Learning objectives in Nevada classrooms and the teachers trying to achieve them contend with a student population raised in a culture of gaming, playing the odds, taking the long shot.
Utterly fascinating. Living in Texas, housing unknown numbers of migrants, I can’t help wonder to what extent GOP lawmakers promote a state of exploitation.
To your point, I can add that no one seemed to mind that Mexican-Americans were not steered toward college, and many, in fact, we’re literally passed along until they served their time.
Once again, fantastic! Sharing with an AP Human Geography teacher soon, a fascinating analysis on your part using borders. Must just say now, after reading this, with larger national political rhetoric about removing federal DOE, it makes me wonder about state to state practices if (at least the attempt at...) federally cohesive standards go away. I pulled school newspapers from the 50s, 60s, up through mid 70s to read about and try to envision life in this district pre Federal DOE. Too many variables to draw a conclusion, but a great "reading to learn" exercise regardless.
As a High School Journalism teacher, and AP Language teacher, my main concerns about differences state-to-state are a bit beyond the classroom. Polarized small language models, customized to specifically targeted "readers", being the full norm of information literacy in late 2025, 2026...and then how to foster and support information curiosity in 15-18 year old where a Rogerian viewpoint about listening and consensus might exist?
Why "read to learn" when (as almost two full classes of my current students suggest) most of what a 2025 HS student will learn about the world outside of their friends social media is {again, student opinion here} depressing, aggravating, irrigating, frightening, overwhelming, and/or wrong.
Using https://outofedenwalk.nationalgeographic.org/about as one resource to try to welcome students into adulthood with some possible wonder and curiosity. Writing is superb - there is a classroom component too. Your work helps often, thank you.
As you know, Scott, a Rogerian approach encourages students to engage with opposing viewpoints in good faith, and 2025-26 may be toxic in this regard. Your thinking is prescient. Looking for areas of agreement before reacting to differences, focusing on dialogue rather than debate, the urge to just check out and smoke weed—there may never have been a time in our history when great high school history, English, and journalism teachers were more needed to anchor young people in collaborative communities of learning. In polarized information environments fueled by custom bots, if this is the direction things go, the space for achieving genuine understanding across ideological divides will be exceedingly rare. We need an enlightened federal Department of Education to organize and orchestrate teacher leaders like you in a national curriculum revision project beginning now.
Utterly fascinating. Living in Texas, housing unknown numbers of migrants, I can’t help wonder to what extent GOP lawmakers promote a state of exploitation.
To your point, I can add that no one seemed to mind that Mexican-Americans were not steered toward college, and many, in fact, we’re literally passed along until they served their time.
Once again, fantastic! Sharing with an AP Human Geography teacher soon, a fascinating analysis on your part using borders. Must just say now, after reading this, with larger national political rhetoric about removing federal DOE, it makes me wonder about state to state practices if (at least the attempt at...) federally cohesive standards go away. I pulled school newspapers from the 50s, 60s, up through mid 70s to read about and try to envision life in this district pre Federal DOE. Too many variables to draw a conclusion, but a great "reading to learn" exercise regardless.
As a High School Journalism teacher, and AP Language teacher, my main concerns about differences state-to-state are a bit beyond the classroom. Polarized small language models, customized to specifically targeted "readers", being the full norm of information literacy in late 2025, 2026...and then how to foster and support information curiosity in 15-18 year old where a Rogerian viewpoint about listening and consensus might exist?
Why "read to learn" when (as almost two full classes of my current students suggest) most of what a 2025 HS student will learn about the world outside of their friends social media is {again, student opinion here} depressing, aggravating, irrigating, frightening, overwhelming, and/or wrong.
Using https://outofedenwalk.nationalgeographic.org/about as one resource to try to welcome students into adulthood with some possible wonder and curiosity. Writing is superb - there is a classroom component too. Your work helps often, thank you.
As you know, Scott, a Rogerian approach encourages students to engage with opposing viewpoints in good faith, and 2025-26 may be toxic in this regard. Your thinking is prescient. Looking for areas of agreement before reacting to differences, focusing on dialogue rather than debate, the urge to just check out and smoke weed—there may never have been a time in our history when great high school history, English, and journalism teachers were more needed to anchor young people in collaborative communities of learning. In polarized information environments fueled by custom bots, if this is the direction things go, the space for achieving genuine understanding across ideological divides will be exceedingly rare. We need an enlightened federal Department of Education to organize and orchestrate teacher leaders like you in a national curriculum revision project beginning now.