Cursive handwriting is useless, but politicians want students to learn it anyway

For many students, cursive is already a thing of the past.

State legislatures across the country are springing to the defense of a skill that most adults rarely use: cursive handwriting.

In the past few years, states as politically diverse as Tennessee, North Carolina, California, Georgia, Idaho, and Massachusetts have passed bills requiring schools to teach students to write in cursive. The Kansas Board of Education reaffirmed in 2013 that students should learn to write cursive. And similar bills have been proposed in Indiana, South Carolina, Arkansas, and other states.
These defenders of cursive writing say they're spurred into action by the Common Core — new standards for what students should know and be able to do in language arts and math. The Common Core doesn't require students to learn to write cursive.
But the Common Core really just reflects a longstanding trend: cursive handwriting has been on its way out for two generations, long before texting became the preferred way for young people to communicate. The search for a simpler way to teach children to write goes back a century. The slow death of cursive is just the latest version.



 SOURCE
 

Is Handwriting STILL Important in the 21st Century?

Jotting down a shopping list, writing a birthday card, taking down a phone message, completing a form at the bank ….handwriting is part of our daily lives. It is on show to others and may be used to make judgments about us.
Writing has a very long history. It began as simple pictographs drawn on a rock, which were then combined to represent ideas and developed into more abstract symbols. Just like our writing today, early symbols were used to store information and communicate it to others.
In recent years, modern technology has dramatically changed the way we communicate through writing. However, despite the increased use of computers for writing, the skill of handwriting remains important in education, employment and in everyday life.



Time devoted to the teaching and learning of letter formation in the early years will pay off. Legible writing that can be produced comfortably, at speed and with little conscious effort allows a child to attend to the higher-level aspects of writing composition and content. This is important when assessments are based on written work, particularly in time-limited written examinations, which remain as a major form of assessment for many formal qualifications. Without fast and legible handwriting, students may miss out on learning opportunities and under-achieve academically.




Beyond formal education, most employment situations will involve at least some handwriting and any require the communication of critical information (e.g. medical notes, prescriptions).
Thus, handwriting with pen and paper still has an important role from early childhood through our adult lives, But more and more, people are shifting from paper to electronic modes of communication. Interestingly though, many personal computers now have handwriting recognition capability so that handwriting as means of interacting with computers is becoming more pervasive. It seems, therefore, that even in this modern age, handwriting remains an important skill for communication.

Why handwriting? A personal view

Oscar, who is studying for his A levels, had had problems with legibility of handwriting for some years. He has been given permission to use the keyboard to write his exams. However, for him this does not solve all his problems (see below), although it may make his scripts easier for the examiners to read.














"The process of handwriting promotes clear thought and natural structure. Being so close to the page means that translation of thought has less opportunity for deviation.
When typing I find I compulsively re-read my work on the screen and the ability to edit is sometimes paralysing, Although computer work can allow for more complex structure, it is often too complex and has many complications for timed conditions."
Oscar Aged 17 years

SOURCE

Staying connected to Your Child's School.

In today’s busy world, staying connected to your child’s teacher and school isn’t always an easy task. American and Canadian research has shown that the children of parents who become actively involved in their children’s education tend to do well in school. Studies have shown, for example, that increased parental involvement can boost achievement levels, make children more responsible learners, help them earn more credits in high school, ensure that they experience fewer discipline problems and improve their attendance. Clearly, building a relationship with your child’s school is a worthwhile activity.

Building a relationship between home and school requires an effort on the part of both parents and teachers. However, parents who take the time to establish this relationship will find that they have more input into their child’s education. Such a relationship will also give parents and teachers a better understanding of the pressures that the other party faces and provide each with a chance to articulate concerns and discuss responsibilities.


A child’s success in school is a shared responsibility. For that reason, communication between the home and the school is always a two-way endeavour. Today’s schools use a variety of tools—websites, newsletters, progress reports, e-mail and conferences—to engage parents and facilitate communication. Parents need to remember, however, that these tools, though extremely useful, are no substitute for actively participating in their child’s school by serving on the parent council, accompanying students on field trips, helping out in the classroom and volunteering on sports days. Share your time and experience where you can. A little goes a long way, and both your child and your child’s teacher will appreciate your efforts.


Here are some strategies and tips for communicating effectively:

1. Connect early: Rather than waiting for problems to arise, contact your child’s teacher early in the school year, introduce yourself and have a general discussion.
2. Volunteer: If your schedule permits, offer to help out in the school. Teachers will appreciate your support, and you will have a chance to see how your child and his or her teacher interact.
3. Visit the school: Many schools welcome parents on an informal basis. Find out if such visits are an acceptable practice at your child’s school.
4. Use technology: Take advantage of e-mail, websites, online tracking and monitoring programs, and the phone to stay in touch with your child’s school. Remember, however, that there is no substitute for face-to-face communication.
5. Communicate often: The frequency of your contact with the school will depend on your child’s situation. If you have serious concerns, weekly communication may be necessary.
6. Be positive: Both parents and teachers should communicate positive events and accomplishments to one another. This type of dialogue can do much to boost a child’s self-esteem.

Taking the time and effort to communicate with your child’s school in a variety of contexts and settings will help you to build a relationship with your child’s teacher and give you a chance to participate in your child’s education.
Visit the following websites for more information on school involvement:

• Communities and Schools Promoting: This gateway resource contains valuable information on the role that coordinated school-based and school-linked programs play in promoting the health, academic achievement and social development of students.
• Parents as Partners: This site contains describes best practices for facilitating parent involvement in schools, offers resources for parents and teachers, and provides a forum to help parents become engaged in their child’s school.

SOUCE: www.teacher.ab.ca

21st Century Learning

In the midst of the rapidly changing educational paradigms, teachers are continuously required to actualize their teaching pedagogy in such a way that it melts in with ethos of the new era. Teaching in the 21st century has its own idiosyncrasies that are, to a far extent, different from the ones that shaped instruction in the previous centuries.We are now living in a conceptual age that demands a host of new and complex thinking and cognitive skills and as such teaching priorities have to adjust to accommodate and foster these new demands.



Our students are no longer passive containers waiting for  their teachers to fill them in with teachable content.They have become active agents who can seek and access information and knowledge through different venues.They are equipped with the power of networks and can in a matter of few clicks crowdsource a topic and come up with all kinds of ideas.


Of course, the requirements for teaching in a conceptual age way transcend traditional ways of instruction. According to ISTE visual below, these requirements perfectly fit in within a blended learning space that makes use of both face to face and online teaching. There are different models of blended learning and here are some of them taken from ISTE visual:
Online
Instruction occurs via an online platform, with periodic face-to-face meetings.
 
Face to Face
Teacher offers primarily face-to face instruction, supplemented with technology in the classroom or computer lab.
 
Rotation
Students rotate between self-paced online learning and face-to-face instruction. Schedules are fixed  but flexible.
 
Flex
Most instruction is delivered online, with teachers providing as-needed support in small group settings.
 
Online Lab
Instruction takes place in a brick and mortar lab, delivered by an online teacher and supervised onsite by paraprofessionals.
Self-blend
Students take online courses to supplement their traditional school's face-to-face course catalog.

 
 SOURCE- www.iste.org