Students learning how to sail on the Hudson River; not your typical math class. According to the New York Times, students in New York City are earning math credits through a program that teaches them sailing and the math behind the it. The same class could count instead for a science or physical education credit, depending on what the student needs to meet graduation requirements.
In order to graduate in NYC, a students needs to have earned 44 credit: 8 each in English and social studies, 6 each in science and math, 2 each in foreign language and art, 4 in gym, 1 in health, 7 in electives. What classes they take to earn those credits is largely up to the individual schools, as long as the classes have the required class hours logged and evidence of student work and progress.
Outside organizations, like the one that teaches sailing, are aligning themselves to the state curriculum and offering their programs as a way for students to earn credits toward graduation. The Y.M.C.A. fitness programs, with staff members logging student hours, can be counted for a physical education credit. United Way sponsors a program where community organizations hire teachers and offer classes at school that vary from film and video production to living environments. Internships are also popular. Each school decides how these alternative programs and classes count as credits toward graduation.
While it is refreshing to hear about classes that have students working and applying learning concepts to real life situations, such as the sailing class, it makes me wonder how this fits into a standardized system. Each school decides how to award credits for these alternative options. There is not much oversight of the school's decisions. How can we be sure students are being offered comparable classes when there is so much variety? Do these kind of classes shrug off the graduation requirement formula? Which is worth more, standardized education or variety of classes to meet different student needs?
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Lucia-
I think that your post brought up so many great points. It was interesting to read about this idea of alternative classes. If that’s not differentiation for different learning styles then I’m not sure what is. On one end of the spectrum, I can definitely see the benefits of these alternative classes. We know from our teaching experience so far that our students learn in so many different ways. What works for some will definitely not work for all. It seems as if New York City has developed a way to reach all types of learners, especially ones that learn through those hands on and tactile experiences. This type of experiential learning might just be what some students need to really “get” fundamental concepts in areas such as math. But it’s all too easy to see the other side of the argument. Like you said, there isn’t much oversight on how credits are awarded, leaving it up to the school to make these big decisions. How do we make sure that these schools are holding students to the highest of standards? The article basically alludes to the fact that we can’t, which is worrisome. It seems as if the schools are simply trying to get students out of overcrowded and underfunded public schools. So are we really giving them hands on learning experiences, or are we just trying to deal with a lack of teachers and resources in our schools? I would hope for the best, in that we are really trying to provide out students with an education that is tailored to their needs and learning styles. But while the Hudson River Community Sailing program seems to really have its act together, what about the rest of the organizations involved?
I’m also thinking about what something like this would look like in Baltimore City. I feel as if so many of our students would benefit from these hands on experiences. I teach at a neighborhood elementary/middle school, so may experience is definitely limited, but I know that my students RARELY make it out of Brooklyn. Programs such as the one described in the article, if done properly, would make such a difference to these students. It takes students out of their home environment and exposes them to new and exciting experiences, right here in their own backyard. I would be interested to see if classes such as these alternative programs ever find a place in Baltimore City.
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