experiences

Pediatricians recommend zero screen time for children under 2 years of age. An important reason for this is that looking at a ball on a screen is not the same as looking at, touching, and playing with a real ball. Similarly, students learning from pictures and videos are merely gaining static information which is easily forgotten. Much more effective teaching occurs when students interact with real people who respond to them in real-time and with real interest, tossing ideas back and forth to explore a subject. Should teachers wish to facilitate a group discussion of online curriculum content, they would encounter the following difficulties as a result of different stages of their students’ progression: 1) students who are ahead have already moved on and may feel they are wasting their time with repeated information, and 2) students who are behind may have insufficient background to understand the material.

Lack of Balance in Curriculum Content (Specific to Edgenuity)

As I work with students, I encounter essay assignments that prompt me to look into a particular lesson’s content. For example, an essay topic such as, “Do you think that the Founding Fathers were justified in rebelling against the British government?” makes me wonder what in the lesson might prompt a student to answer in the negative. An essay topic such as, “Write an argumentative editorial that argues for or against young people’s ability to initiate positive change in their communities,” makes me wonder if the curriculum’s definition of “positive change” is the same as my own.

To help readers determine whether or not their values align with the Edgenuity curriculum, I have included the following examples of common themes. My experience is mostly in Language Arts, so it is this subject from which these examples are taken.

Racism

Language Arts 9 semester 2 contains a unit called “Fighting for Equality.” Rather than encouraging students to become “color blind,” the curriculum creates division by presenting readings where whites are aggressive or oppressive toward other races, thus encouraging all other races to view themselves as victims.

Feminism

In Language Arts 11 semester 2, repeated references are made to Betty Friedan’s The Feminine Mystique and Susan Glaspell’s “Trifles.” These works lead young women toward dissatisfaction with the role of wife and mother and disrespect for those who fulfill that role. The following themes are drilled into the minds of our young people through repetitious quiz questions.

From “Trifles” –

• Women face abuses and injustices in a male-dominated society as symbolized by a bird with a broken neck
• Women are “confined” by the duties of wife and mother
• Women often feel pressured to conform to society’s expectations

From The Feminine Mystique –

• Women frequently go unheard in a male-dominated society
• Women can feel suffocated and trapped by society’s expectations
• Women who are “stuck” at home often have feelings of dissatisfaction, desperation, and hopelessness.

After students read all the excerpts about how women are suffocated by men, an excerpt from Soldier’s Home by Ernest Hemingway ends with the idea that girls are nice to look at, but not worth making the effort to court or marry. This excerpt encourages the boys to objectify women.

While awareness that some women have experienced oppression has some value, and knowledge of how our culture has evolved is an important part of learning about our nation’s history, the Edgenuity curriculum presents no point of view outside of that cited above. No discussion occurs about the benefits that society in general, and children in particular, receive from women who choose to raise their own offspring and provide well-managed homes for their families. Rather than empowering women to use their talents in whatever way they prefer, young women are encouraged to feel like vengeful victims who must continue “the fight” to overcome the abuses perpetrated by men.

Environmentalism

Humans are portrayed as enemies of the earth. One article, “Save the Redwoods,” written by John Muir, founder of the Sierra Club,* compared cutting down a sequoia tree to make wood products with passing General George Washington “through the hands of a French cook [to make] good food” (Language Arts 9 semester 1). The Middle School Reading Course semester 1 contains an entire unit called “Environment: Extreme Weather” which presents global warming as a fact illustrating its consequences through articles such as “Global Warming in Siberia,” “Global Warming and Superbugs,” and “Weather of Tomorrow.”.

Video gaming

Middle School Reading semester 1 also includes multiple units on “The World of Gaming” in which students are assigned to read a “Persuasive Essay against ESRB Labeling Restrictions.” The essay assignment is, “What game do you like to play and why?” While helping a student with a quiz, I came upon a reading informing students that gaming helps develop quicker reflexes and suggesting that they could use that as an argument the next time their parents told them they were spending too much time playing video games. Targeting parents who struggle to limit their children’s game time and suggesting that parents do not know best pits young people against their parents rather than encouraging respect and obedience.

A negative world view

Edgenuity is replete with stories and excerpts depicting conflict and oppression. Some examples from Language Arts 10 semester