Author Topic: E.D. Hirsch and the Non fiction Core Knowledge Approach in K-5.  (Read 2943 times)

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Offline jayes2

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The New York Times ran a recent article (March 2012) compairng schools which used a pilot of the Core Knowledge curriculum compared with schools which used a "balanced literacy" approach.  While there are serious concerns about the study (were they essentially comparing schools with a highly articulated/integrated content/literacy curriculum with schools with no clearly articulated literacy curriculum?) it might be worth visiting the site to look at the materials.
 
The essential argument, developed by E.D. Hirsch in a series of polemic books, is that American children suffer in school achievement because of a shift away from core content knowledge. While I am no fan of Hirsch's eurocentric approach to content, I did find the foundation's defense of their methods persuasive. Most notably, they argue that classrooms should spend less time on explicit teaching of comprehension strategies for different texts, and should build wide meta literacy through read alouds, discussion, and word work in which teachers model knowledge and learning processes, rather than limit students to their current  reading level.
 
The foundation's website includes explicit discussion of topics ranging from how to plan a multi-year curriculum, to how to lead a discussion of a read aloud for the kindergarten classroom.
http://www.coreknowledge.org/language-arts-program-overview

On particular, the section on the "Listening and Learning Strand" is key to this approach and has many links to teacher materials. http://www.coreknowledge.org/mimik/mimik_live_data/view.php?id=1833&record_id=236#Listening_and_Learning
 
 
« Last Edit: March 13, 2012, 01:29:33 PM by jayes2 »