\doc\web\98\03\timss1.txt Date sent: Thu, 26 Feb 1998 18:13:07 -0500 To: joaneb001@aol.com From: JSOOD@aol.com (by way of Fred Battey ) Subject: Wm. Schmidt of TIMSS The release of the 12th grade TIMSS results gives Wm. Schmidt another chance to get on his soapbox. I see him widely quoted in press. His conclusions were constantly quoted by new-new mathers (Judy Codding et al) on the CA Math standards commission this summer: poor math performance is because of too many topics, too thick textbooks, parents who want ability grouping/tracking. He will coming to Berkeley 3/16 to talk of TIMSS results. He forwards a flyer: What Have We Learned From TIMSS? What Can We Do? At the District/School Level: --Involve administrators, teachers and parents in discussions of the TIMSS results. --Reduce the number of District math standards to an essential few per grade level. (Note: I just love that one. It makes me feel certain my daughters will receive a "world class education" when they reduce standards to a few.) --Increase staff development and focus it on only one or two standards per year. --Continue implementation of newly adopted curricula (Note: that means Mathland, here); materials that emphasize "units of study" over short lessons are moving in the right direction. At the Classroom/Teacher Level" --Focus curriculum; choose successive units and/or lessons that relate to the same concept. --Help students make connections by linking adopted curricula, "enrichment". problem solving and assessment. --Find frequent opportunities for students to apply skills in the context of doing problems and investigations. --Avoid frequent changes in instructional methods during a math period. "Polish" your lessons and discuss them with other teachers. LESS IS MORE! My note: Right, Mr. Schmidt, more dumbed down! By the way, another TIMSS researcher, Harold Stevenson, was on the opposite side of the CA math standards--for the CA Board's version, not the Commission's. Susan O'Donnell