Emily poses a college v. vocational future

The strategic plan in the area of curriculum that my school district has come up with includes the following goals for the 2019-2020 school year: 

Curriculum-

-Instructional practices are in place to teach and measure student achievement of essential 21st century skills, and engage students in learning experiences aligned to an updated curriculum map. 

-All students have opportunities to participate in learning experiences that go beyond the walls of the traditional classroom that are aligned to academic standards and 21st century skills, which allow students to explore, identify and pursue their passions. 

-Grading and reporting practices reflect the academic standards and 21st century skills.

Do you see similar goals/plans of action in your district? If so, do you see them being implemented? Do you think more focus on 21st-century skills is necessary for our students' success? Why do you think my district is trying to enhance this part of the curriculum rather than highlighting literacy or math? 

I am posing this question because during last week's class when we were comparing philosophers we discussed the importance of educating "man" to be a scholar vs. a common man with vocational/technical skills.  Are we fixated on the  "college path?" 

Christine J. and Writing Across the Curriculum. Your Thoughts?

This week  I attended a professional development session on the topic of "writing across the curriculum." We worked in groups in order to come up with ideas as to how best we can incorporate writing specifically into science and math lessons/classrooms within our district.

The question here is truly a curriculum development and a philosophical question.  How do you feel about writing across the curriculum?   Should science and math lessons incorporate writing or should those lessons be devoted solely to learning the information that pertains to that discipline?  Is it necessary for our scientists and mathematicians to develop into outstanding writers or is it enough that they are knowledgeable with regard to their subject matter?   Is too much emphasis being placed on writing in each discipline?

And finally, how do you incorporate writing into your classroom..........in any subject? What helpful strategies do you use or have you used in your classroom(s) to improve writing skills?

Diana's concerns with professional development and curriculum changes

This week’s chapter has my mind spinning. Chapter 4, Large Scale Curriculum Development, by Wiles and Bondi, provides a top down look at curricula at the national, state and district levels. While there were so many take aways, I found myself asking many questions. One questions: who is benefiting most from the CCSS? Is it companies like Pearson who, according to Wiles and Bondi, are profiting from their development of assessments and online teacher training programs? Could it be politicians or wealthy philanthropists who have the means and power to push their own set of beliefs when it comes to education? I am by no means suggesting that there is malintent on the part of any of these participants. Truthfully, I believe that we all want what is best for our children. My questions concern whether or not we are on the right path when it comes to education. 

While I have many questions when it comes to this chapter, and even some concerns, my biggest has to do with teacher preparation and professionalism. To me, the CCSS can be ambiguous and without a proper curriculum and proper training these standards can be lost in translation. Are teachers currently being prepared to properly understand curriculum and the standards? There are so many buzzwords like, "unpacking the standards," "authentic learning," "rigor" etc. But what do these words actually mean? What do they look like in our classrooms? There seems to be constant changes that affect expectations, , best practices and education in general, but I wonder..............what about us, the teachers? It seems like we’re often forgotten when these initiatives are rolled out. It’s like boxes are just being checked when it comes to us and our learning at the national, state and district levels. Should not our professional development opportunities truly address and reflect these curriculum “changes?” In my experience, professional development offered through my district provides zero choice, with little engagement and does not reflect what we are being told to do in our own classrooms? If I want what I believe is relevant professional development, I am finding it on my own terms, using my own time. Keeping curriculum in mind, my question to you is: What should professional development look like? As educators, how can we best prepare ourselves to withstand these changes and continue to do our best for our students?

Molly poses a very poignant question for all educators

On p. 80 of our text, the authors state the following:   

'Among those persons perceiving curriculum development as a dynamic operation, there is a great fear that the gravitational pull of bureaucracy in education has won out. With each consolidation of schools, with each new piece of legislation, with each new regulation, with each standard and test, the school becomes more closed to change, more self-perpetuating, and more product-oriented."

I think this quote is interesting because we are taught as educators to show our own personality, our own philosophy,  and our way of thinking through our teaching.  However,  many times we are told to change our ways and teach our students in a way that prepares them for standardized tests.  A question that this quote brought up for me was: 

How can we do both? 

Dr. Ries and personal philosophy determinations

As you calculated your responses to the items listed in Figure 2A.1 of the text, you were given an idea of where your philosophy preferences lie with regard to school structure, at this point in your career.   What did you find out about your philosophical preferences?    Were you surprised?   Why or why not?  Do you believe that it is necessary for a teacher to have his/her own philosophy with regard to education or is it enough that our administrators have a philosophy toward the structure of the curriculum?  Any thoughts?