Around the Corner - MGuhlin.net
Hi, Miguel
Maybe I am going nuts, but I don't recall saying anything about Moses. Where was that please?
Thanks
Terry
Terry, thanks for calling me on that. What is the link to that nifty article you just wrote and shared with folks recently? I believe that is where I read it...unfortunately, I lost the link to the article.
Miguel
Miguel,
Excellent post! Magic bullets of any kind are never a subsitute for the hard work of organizing for basic institutional change.
I wrote this long response to your entry and then somehow deleted it. I hate when that happens!
But, to recap...
a quick brainstorm for what I think would raise the standards
1) reestablish the basic skill set and put them in place from the very beginning... including grammar, rhetoric, historical method, computational skills, etc.
2) Create scope and sequence across the grades starting with kindergarten and going up through 12th grade... there is no magic reason for things to be taught at a particular time, but a foundation requires coordination. Students should not experience gaps in their foundation because one teacher chooses to teach a content and another chooses not to.
3) Allow for creativity, but be specific about coverage for each grade Use clear language with very specific expectations such as 7th grade students will be introduced to indirect objects and gerunds. They will read persuasive essays and speeches and will write a persuasive essay or speech. , as opposed to 7th graders will learn to read and write in a variety of forms and will understand that appropriate syntax impacts communication of ideas which means nothing at all.
3. Create internal annual evaluation of scope and sequence instead of test prepping the state test. The state test will take care of itself if a coherent, responsible scope and sequence is in place and is part of accountability for teachers and students.
4. Allow for ability grouping for skill instruction and heterogeneous grouping for horizon lifting. Neither the quest for social justice nor the right to run the race you're capable of should be sacrificed. Every student should spend a part of every day in both ability and heterogeneous groups.
5. Create scope and sequence for direct technology instruction. That doesn't mean that individual teachers may not expand beyond the scope, but by establishing a what and when, we know that students have been exposed. Technology use should be part of foundational learning. In my view, programming should be taught to every student. I personally like ActionScript 3.0 for this purpose from middle school onward because it allows students to have graphic representation of OOP languages and introduces them to structures.
6. Use of technology in the subject areas should be driven by the subject and the objectives. Depending on a variety of factors technology may be related to projects or a part of daily exercise. Use of skills should be embedded in the use of tools. And any tool used should be taught in context of larger instruction that may include design, branding, visual literacy, media literacy, internet safety, research, etc.
anyway... that's what I could think of off the top...
Commenting by HaloScan
