As I read Results Now by Mike Schmoker, I was astonished at the facts that point to teachers doing so little of what is essential in a classroom to further the education of the students that turn to us to gain the knowledge they need to be successful. It is time to put Schmoker's ideas to practice! I am taking on the role of the English supervisor in all of the following changes I'm hoping to implement.
Quote #1 (from Barry's list) “If we leave virtually every instructional choice up to individual teachers who work alone, then inferior practices will dominate in most schools." (Haycook, 2005)
In order to improve the above situation it is essential that teachers create professional learning communities that meet several times a month to collaborate on instructional plans and projects that will be assigned in the classes. I would propose that teachers of the same grade level would meet to ensure that they are all asking the proper essential questions and that they are all requiring similar assessments that are meaningful. Additionally, it is important that the teachers share rubrics and the requirements necessary to attain a certain grade, so that the same work is not scored differently based on the teachers' personal preferences. Also, I would ask them to work in collaboration with history since it would be fantastic to see interdisciplinary lessons. There are many ways to tie English and history together. In teaching certain novels, the history teacher could teach about the historical period, whereas the English teacher could teach about characterization and theme, etc.
Quote #2 "In most cases, neither teachers nor students can articulate what they are supposed to be learning that day. They can describe only the activity or assignment, which is often chosen because it keeps kids occupied. Irrelevant worksheets and activities often predominate." (Schmoker 16)
I can see it now, a parent asking a student what he/she learned that day and the student responding with a shrug of the shoulders. Such a response could be avoided if the teachers' goals would be more concrete. As a supervisor I would expect my teachers to have examined the big picture that they want the students to learn and from there to work backwards with expectations of what the students should learn from the lesson. In turn, the teachers should create assessments that would show that the lessons being taught are ones that will be meaningful and retained for years. It's not just a matter of listing the activities of the day, but the goals that are going to be taught. I would expect the learning objectives to be listed on the board as students walk into class, so they know what it is they will be learning. Of course no lesson would be complete if the teacher did not model what was expected and check for understanding, not only from the few who raise their hands, but also by questioning others at random.
Quote #3 "Even 15 extra minutes of reading per day can lead to three months of additional growth - enough for a considerable amount of students to catch up or exceed grade-level expectations." (Schmoker 97)
As a supervisor, I would look to revise the curriculum and implement a Reading Day. Since statistics show the above to be true - then I would hope the superintendent would approve my curriculum change of allowing one day a week to be simply a day of reading in the English classroom. Of course this wouldn't just be a sit, read, write activity. I would hope that by allowing students to pick their own novels (teacher approved, grade level appropriate) the students would be more interested in reading. I would instruct the teachers to read a book of their choosing as well, so as to model what is expected. In turn, halfway or so through the class, the teachers would call on several students to discuss something meaningful or thought-provoking and even ask other students (that have not discussed their novels that day) to ask questions and have some dialogue between the presenters and their peers. For homework that night students would have to write in a journal reflecting on their reading. The journal would be graded every other week, so the teachers would make sure that they are reflections of higher order thinking, not just summaries of chapters. This might be a difficult thing to get approved by the superintendent since so much needs to be taught during a school year, so obviously there isn't time for reading random novels. But if the statistics show that reading is so crucial, then why not try a method that might encourage reading and promote students to excel?
Saturday, November 8, 2008
Monday, October 27, 2008
Reflection on my UbD Lesson
Creating this lesson took longer than I thought. However, I think it's all a matter of what one gets used to, so I had to switch gears to fill in the UbD template as opposed to how my district requires us to format our lessons.
The biggest difficulty I had was figuring out the overarching and topical questions. My district has us list essential questions, so it wasn't a completely new concept, but now it had to be categorized into overarching and topical. On the other hand, listing the misconceptions was new for me and a definite challenge.
As far as whether I liked the format - my answer would have to be yes, with one exception. I was confused as to why we would list one specific task under the "Performance Task Description" and our other assignments would go under "Other Evidence". That part leaves me a bit puzzled.
The biggest difficulty I had was figuring out the overarching and topical questions. My district has us list essential questions, so it wasn't a completely new concept, but now it had to be categorized into overarching and topical. On the other hand, listing the misconceptions was new for me and a definite challenge.
As far as whether I liked the format - my answer would have to be yes, with one exception. I was confused as to why we would list one specific task under the "Performance Task Description" and our other assignments would go under "Other Evidence". That part leaves me a bit puzzled.
UbD Lesson - Antigone
Title of Lesson: Antigone
Grade Level: High School – English 2 Honors
Curriculum Area: Language Arts
Time Frame: Three weeks
Developed By: Maria Debowska
Identify Desired Results (Stage 1)
Content Standards
LAL 3.1. Reading – D, E, F, F, G, and H
LAL 3.2 Writing – A, B, C, and D
LAL 3.3 Speaking – A, B, C, and D
LAL 3.4 Listening – A and B
Understandings
Assessment Evidence (Stage 2)
Performance Task Description
Goal
You are a reporter that must write an article about the tragic hero; hence you must research and decide who you think it is. Is it Antigone or Creon? Also, you will have to sell your editor on your viewpoint before you write the article. On the other hand, another reporter feels the opposite as you, so a debate will occur.
Role
You will have to convince the opposing side why your choice of tragic hero is correct?
Audience
An editor (the teacher) and all members of the classroom.
Situation
You will be placed on a panel to debate who is the tragic hero in Antigone.
Product/Performance
Product – Notes listing the evidence or quoted phrases and/or passages depicting why your chosen character is the tragic hero or heroine?
Performance – A structured debate held in class.
Standards
LAL 3.2.D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary merit, and produce an interpretation of overall effectiveness.
LAL 3.3.B.7 Participate actively in panel discussions, symposiums, and/or business meeting formats.
Other Evidence
1. Presentation / Handout - Work in teams to research material on the origin of tragedy, the structure of the Greek theater, actors and acting, the chorus, and theatrical conventions. Teams will present research to the class. Each team must create a handout for the class.
2. Journal Writing - Read the play in class. Discuss daily readings and write in a journal if time permits, if not then do it for homework.
3. Letter - View one scene of the movie Antigone. Write a letter to Sophocles discussing your reaction to the masks worn by the actors.
4. Newspaper Article - Imagine that you are Ismene, desperately in need of advice about your sister Antigone. Write a letter to the “Personal Problem” page of the Thebes Gazette. Tell your story without giving away who you are or revealing the names and positions of the other characters.
5. Characer Sketch - Write a character sketch of each personality in the play based on quotations by that character or about that character.
6. Essay - “The tyrant dies and his rule ends, the martyr dies and his rule begins.” (Kierkegaard) Write an essay discussing this quotation in relation to Antigone.
7. Discussion - “Civil disobedience is wrong.” In a class discussion, argue that validity of this statement. Remember to use logic and reason, not emotions.
8. Quizzes - Three quizzes on plot detaisl during the course of the reading of the play.
9. Test - A unit test after the play has been completely read.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Several questions in relation to the themes of this play will be asked of the students and later discussed after they have had time to think about them. Each student will be involved in the class discussion.
How will you hook students at the beginning of the unit?
Before beginning the reading of Antigone, I will tell the story of Oedipus (which they must know in order to understand Antigone). With that said, by bringing up students and having the pretend they are the major characters and their relationship to each other will get them intrigued in the storyline. After all, how often do we hear about a son killing his father, marrying his mother, and having four children together?
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
The class will tackle big questions about loyalty, betrayal, pride, and values. They will be equipped to answer these questions as they evaluate the actions of the characters and compare and contrast them to other individuals in society with similar characteristics, after we explore and discuss several examples as a class.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
After the debate will be the best time to reflect and rethink because they will have heard examples of Antigone and Creon’s actions which of course had consequences. As with any good debate, some individuals will possibly be stirred in joining the opposing side’s viewpoint. Whether or not their viewpoint will be changed – it certainly will allow for them to process the different opinions and therefore reflect.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
As the play is read daily, the students will have to keep a journal exhibiting their thoughts about that day’s reading. The entries will be reflections of their growing knowledge or questions they may have that they should ask the next day, before we continue reading.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
There will be many varied assignments to meet the needs of all the students, so it’s not all about discussing or writing or presenting. But instead, it’ll be a little of everything, so that each student’s style of learning will be addressed.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
Since the play will be read daily, I can pace the class in such a way that no one feels overwhelmed or lost in the play – all episodes and odes will be discussed. Also, each student will get a chance to read, so they feel part of the action. All assignments will be given during the appropriate times. For example, an introduction to the Greek theater has to be given at the beginning, so they can visual how the play would be performed, whereas the debate will be last, so that by then the students will have read the entire play and can make up their own minds, after evaluating all the evidence, who they feel is the tragic hero or heroine.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Grade Level: High School – English 2 Honors
Curriculum Area: Language Arts
Time Frame: Three weeks
Developed By: Maria Debowska
Identify Desired Results (Stage 1)
Content Standards
LAL 3.1. Reading – D, E, F, F, G, and H
LAL 3.2 Writing – A, B, C, and D
LAL 3.3 Speaking – A, B, C, and D
LAL 3.4 Listening – A and B
Understandings
Overarching Understanding
- A human being is a paradox – vulnerable yet great, free yet destined, virtuous yet guilty.
- All choices have consequences, persons need to acknowledge their limitations, the old can learn form the young, and the strong have no right to force their will on the weak.
- We must practice nonviolent civil disobedience to achieve reform of unjust laws.
- The world today has many Antigones and they do make a difference
Related Misconceptions
- We may break laws that we sit unfit.
- You can never get too much of a good thing.
Essential Question(s)
Overarching
- What is a conflict?
- What is a law?
- What is the difference between honor and pride?
- What is a tragic hero?
- What is a tragic flaw?
- What principles, if any, would you stand up for and perhaps die for?
Topical
- Why do all choices have consequences?
- Why is it important to have laws?
- Why did Antigone choose the law of the gods over the law of the land?
- How does Antionge arouse pity and fear in the reader?
Knowledge
Students will know…
- The plot and characters of Antigone.
- The background of Greek theater.
- The interrelationship of episodes and odes.
- The two types of irony: situational and dramatic.
Skills
Students will be able to...
- Identify the themes.
- Define tragedy and its components.
- Discuss the imagery found in the episodes.
- Consider the characters of Antigone and Creoon as tragic hero or heroine.
- Examine the roles of minor characters as foils, parallels, and catalysts.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
You are a reporter that must write an article about the tragic hero; hence you must research and decide who you think it is. Is it Antigone or Creon? Also, you will have to sell your editor on your viewpoint before you write the article. On the other hand, another reporter feels the opposite as you, so a debate will occur.
Role
You will have to convince the opposing side why your choice of tragic hero is correct?
Audience
An editor (the teacher) and all members of the classroom.
Situation
You will be placed on a panel to debate who is the tragic hero in Antigone.
Product/Performance
Product – Notes listing the evidence or quoted phrases and/or passages depicting why your chosen character is the tragic hero or heroine?
Performance – A structured debate held in class.
Standards
LAL 3.2.D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary merit, and produce an interpretation of overall effectiveness.
LAL 3.3.B.7 Participate actively in panel discussions, symposiums, and/or business meeting formats.
Other Evidence
1. Presentation / Handout - Work in teams to research material on the origin of tragedy, the structure of the Greek theater, actors and acting, the chorus, and theatrical conventions. Teams will present research to the class. Each team must create a handout for the class.
2. Journal Writing - Read the play in class. Discuss daily readings and write in a journal if time permits, if not then do it for homework.
3. Letter - View one scene of the movie Antigone. Write a letter to Sophocles discussing your reaction to the masks worn by the actors.
4. Newspaper Article - Imagine that you are Ismene, desperately in need of advice about your sister Antigone. Write a letter to the “Personal Problem” page of the Thebes Gazette. Tell your story without giving away who you are or revealing the names and positions of the other characters.
5. Characer Sketch - Write a character sketch of each personality in the play based on quotations by that character or about that character.
6. Essay - “The tyrant dies and his rule ends, the martyr dies and his rule begins.” (Kierkegaard) Write an essay discussing this quotation in relation to Antigone.
7. Discussion - “Civil disobedience is wrong.” In a class discussion, argue that validity of this statement. Remember to use logic and reason, not emotions.
8. Quizzes - Three quizzes on plot detaisl during the course of the reading of the play.
9. Test - A unit test after the play has been completely read.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Several questions in relation to the themes of this play will be asked of the students and later discussed after they have had time to think about them. Each student will be involved in the class discussion.
How will you hook students at the beginning of the unit?
Before beginning the reading of Antigone, I will tell the story of Oedipus (which they must know in order to understand Antigone). With that said, by bringing up students and having the pretend they are the major characters and their relationship to each other will get them intrigued in the storyline. After all, how often do we hear about a son killing his father, marrying his mother, and having four children together?
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
The class will tackle big questions about loyalty, betrayal, pride, and values. They will be equipped to answer these questions as they evaluate the actions of the characters and compare and contrast them to other individuals in society with similar characteristics, after we explore and discuss several examples as a class.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
After the debate will be the best time to reflect and rethink because they will have heard examples of Antigone and Creon’s actions which of course had consequences. As with any good debate, some individuals will possibly be stirred in joining the opposing side’s viewpoint. Whether or not their viewpoint will be changed – it certainly will allow for them to process the different opinions and therefore reflect.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
As the play is read daily, the students will have to keep a journal exhibiting their thoughts about that day’s reading. The entries will be reflections of their growing knowledge or questions they may have that they should ask the next day, before we continue reading.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
There will be many varied assignments to meet the needs of all the students, so it’s not all about discussing or writing or presenting. But instead, it’ll be a little of everything, so that each student’s style of learning will be addressed.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
Since the play will be read daily, I can pace the class in such a way that no one feels overwhelmed or lost in the play – all episodes and odes will be discussed. Also, each student will get a chance to read, so they feel part of the action. All assignments will be given during the appropriate times. For example, an introduction to the Greek theater has to be given at the beginning, so they can visual how the play would be performed, whereas the debate will be last, so that by then the students will have read the entire play and can make up their own minds, after evaluating all the evidence, who they feel is the tragic hero or heroine.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Tuesday, October 14, 2008
Wednesday, October 8, 2008
"Did You Know?"
Wow! The "Did You Know?" video truly left me speechless. I found myself staring at the computer making sense of what I just witnessed. This video was very overwhelming and actually a bit scary.
To prepare students for the 21st century means to take initiatives to change our teaching methods to comply more so with technology and to tap into our students' creativity. It is unbelievable that "the top 10 jobs that will be in demand in 2010 didn't exist in 2004." And even more so to think that we are preparing students for jobs that don't YET exist. The bottom line when it comes to technology is that we are advancing every day to the point that "for students starting a four-year technical or college degree, this means half of what they learn their first year of study will be outdated by their third year of study." This is simply amazing!
Based on what really happens in a classroom and the many antiquated teaching methods that educators are using, our students will simply not be ready for the advancements that are occurring on a daily basis. We must take initiatives to enhance the teaching styles we use in order to be more effective. The skills that students need to survive and thrive in this era are ones that offer them versatility since according to the Department of Labor "today's learner will have 10 to 14 jobs by the age of 38". With that said, we need to illicit activities and projects from our students that demonstrate their understanding of the big picture.
For starters, educators need to be lifetime learners, so that we have the proper training to adequately teach our students. We need to move away from the old-fashioned teaching styles such as lecturing, holding question and answer sessions, or worse yet handing out a ditto and having them complete it without any higher level questioning. Instead, we need to be more engaging and we have to be certain our students are actively participating in our classrooms. Undoubtedly, we must also use technology to promote learning, whether it be an individual or group project there must be technology involved. In today's day and age, if a teacher is not using technology he or she is doing a great disservice to his or her students.
Actually, this course (CURR 530) is a perfect concrete example of an action that we are all taking in order to be better teachers. I have never blogged before this class, yet here I am blogging away (and to think by next week I'll create a mash-up movie). Once I return from maternity leave, instead of telling my students to write in a journal, I will have them blog. Last school year I found a program that I had my students use to create newsletters instead of just typing editorials, which allowed them to create a published product. It is initiatives like these that will further our students' education in the right direction. As teachers we must brace the challenge that we are being presented with, so that our students will be successful and our reward great. After all, isn't that why we became educators in the first place?
To prepare students for the 21st century means to take initiatives to change our teaching methods to comply more so with technology and to tap into our students' creativity. It is unbelievable that "the top 10 jobs that will be in demand in 2010 didn't exist in 2004." And even more so to think that we are preparing students for jobs that don't YET exist. The bottom line when it comes to technology is that we are advancing every day to the point that "for students starting a four-year technical or college degree, this means half of what they learn their first year of study will be outdated by their third year of study." This is simply amazing!
Based on what really happens in a classroom and the many antiquated teaching methods that educators are using, our students will simply not be ready for the advancements that are occurring on a daily basis. We must take initiatives to enhance the teaching styles we use in order to be more effective. The skills that students need to survive and thrive in this era are ones that offer them versatility since according to the Department of Labor "today's learner will have 10 to 14 jobs by the age of 38". With that said, we need to illicit activities and projects from our students that demonstrate their understanding of the big picture.
For starters, educators need to be lifetime learners, so that we have the proper training to adequately teach our students. We need to move away from the old-fashioned teaching styles such as lecturing, holding question and answer sessions, or worse yet handing out a ditto and having them complete it without any higher level questioning. Instead, we need to be more engaging and we have to be certain our students are actively participating in our classrooms. Undoubtedly, we must also use technology to promote learning, whether it be an individual or group project there must be technology involved. In today's day and age, if a teacher is not using technology he or she is doing a great disservice to his or her students.
Actually, this course (CURR 530) is a perfect concrete example of an action that we are all taking in order to be better teachers. I have never blogged before this class, yet here I am blogging away (and to think by next week I'll create a mash-up movie). Once I return from maternity leave, instead of telling my students to write in a journal, I will have them blog. Last school year I found a program that I had my students use to create newsletters instead of just typing editorials, which allowed them to create a published product. It is initiatives like these that will further our students' education in the right direction. As teachers we must brace the challenge that we are being presented with, so that our students will be successful and our reward great. After all, isn't that why we became educators in the first place?
Sunday, September 28, 2008
Symphony
I just finished reading Pink's chapter six "Symphony" and now I'm listening to Beethoven as I formulate my thoughts about what I just read. As I listen to the classical pieces I am very aware that it's not just one instrument, it's many coming together and that together is the "big picture." Of course it's essential for a composer to see the big picture or else the orchestra would not produce the end result that we expect of its many members.
As I read and underlined important or interesting facts found in chapter six, I realized how essential Symphony is to many facets of life. There are those that are good at one thing, but it's those of us that see the big picture that will gain more from it. It amazed me how Pink's self-portrait changed once he allowed Symphony to be a part of his life.
It's almost eerie how "specialized knowledge work can quickly become routinized work - and therefore be automated or outsourced away." But, of course if one notices relationships that are unrelated but can work together, that person has an advantage over the rest of us. Additionally, college students double major on account of being more marketable because the world is looking for connections that are unconnected, but can be. So, I guess I never thought about it before, but now that I'm made aware of it Symphony does make sense and in turn, as educators we should try to teach in a way that makes our students see the big picture.
To link Symphony directly to education and what we do on a daily basis, I think means to ask for creativity and novel concepts in the assignments we have students complete. We should require of our students to create projects that make them think on all levels and design work that depicts the big picture and not just a narrow-minded concept. Also, we can work with other colleagues so that our students get exposure to interdisciplinary lessons because that too integrates Symphony.
Getting back to some points I still want to mention dealing with chapter six, I happen to really enjoy Reese's Peanut Butter Cups and I chuckled as I read the bit about the commercial in which two individuals collide and that's how chocolate and peanut butter came to be as a Reese's. So, it's a given that powerful ideas can come from two existing notions, now it's just a matter of uniting them.
This leads me to the next point that resonated in my mind for a while. "The guy who invented the wheel was an idiot. The guy who invented the other three, he was a genius." And isn't that the truth? One wheel will give you a unicycle, but four wheels can give you a car. Obviously the latter is better.
The last point I want to make is to say as a poet at heart, maybe there's hope for me to be a systems thinker - but only when and if I get tired of the teaching profession (lol). How fascinating that Sidney Harman doesn't find it all that valuable t0 hire MBAs, but instead would like some poets as managers because they are the original system thinkers.
Oh, one more thing...I've now stared at the negative space in the picture of the Hershey's kiss and the only thing I can think of is what is found between the "K" and the "I" which is a mini Hershey's kiss - is that the negative space Pink is talking about?
As I read and underlined important or interesting facts found in chapter six, I realized how essential Symphony is to many facets of life. There are those that are good at one thing, but it's those of us that see the big picture that will gain more from it. It amazed me how Pink's self-portrait changed once he allowed Symphony to be a part of his life.
It's almost eerie how "specialized knowledge work can quickly become routinized work - and therefore be automated or outsourced away." But, of course if one notices relationships that are unrelated but can work together, that person has an advantage over the rest of us. Additionally, college students double major on account of being more marketable because the world is looking for connections that are unconnected, but can be. So, I guess I never thought about it before, but now that I'm made aware of it Symphony does make sense and in turn, as educators we should try to teach in a way that makes our students see the big picture.
To link Symphony directly to education and what we do on a daily basis, I think means to ask for creativity and novel concepts in the assignments we have students complete. We should require of our students to create projects that make them think on all levels and design work that depicts the big picture and not just a narrow-minded concept. Also, we can work with other colleagues so that our students get exposure to interdisciplinary lessons because that too integrates Symphony.
Getting back to some points I still want to mention dealing with chapter six, I happen to really enjoy Reese's Peanut Butter Cups and I chuckled as I read the bit about the commercial in which two individuals collide and that's how chocolate and peanut butter came to be as a Reese's. So, it's a given that powerful ideas can come from two existing notions, now it's just a matter of uniting them.
This leads me to the next point that resonated in my mind for a while. "The guy who invented the wheel was an idiot. The guy who invented the other three, he was a genius." And isn't that the truth? One wheel will give you a unicycle, but four wheels can give you a car. Obviously the latter is better.
The last point I want to make is to say as a poet at heart, maybe there's hope for me to be a systems thinker - but only when and if I get tired of the teaching profession (lol). How fascinating that Sidney Harman doesn't find it all that valuable t0 hire MBAs, but instead would like some poets as managers because they are the original system thinkers.
Oh, one more thing...I've now stared at the negative space in the picture of the Hershey's kiss and the only thing I can think of is what is found between the "K" and the "I" which is a mini Hershey's kiss - is that the negative space Pink is talking about?
Tuesday, September 23, 2008
E.D.Hirsch
Dear E.D. Hirsch,
Let me introduce myself. I'm a high school Language Arts teacher and have been for the past ten years. The first time I heard of you was in an Education course while pursuing my Bachelor of Science in Education. Now, ten years later, your name has come up in yet another course I'm taking dealing with Education. And the thing is, I didn't agree with you then and I don't agree with you now.
Yes, I realize you say that curriculum is important and I know no one will argue with that point. However, everything else you insinuate is ridiculous. In your book Cultural Literacy, you argue that the economic equality rests on uniformity of subject matter in schools. You say that poor people are at a disadvantage because they lack baseline content knowledge - however, you make no real recommendations how poverty-stricken communities are supposed to get their students to study. Many of those students go to a job after school or go home to take care of younger siblings, or worse those students are out doing illegal activities; So do you think those students will care about your "cultural literacy'? Do you think those students care about the "dead old white guys"?
Additionally, you harshly criticize "the project method" - you've got to be kidding? That is the best hands-on way that students learn and appreciate the subject matter! For example, in the past I've had students memorize the "Friends, Romans, Countrymen..." speech from Julius Caesar for a grade, and guess what, a week later, they would no longer remember it. However, when I assigned a visual project to be created based on the play, they brought in exceptional work because they said it was fun to do, but among the fun, they learned something that will not be forgotten.
The bottom line is this, as much as you're a big name in the world of Education, I think more people disagree with your opinions, than actually commend you for some innovative philosophy. Your philosophy is anything but novel. Your antiquated, rote memorization as a form of mastering content is not the way to go!
Sincerely,
Maria Debowska
Let me introduce myself. I'm a high school Language Arts teacher and have been for the past ten years. The first time I heard of you was in an Education course while pursuing my Bachelor of Science in Education. Now, ten years later, your name has come up in yet another course I'm taking dealing with Education. And the thing is, I didn't agree with you then and I don't agree with you now.
Yes, I realize you say that curriculum is important and I know no one will argue with that point. However, everything else you insinuate is ridiculous. In your book Cultural Literacy, you argue that the economic equality rests on uniformity of subject matter in schools. You say that poor people are at a disadvantage because they lack baseline content knowledge - however, you make no real recommendations how poverty-stricken communities are supposed to get their students to study. Many of those students go to a job after school or go home to take care of younger siblings, or worse those students are out doing illegal activities; So do you think those students will care about your "cultural literacy'? Do you think those students care about the "dead old white guys"?
Additionally, you harshly criticize "the project method" - you've got to be kidding? That is the best hands-on way that students learn and appreciate the subject matter! For example, in the past I've had students memorize the "Friends, Romans, Countrymen..." speech from Julius Caesar for a grade, and guess what, a week later, they would no longer remember it. However, when I assigned a visual project to be created based on the play, they brought in exceptional work because they said it was fun to do, but among the fun, they learned something that will not be forgotten.
The bottom line is this, as much as you're a big name in the world of Education, I think more people disagree with your opinions, than actually commend you for some innovative philosophy. Your philosophy is anything but novel. Your antiquated, rote memorization as a form of mastering content is not the way to go!
Sincerely,
Maria Debowska
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