[etni] HOTS: a meeting with the Director General onthe modules D & F
- From: ELEANOR ZWEBNER <eleanorz541@xxxxxxxxxxx>
- To: <etni@xxxxxxxxxxxxx>, FreeLists Mailing List Manager <ecartis@xxxxxxxxxxxxx>
- Date: Tue, 16 Feb 2010 16:11:40 +0000
Re Meeting between the Irgun, the Mankal and the Inspector.
Projects + HOTS
To fellow ETNIers and the many, many, many teachers and coordinators who have
been writing us and protesting the implementation of HOTS in Modules F and D.
A meeting was scheduled between Dr, Shoshani, Dr. Judy Steiner and Ran Erez and
Nurit Valenci of the Irgun. Since we (myself, Tessa and Ditza) were the
signatories to the letters of protest, Nurit Valency asked us to represent our
claims. Please recall, that Ditza had already participated in a similar
meeting in November.
The meeting was held on Monday, Feb 8 in the Director General's Jerusalem
office. Ran Erez and Nurit Valency represented the Irgun. We were there
together with another anti-HOTS English teacher from Ironi Tet in Tel Aviv ? I
am ashamed that I have forgotten her name -- very very sorry --. In addition
to Dr. Shoshani, there were other representatives of the Ministry hierarchy:
Dr. Zvi Zameret, the new chairman of the Pedagogic Secretariat, Dalia Fenig
(acting chair of the Pedagogic Secretariat, who sat in the last meeting ) and
others. Dr. Judy Steiner of course was there and representing the "pro-side "
of the HOTS debate were 4 teachers, teacher trainers, counselors, heads of the
courses.
Attached is our lengthy "position paper " which reiterates the main problems
as we see them:
1) we feel the program should be introduced into the elementary schools in L1,
not in Literature in EFL in high school ? including our research on the
subject;
2) we think the literature program is generally unsuitable for today's 4
pointers;
3) an internal log grade should NOT become a final BAGRUT test grade;
4) the literature is being subordinated to the skills and not vice-versa;
5) the program is outrageously time consuming. We also had an appendix of
about 25 letters from teachers who had done the course. Some refused to
implement the program on the basis of the course; some are implementing the
program and either didn't like it or found it much too time consuming or both.
We compared the protest against HOTS to the protest against the projects:
despite the Irgun's sanctions, most teachers are complying out of a sense of
responsibility and fear for their students' grades. However, the vast majority
of teachers are absolutely refusing to do HOTS .
Of course, the "pro" faction had a stack of similar letters supporting the
program. Their main argument was that as we had not taken the course, we
really didn't know what we were talking about. We disagreed. We are
experienced teachers. We have studied the written material thoroughly and
understand what it is about. We have also spoken to many teachers who had
taken the course and had tried ideas out in their classes and consequently
oppose the program. I myself had started the course but after 2 very
disappointing sessions, left it. Two of my experienced teachers stayed
throughout and they hated the course and refused to implement the program AND
THEY LOVE TEACHING LITERATURE.
We presented verbally the ideas written in the attached letter. I hope we were
convincing. Dr. Shoshani asked us if we had any suggestions we said:
(they are in the letter) 1) Continue the program as a pilot or an option
until all the problems are worked out; 2) Come up with better solutions for
the 4 pointers
3) A literature exam should be based on core literature plus teacher's choice
as in Hebrew and the answers can be open to many interpretations 5) An internal
grade should not replace an external grade. 6) HOTS should be done in the
native language in the elementary levels. Metacognition should not begin in
high school and should not be tested in literature.
Dr. Shoshani asked if we would be willing to implement the program were we to
receive extra pay. Our answer was NO ? if we get many more hours, we would be
willing to try. We cannot do it under these circumstances. We think that as it
exists today, the program undermines the literature.
This is a summary ? you can see why, since the "position paper" is 5 pages
long.
Dr. Shoshani closed the meeting stating that the issue would be discussed and a
decision would be made at a future meeting with him, Dr. Steiner and their
advisers.
A word about the PROJECTS. Ran Erez brought up the subject several times that
afternoon. He discussed the problem of the Oral Bagrut as well as the problem
of payment for extra work. We did not hear any reply given to the problem of
the Oral bagrut. Dr. Shoshani did not give an answer to Ran Erez on that
issue. To me it seemed conspicuous by its absence, that is, the Director was
ignoring it or did not realize the urgency of the matter. Regarding the
question of more pay for the extra work entailed by the projects: Dr. Shoshani
said it would be looked into and an answer would be given.
We are anxiously waiting to hear if anything was resolved but felt that since
we were there representing so many teachers ? you surely deserved to hear
what transpired. We each felt overwhelmed by the responsibility. We are also
aware that not everyone feels the same about these issues.
To understand more clearly what we said ? read the attached letters. We tried
to be well prepared for the meeting.
Eleanor Zwebner Tessa Shrem Ditza Verter
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