apanter@kawartha.net
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Author: Anne Panter
Graphics: Adam Panter
Reach us at apanter@kawartha.net
In the midst of all this education upheaval, may I dare to point out one bright light at the end of the tunnel? Parents, teachers, and even school boards have all given positive reviews of the revised Ontario School Curriculum (available at http://www.edu.gov.on.ca/eng/document/curricul/curricul.htm ). Those of us who were appalled at the vague generalities and low expectations in the former "Common Curriculum" can be pleasantly surprised at this new document. It includes specific expectations for all grades (not just grades 3, 6, and 9 as in the Common Curriculum), and for all subjects.
For instance, one of the expectations in Geography, (included in "Social Studies"), is "Developing Inquiry/Research and Communication Skills". A specific goal for a student at the end of grade 7 is to "locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet)"
There are several issues here. First, the goal is no longer just to learn facts ("list three major industries of the province of Quebec"), but to learn how to find the facts. Of course, good teachers have always known that a vital part of their job is teaching children how to learn. This is now recognized in the formal curriculum.
Secondly, there is a need for judgement: how to distinguish fact from opinion, and primary from secondary sources. If the purpose of education is to prepare for life, one of the most important skills we can give our children is the ability to not just find information, but to weed out the irrelevant, make value judgements on the source, and finally to make "an informed decision". In a world overwhelmed by data, what is information?
Thirdly, there is a wealth of information available. While texts are important, they are no longer the only source available, even for younger students. Even school libraries are no longer sufficient. I would like to point out here that this was a major impetus to the arrival of the internet in this community. Teachers, recognizing that the limited resources available in smaller, rural schools put our students at a disadvantage, were major players in the founding of the community-based "kawartha-net". In particular, we can thank Peter Harris (FFSS) and Barry Boyle (LCVI) for helping to level that playing field.
And finally (at least for this column): even if there's agreement that the curriculum is a step in the right direction, we must recogize it is just a step, and it is up to us to maintain the direction. We still need to teach facts (multiplication tables before calculators, please). We still need text books. And, in particular, we still need local participation - starting (but not ending!) with Parent Advisory Councils.
For the real advantages of having common standards for the entire province, we are taking the real risk of losing local input into the education system. Parents, teachers and all taxpayers have a responsibility to ensure that bright light at the end of the tunnel isn't an oncoming train.