Emily and World Language

Recently,  the elementary schools in my district did away with world-language teachers. Now there is talk about classroom teachers being responsible for this instruction. 

After winter break, it will be mandated that general education classroom teachers teach world-language in the classroom. We are responsible for 30 minutes of instruction a week. It is going to be mandated that K-2 teachers infuse world-language into their social studies curriculum. Teachers in grades 3-5 will be required to use digital software called Middleberry.

In past years my district didn't meet the requirements for world-language in our elementary schools. Therefore, this is the new approach we will be implementing to immerse our students into the world of "other"  cultures, by the means of world-language.

How does your district meet the state standards for world-language?

Christine with a very broad curriculum question

Over the past few weeks, we have been reading the Wiles and Bondi textbook.   We have been introduced to programs and curriculum issues that exist at the elementary, middle, and secondary school levels.  In your opinion, what are the most beneficial programs that you have at your school and do you think these programs are appropriate for the age group that you teach? What do you find to be the biggest issues with regard to the curriculum at your own specific grade level? 

Diana and Choice

In reflecting on last week's discussion around student choice in the classroom as well as

the differences between elementary and middle school curriculum and student experiences,

I wanted to read more about others' thinking around this topic. I looked to Pernille Ripp,

whom I regularly read. She is a middle school teacher, author, speaker, and creator of the

Global Read Aloud. While she is a literacy teacher, her blog often speaks to content areas

outside of hers, as well as philosophies of hers and others. With that said, I came across one of her recent blog posts entitled, Creating Foundational Rights for Students Within

Personalized Instruction. In this post, she speaks to curriculum and student experiences.

She begins the post by asking:

"How do we get everyone on the same page? How do we ensure that what we do is

actually happening in different classrooms with different teachers? How do we ensure

that the very kids we are entrusted with have somewhat similar experiences within our

classrooms all while protecting the art of teaching?"  

She goes on to suggest that curricula should consider student experiences. In fact, she goes

as far as to say that teachers should create student rights together in order to ensure that

student experiences are occurring in every classroom. She claims that these students'

rights should be a living breathing document that shows which experiences every child

should have in every room, no matter the teacher. Teachers should live by it, work by it,

discuss it  and change as needed. One example that she gives about student rights

in the classroom is empowerment. She states:

"If students need…Empowerment –  then we will commit to giving them choice throughout
their time with us.
How: Choice in their independent reading book, choice in their topic of writing when
possible, choice in who they work with, choice in who they share with, choice in how
they work through learning. Space to reflect on their experience, speak up about it, and
shape the teaching that happens."

My question to the class is: Should student experiences be considered and written into

the curriculum and how important is choice when considering student experiences?

Link to Ripp's blog: Pernille Ripp.com - Creating Foundational Rights for Students within Personalized Instruction/