精华 2016-2017 高中排名出炉
- 主题发起人 bonjour
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EOM人民代表大会要召开了，估计有很多人要参加。 做了一点大数据的分析，几个结论，供参加的家长参考。
附上Colonel By, Lisgar, John McCrae, Earl of March, A.Y, Jackson 5 年report card对比。
- 比的是谁的Below Standard的比例小， 而不是谁的尖子多。
- EOM这一次是输在了bottom的比例上升了， 10.9%， 上面不差， 甚至是很好， Colonel By在总分领先这么多的情况下数学的全平均才比EOM高0.1， 就是说如果那10.9%的数字如果降到Colonel By的6.7%， 其它的人的平均和Colonel By是相当的，EOM的有一项英文还大大超过了Colonel By
-John McCrae在Below Standard比EOM低很多的情况下， 总平均还比EOM低。
-EOM的教学难度比较高， 校内评分偏低，我认为这不是坏事，与其是让学生带着很多水分的成绩在大学被刷下来，还不如在高中段严格要求。
- 提高EOM排名的因素不是在上面top 89.1%的中上成绩学生如何提高或降低难度，或加分之类，而是采取措施把下面的10%的学生提上来。
附上Colonel By, Lisgar, John McCrae, Earl of March, A.Y, Jackson 5 年report card对比。
- 比的是谁的Below Standard的比例小， 而不是谁的尖子多。
- EOM这一次是输在了bottom的比例上升了， 10.9%， 上面不差， 甚至是很好， Colonel By在总分领先这么多的情况下数学的全平均才比EOM高0.1， 就是说如果那10.9%的数字如果降到Colonel By的6.7%， 其它的人的平均和Colonel By是相当的，EOM的有一项英文还大大超过了Colonel By
-John McCrae在Below Standard比EOM低很多的情况下， 总平均还比EOM低。
-EOM的教学难度比较高， 校内评分偏低，我认为这不是坏事，与其是让学生带着很多水分的成绩在大学被刷下来，还不如在高中段严格要求。
- 提高EOM排名的因素不是在上面top 89.1%的中上成绩学生如何提高或降低难度，或加分之类，而是采取措施把下面的10%的学生提上来。
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wangmayou
@$%%^&@#%!@#$#$^^#$％……＃￥％@#$%￥％……＃￥@#$@#$%@#$%@#＃￥
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关于这个applied math, 我感觉拉后腿的不全是学applied math.
too techinical...you need to present by yourself。。
这回拉后腿的其实是学applied math的。。
记得当年选科目的时候, 校方就明确表示, 学校的大门给有各种兴趣的孩子敞开的, 很多孩子如果以后不走理工类的, 就可以选applied math. 从fraser institute看, 很明显把applied math.和academic math分别列出, 应该有独立的评判标准. 我昨天查了一下, 没确认这权重之类的数据, 看EOM applied math这次其实还提高了. 所以我认为如果一个学校学applied math的人多了,不一定是拉后腿的, 而是在同类别中的相对强弱.
我认为存在一个可能是有部分孩子数学比较困难, 家长望子成龙还是把孩子送进academic math, 但孩子跟不上, 学校缺少补习互助机制, 学生各自成群, 落后的孩子这样和其他正常进度和发展水平的academic math孩子距离拉大.
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这真是一个挺不错的学校，虽然中国孩子很少，但排名却很高，唯一遗憾的是没校车。
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你必须亲自到场。。。不到场回头我就砸你的热狗摊
当然期望值也不必太高。。。只是校长非常善于把听众带沟里去。。人多好纠偏。。
申明啊. 我在这大贴中贴的数据和分析, 全部开源(open source), 人民代表和家长只管使用, 不用担心, 没有版权问题.
我估计啊:
-会有愤怒的家长质疑学校的评分低的现象, 作业/项目难度大, 评分严格的事情, 确实是这样, 总成绩由很多组成部分(含很多作业), 如果有一次作业因为旅行, 生病等因素没弄好, 95基本没戏, 其他的要很好才能维持总分90以上. 我认为校方没错. 学校的评分的高低和这次评估落后没关系.
2013年EOM家长会炮轰还见报了.
-会有家长抱怨学校对需要帮助的孩子力度不够 , (不只是现在的bottom 10.9%的)提供的帮助不够. 这确实是个问题) 但是主角是现在EOM的高年级 10/11/12年级的学业优异又希望能锻炼社会能力的孩子. 家长能做的就是接送, 帮助维持公共场所秩序.
最需要帮助的是7/8/9年级的孩子, 这3年承上启下, 1-6年级基本没学啥放羊, 这3年如果落下了, 以后很麻烦.
- 要回避族裔问题, 回避居住区域和房价的问题. (房价的问题, 可意会不可言传, 说出来,就俗了
.)
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这是4年前, 家长和EOM数学辅导的见报的争论, 供EOM 家长参考.
当年的这事, 两点:
- 辅导机制, (当年这3 before me问题目前已经解决), 学生在一周两次可以在课间得到轮值老师和高年级学生的帮助. (但是没有课外时间的辅导)
- 主观类数学题. (现在这问题也基本解决, 没有当年那人说的那问题). 有应用题需要语言描述的, 但不至于喧宾夺主, 取代得出客观性答案)
http://ottawasun.com/2014/01/12/mat...hool/wcm/48d75895-de58-450f-80a3-3bd52c54b956
Math class doesn't add up for parents at Earl of March high school
Ron Corbett
Published:January 12, 2014
Updated:January 12, 2014 9:03 PM EST
Filed Under:
New math can make you cry. New math can make you laugh.
Let’s start with the crying. Here is Shabana Baig, a bio-medical engineer and the mother of Abdullah Baig, a former Earl Of March High School student in Kanata.
“It was the final exam that did it, that made a lot of us snap,” remembers Shabana. “It was one question. That’s all the exam was, one picture of a bridge, and you were supposed to use the math you had learned that term to analyze the bridge.
“The students were left writing. Page after page of writing, hoping they were talking about the things that mattered. There were no equations. There were no formulas.
“This was supposed to be a math test, right? A MATH TEST!”
So frustrated were some parents after seeing that grade-11 math test they set up a committee to examine how math was being taught at Earl of March.
They also held a public meeting for parents and students. (Here is the crying part.)
“I remember loving math class,” says Sabana. “But at this meeting, person after person stood up and said they hated math class. Just hated it.
“At that meeting students cried. Parents cried. It was just incredibly sad, the frustration that was in that room.”
Just how frustrated? Well, the final report by the Earl of March School Council Math Committee ended up being more than 300 pages.
Some of the findings will probably surprise you. Let’s start with Three-Before-Me. (This is the make-you-laugh part.)
Three-Before-Me is a teaching method where a teacher will not answer a question from a student unless the student has first posed the question to three of their classmates.
It is called “inquiry-based learning” and at Earl of March it was rigidly enforced in the math department, to the point of farce on many days.
“I cannot tell you how many times we’d approach a math teacher for help and they’d just say ‘three-before-me’,” says Abdullah Baig, who graduated from Earl of March last year and is now a first-year bio-chemistry student at the University of Ottawa.
“But how does three-before-me help you when NO ONE knows the answer?” continues Baig. “Sometimes you need to be taught how to do something.”
And that’s it. The entire new math debate in that one quote.
In a reaction against teaching by rote — or “killed by the drill” as math tables and basic arithmetic operations were once called — the Ontario government some years ago moved toward inquiry based learning, or “discovery learning” as it is sometimes called.
Inquiry learning means students are encouraged to figure out correct answers on their own, or collaboratively with their peers. It is supposed to encourage “critical thinking.” Under this educational model teachers do not teach so much as they “facilitate” or “guide.”
It is a great, warm-fuzzy theory.
And ever since we’ve been using it math scores in Ontario have been plummeting. Dropping like three stones in an ignorant sea.
“There are some things you just need to know,” argues Shabana. “You shouldn’t have to figure out everything in this world. Surely there is a place for knowledge. And surely one of those places is a math class.”
For what it’s worth, the War-and-Peace math critique by the parents at Earl of March was accepted by the school, and some changes were made this year.
The school board is also aware of the math debate raging in Kanata and other parts of the city.
“Math instruction is our area of greatest concern,” says Pino Buffone, superintendent of curriculum for the Ottawa-Carleton District School Board. “But the answer is not a return to the old days of rote instruction.
“What is needed is the right balance between problem solving skills and operational skills. That is our goal. We are hearing the message from parents and others, and that has always been our goal.”
Operational skills, by the way, are times tables and long division, the carrying and borrowing of numbers. Your old-school math instruction.
Buffone won’t say whether the proper balance is there right now. But the whole affair might remind you of a famous new-math joke (a limited comedic genre, granted, but still fun on occasion.)
The problem with inquiry learning is that students have figured out four plus five is the same thing as five plus four. What they haven’t learned yet is that four plus five equals nine.
Good luck out there.
当年的这事, 两点:
- 辅导机制, (当年这3 before me问题目前已经解决), 学生在一周两次可以在课间得到轮值老师和高年级学生的帮助. (但是没有课外时间的辅导)
- 主观类数学题. (现在这问题也基本解决, 没有当年那人说的那问题). 有应用题需要语言描述的, 但不至于喧宾夺主, 取代得出客观性答案)
http://ottawasun.com/2014/01/12/mat...hool/wcm/48d75895-de58-450f-80a3-3bd52c54b956
Math class doesn't add up for parents at Earl of March high school
Ron Corbett
Published:January 12, 2014
Updated:January 12, 2014 9:03 PM EST
Filed Under:
New math can make you cry. New math can make you laugh.
Let’s start with the crying. Here is Shabana Baig, a bio-medical engineer and the mother of Abdullah Baig, a former Earl Of March High School student in Kanata.
“It was the final exam that did it, that made a lot of us snap,” remembers Shabana. “It was one question. That’s all the exam was, one picture of a bridge, and you were supposed to use the math you had learned that term to analyze the bridge.
“The students were left writing. Page after page of writing, hoping they were talking about the things that mattered. There were no equations. There were no formulas.
“This was supposed to be a math test, right? A MATH TEST!”
So frustrated were some parents after seeing that grade-11 math test they set up a committee to examine how math was being taught at Earl of March.
They also held a public meeting for parents and students. (Here is the crying part.)
“I remember loving math class,” says Sabana. “But at this meeting, person after person stood up and said they hated math class. Just hated it.
“At that meeting students cried. Parents cried. It was just incredibly sad, the frustration that was in that room.”
Just how frustrated? Well, the final report by the Earl of March School Council Math Committee ended up being more than 300 pages.
Some of the findings will probably surprise you. Let’s start with Three-Before-Me. (This is the make-you-laugh part.)
Three-Before-Me is a teaching method where a teacher will not answer a question from a student unless the student has first posed the question to three of their classmates.
It is called “inquiry-based learning” and at Earl of March it was rigidly enforced in the math department, to the point of farce on many days.
“I cannot tell you how many times we’d approach a math teacher for help and they’d just say ‘three-before-me’,” says Abdullah Baig, who graduated from Earl of March last year and is now a first-year bio-chemistry student at the University of Ottawa.
“But how does three-before-me help you when NO ONE knows the answer?” continues Baig. “Sometimes you need to be taught how to do something.”
And that’s it. The entire new math debate in that one quote.
In a reaction against teaching by rote — or “killed by the drill” as math tables and basic arithmetic operations were once called — the Ontario government some years ago moved toward inquiry based learning, or “discovery learning” as it is sometimes called.
Inquiry learning means students are encouraged to figure out correct answers on their own, or collaboratively with their peers. It is supposed to encourage “critical thinking.” Under this educational model teachers do not teach so much as they “facilitate” or “guide.”
It is a great, warm-fuzzy theory.
And ever since we’ve been using it math scores in Ontario have been plummeting. Dropping like three stones in an ignorant sea.
“There are some things you just need to know,” argues Shabana. “You shouldn’t have to figure out everything in this world. Surely there is a place for knowledge. And surely one of those places is a math class.”
For what it’s worth, the War-and-Peace math critique by the parents at Earl of March was accepted by the school, and some changes were made this year.
The school board is also aware of the math debate raging in Kanata and other parts of the city.
“Math instruction is our area of greatest concern,” says Pino Buffone, superintendent of curriculum for the Ottawa-Carleton District School Board. “But the answer is not a return to the old days of rote instruction.
“What is needed is the right balance between problem solving skills and operational skills. That is our goal. We are hearing the message from parents and others, and that has always been our goal.”
Operational skills, by the way, are times tables and long division, the carrying and borrowing of numbers. Your old-school math instruction.
Buffone won’t say whether the proper balance is there right now. But the whole affair might remind you of a famous new-math joke (a limited comedic genre, granted, but still fun on occasion.)
The problem with inquiry learning is that students have figured out four plus five is the same thing as five plus four. What they haven’t learned yet is that four plus five equals nine.
Good luck out there.
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你确信不是追打。。追着打啊据说EOM家长微信群中大家已经定位哪一位是你这位瑞基热狗了，准备成立热狗党追捧你
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单就这个排名来说，哪里有那么复杂，哪还需要那么多分析，考试是统一的考试，题目都一样，统考成绩，和学校平时打分松紧没什么关系，CB排高的原因就是尖子生比例比较大把总体分拉上去了，象bell high那样的学校有gf班排名还不是那么出色，就是因为落后生相对多了点，拖了后腿。中印孩子多的学校没有什么gp，ib但排名出色，说明学生整体水平都不错，没有太多特拔尖的孩子但拉后腿的也少孩子整体水平都可以。排名还是比较客观地反映了生源情况的，和学校本身怎么评分怎么教学没多大关系
applied班就是差生不爱学习的孩子集中的地方，就是拖后腿的，能有几个是特殊人才但不喜欢数学的在那班里? 安省的academic标准都过不了（政府的标准就是个扫盲标准远不是成龙成凤的标准），除非是偏科的天才或者级少数特殊人才，否则，applied那班里的还就是差生多的地方, 其它功课也好不到哪去。
学校教学／打分难度大小给分松紧，对孩子申请大学有一定影响，和排名没多大关系，没那么复杂
applied班就是差生不爱学习的孩子集中的地方，就是拖后腿的，能有几个是特殊人才但不喜欢数学的在那班里? 安省的academic标准都过不了（政府的标准就是个扫盲标准远不是成龙成凤的标准），除非是偏科的天才或者级少数特殊人才，否则，applied那班里的还就是差生多的地方, 其它功课也好不到哪去。
学校教学／打分难度大小给分松紧，对孩子申请大学有一定影响，和排名没多大关系，没那么复杂
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