Being a fifth grade teacher that loves science and teaching science, I apprehensively welcomed the fifth grade science End of Grade (EOG) exam. It is my bargaining tool for including more time for science instruction each week. In three years, I have moved from teaching science for 40 minutes every three days to teaching science for 45 minutes every two days. This is an increase of 40 hours of science instruction per year to 67.5 hours of science instruction per year. For comparison purposes, I teach 270 hours of math and 270 hours of reading instruction per year.

Photo by Giovanni Spina

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In the past I have discredited international exams with the same reasons (or perhaps what Baybee would call excuses):
-”other countries only test their brightest”

-”other countries do not include special students”

-”other countries do not have second language learners”

-”other countries teach to the test” are ill informed and wrong” (2007).

Here is why I was wrong…

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I have recently integrated the use of flashcards into my science instruction and I am energized by their effectiveness and simplicity.  In the past I would have balked at using flashcards due to their implicit “drill and kill” stereotype; however, I am finding that they can be a dynamic part of instruction if used thoughtfully.  In reflecting on how I will implement flashcard use next year, I have come to the following conclusions based on my experience thus far:

Photo by Patricia H.

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