>The Fly is curious. Has anyone filed an OPRA yet to determine the names of candidates #2 & #3? Were any internal candidates being considered? Reportedly, there were over 30 applicants.
It’s difficult to believe that BOE members are going to appoint another interim Super instead of just tapping the next person on their list. Could it be that Marty Brooks was the only candidate they ever looked at?
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>The fly heard Dr. Arilotta and Bob Muller got their hair blown out yesterday.
It must have been that the New York Times was coming to visit Travell and Orchard school and interview the district about their fuzzy Math. Hmmmh, the NY Times, why didn’t Marty Brooks want to come and speak with the Times about how he implemented TERC in his last district?
>Because of scheduling conflicts, the Board of Education is postponing the public welcome reception for Dr. Martin Brooks, the incoming Superintendent of Schools at the Ed Center, originally scheduled for Monday, June 11, 2007.
>The Board of Education is inviting the public to a welcome reception for Dr. Martin Brooks, the incoming Superintendent of Schools at the Ed Center, third floor, 49 Cottage Place, on Monday, June 11, 2007, from 7:30-8:30 PM. The informal occasion is the first opportunity for residents to meet Dr. Brooks who was appointed to the position at the May 14, 2007, Board meeting. He takes over the Ridgewood post on July 1, 2007.
>Dear Ms. Edwards:
Thanks for this note. I’d like to make a few comments about the link you attached. The math wars, like the whole language wars of the past decade, are based on a false dichotomy: traditional education v. progressive education. Good instruction focuses on the needs of the child – every child, one by one – and no one approach meets the needs of all children.
The math issue is interesting in that the battle seems to be pitched around algorithmic fluency v. conceptual understanding. They are not mutually exclusive. Both are essential for mathematical literacy. Students who learn algorithms procedurally without conceptual understanding aren’t truly fluent because although they are able to answer questions correctly on tests (when the questions are posed in the precise format the students are used to seeing), they often have difficulty knowing whether to (and how to) apply that algorithm to new and different situations. Teaching for conceptual understanding helps children develop efficient strategies for computing. Understanding the concept that underlies the algorithm helps students know how and when to apply it, helping them to become more proficient in solving new, differently presented problems and/or more complex problems.
Programs don’t teach children, teachers do. Good teachers vary their instruction – and their materials – based on student response.