Since the state of Michigan has decided to increase "college prep" requirements in the curriculum, what were the expected benefits? I am hearing of schools trying to get math credit for drafting work done in autoshop class. Hmmm. That might be a better idea for those students who are not planning to go to college, so why is the state involved at this level? Is it just a good political sound byte gone bad when implemented?
Another curriculum question: How does a teacher decide how much material to cover in a given course? For a science class, the whole list of state subject learning objectives is clearly out of reach for a two-semester class, but how much is right? I have noticed a couple of large segments of students. One segment is bored because the pace is too slow and another segment seems to be struggling just to keep a positive interest in learning. So far I have not found the ideal middle students. I will look closer for this middle group that is learning and engaged and for whom the pace seems just about right.
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You bring up a really good point. Sometimes we try so hard to make sure everyone is passing the Standards, that all students get grouped together, and the students who grasp concepts easily are bored and held back, and students requiring different learning/presentation styles may not have their needs met and experience difficulties. What are your thoughts on implementing more dual track programs (advanced / regular)?
ReplyDeleteOr, to piggy back off of Kim, what are the skills students should/need to come out of a science/math class with? I know some teachers who have made hard decisions to align with their personal convictions that seemed as aligned as possible with the zillions of state standards we have to cover.
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