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Bill Nye the Science Guy on Common Core

Bill Nye the Science Guy, one of my favorite Teaching Personalities and very popular with kids, looks into Common Core and gives his opinion


If I were king of the forest we would have math in the core curriculum. Science would be in the core curriculum. English in the core curriculum. Elementary science is where you get scientists. Everybody in the space program, everybody who's a doctor got interested in science when he or she was seven or eight years old, before they were ten, not when they were 16 or 18. That's where you spend your money is science education in elementary levels. Now, people are opposed to core curriculum I believe for two reasons. One of them good and the other just not. The first reason, my perception is they are afraid having these core curriculum, these standards, prohibits teachers from having time to do other stuff that they're good at. It takes away from other things that a teacher brings to the party. And by that I mean what is your favorite thing about your favorite teacher? And it's his or her passion. It's his or her like I'm so excited about this I want you to get excited about this when you're a little kid or when you're any student at any level, even if you're a 58-year-old guy going to the Smithsonian to take a course in oceanography for fun. It's the passion of the person presenting it that gets you going. So, by having too many standards that have to be met too rigorously, the concern is, and I understand this, that you'll keep students from having any fun and getting excited about anything.
But the other reason people seem to be, my perception of what people don't like about core curricula is that it forces them to learn standard stuff when they could be teaching their kids things that are inconsistent with what we know about science. I'm talking about people that want to teach creationism instead of biology. And that's just bad. And the excuse or the justification is you don't want the government telling you what to do. We all have to learn the alphabet everybody. I'm sorry, if we're we're going to have a successful society, it's not an arbitrary arrangement of letters, you got to learn it. Sorry. And the same way if you're asking me everybody's got to learn a little bit of physics, chemistry, mathematics and you got to learn some evolution. You got to learn some biology.
I mean the idea is obvious right? You have a certain minimum that everybody's got to meet. What? Everybody's got to learn the alphabet. Everybody's got to learn to read. The U.S. Constitution is written in english so everybody's got to learn to read english. It would be great if you learned some tonal languages, some romance language that would be good, but our laws are written in english. Everybody's got to learn to read english. Everybody's got to learn math. Everybody's got to learn some algebra. Everybody's got to learn some biology including evolution. So what's not to love? But I know there are people opposed to that.
There may be small errors in this transcript.
Perfect, right?
 

Teachers’ Views on the Common Core State Standards One Year Later

  • In 2014, teachers are more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013).
  • Fifty-three percent (53%) of teachers overall have seen a positive impact on their students’ ability to think critically and use reasoning skills due to Common Core implementation. Sixty-eight percent (68%) of teachers who report they are in schools where implementation was fully complete in the 2012–13 school year (or earlier) say the same.
  • Eighty-four percent (84%) of teachers who have experienced more than one year of full implementation say they are enthusiastic about the implementation of the new standards.
  • Fewer teachers overall this year than last say that they are enthusiastic about Common Core implementation (68% in 2014 vs. 73% in 2013); teachers are now also more likely to say implementation is challenging (81% in 2014 vs. 73% in 2013).
  • Teachers identify Common Core–aligned instructional materials (86%), quality professional development (84%), additional planning time (78%) and opportunities to collaborate (78%) as critical to ensure successful implementation.

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