Comp Curriclum redesign

Join Teachers.Net

Chatboards

Recent Groups

LA Teachers

MEMBERS

5 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Louisiana Teachers Chatboard

Comp Curriclum redesign

by sasha

Mar 4, 2007

/blockquote>

Are you ready for this one?? DOE is paying people $6,000
each to "redesign" the CC this summer. A friend of mine
is a 3rd grade teacher (always has been). She is being
paid to redesign the 1st grade Comp. Curriculum.

Can't wait to have this new CC forced down my throat.

Comment

(12)

report post

view previous comments

oh yeah /blockquote>

Here is one simple explanation of student-centered vs. teacher-
centered (or teacher-directed) learning. This is from wikipedia, but
you can find similar lists just by googling "student-centered
learning."

Characteristics of Student-centred learning
Students are active participants in their learning <...See More

Mar 19, 2007

report post

Sarah /blockquote>

I was not the sarcastic poster. I agree 100 percent. Pre-K and
K Curriculum should be integrated. That is the biggest
struggles we have had with CC. It is divided up into 5 (with
reading essentials) seperate areas (like upper grades). You
have 4 different "themes" going on at one time. Our little ones
ne...See More

Mar 21, 2007

report post

8th Grade Teacher /blockquote>

I'm not sure who posted the comment about expecting others to help
someone earn their money, but this is what is wrong with
education. We all blame the people who wrote the curriculum for
doing a bad job, yet here is someone ON THE COMMITTTEE asking for
our input and we see as them cutting us out of some cas...See More

Mar 21, 2007

report post

Sarah/LA "the original" /blockquote>

This is the second post I have made to this message and I have not
posted by another name so I am not "oh yeah" or "Sarah". As far as
the PreK curriculum, my biggest problem is that so much information
is crammed into the first few units then by midterm there is little
left to do but review.

In the...See More

Apr 11, 2007

report post

Vincent Miholic While the comparison/contrast list is fairly accurate, a few words of caution, the source misses the mark in substantial ways, to the degree that it is actually misinformational since the writer doesn't fully understand the juxtaposition of differentiation and how it is applied to GLES.

A few indicators of how the argument is errant [my co...See MoreWhile the comparison/contrast list is fairly accurate, a few words of caution, the source misses the mark in substantial ways, to the degree that it is actually misinformational since the writer doesn't fully understand the juxtaposition of differentiation and how it is applied to GLES.

A few indicators of how the argument is errant [my comments are bracketed]

[The following statement appears to be a fairly accurate criticism, but it's really spurious. The benchmarks and GLEs are merely that, learning expectations and objectives, they are not inconsistent with using student centered approaches. If a teacher knows what he or she is doing, any of the standards layed out in the comprehensive curriculum can be approached using student-centered devices. The two, objectives (what) and pedagocial approach (how), are not mututally exclusive or diametrically opposed!]: "And it is ironic that the grade level expectations and comprehensive curriculum are both teacher-centered in that the state has determined in detail the content to be taught and has set parameters regarding how it will be taught, but the state then calls on teachers to do that in a student- centered way."

[On this next argument, agreed, but many will use this as an excuse to not deviate from direct instruction; notice the use of "group" rather than recognition of the individual, so the writer refuses to acknowledge that while some group processes are useful, especially in practice, and that there's little recongnition that each student may demonstrate success, individually, in a variety of ways. "Good" is ambiguous. The effective teacher is able to balance the need for expediency, moving through the material, yet employing individualization as much as possible. The problem is most teachers refuse to engage in this responsibility, arguing they don't have enough time.]: "What the good teacher does is find the best path for the group of students he or she is teaching. The good teacher uses teacher-centered learning when best and student-centered learning when best and realizes that it doesn't have to be either/or."

[This next statement is spurious, exaggerated, and misses the point entirely. Student directed means, very simply in the most literal sense, that students are allowed some choices as to how they may demonstrate performance. There are multiple means to getting at an end. The younger the child, of course, the more guidance in helping a child recognize his or her options is warranted.]: "But it is perilous to presume that young children can direct their own learning and that they don't need a solid structure and a solid foundation before they start making decisions on how and what they will learn.

[This next statement is also a spurious conclusion. In fact, if teachers use different approaches, particularly those that move toward processing information rather than memorizing or regurgitating it, students are more likely to better understand and deeping imprint details for later use. Learning theory is clear on two fronts, we learn by connecting known information to new information and the degree that teachers can tap any particular students life expereinces to connect new information, the better of the student is going to be, and secondly, the more the student deeply processes information, thinks about it, applies it, maniputates it in novel ways, the more the student will retain and comprehend.]: "This is all nonsense in fact when we start with state-driven mandates of what will be taught and how it will be taught and end with state- mandated tests that assess learning. There must be a focus on teacher- directed learning in such an environment."

Lastly,

Now student-centered learning is the new big thing in education. [Linguistically, anyone who uses "thing" in writing instead of a specific noun reveals some amibiguity in thinking. Do you mean pedagogy, research finding, strategy, theory, philosophy, tactic, means, evolution...?]

Sep 21, 2008

report post