Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eAN3BR929585; Wed, 22 Nov 2000 22:11:28 -0500 (EST) Date: Wed, 22 Nov 2000 22:11:28 -0500 (EST) Message-Id: <B28BD16DA07FD4119BF80030482121780EAD13@aguirre04.aiweb.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Heide Wrigley <hwrigley@aiweb.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5319] is curriculum the answer? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2650.21) Status: O Content-Length: 5502 Lines: 108 This is the dilemma, of course. How to wed the "art of teaching" to the science of teaching in ways that does not constrain the creative teachers who will spin a straw curriculum into gold while providing sufficient support and ideas for teachers who want to do a decent job but aren't quite there yet. Both Susan and Loren make it clear that it is really the actual nature of the learning experience that makes a difference (which may differ from student to student) and neither adherence to a particular curriculum nor belief in a particular approach are likely to make a difference, unless all the other pieces are in place (responsiveness to students' interests and needs; an atmosphere that makes learning possible; opportunities to create, take risks; think, be challenged; a clear focus or some kind of roadmap of where we are going and why; support for when we are struggling; challenges when we are not). I think giving teachers the opportunity to think through how these learning opportunities can be developed and involving them in creating a dynamic curriculum that reflects what counts in teaching and learning is a good way to go. To vastly oversimplify, I've seen two kinds of "good" programs: those where one or two teachers are the stars who involve students in projects and activities that knock your socks off; however, very little of their creativity is seen in the rest of the staff (though they may all be good teachers; some better than others). In the other type of "good" program, there is a director/chair/principal who acts as a guiding light to staff, teachers, and learners and who sends the message that "ours will be the best darn program that anyone has ever seen, and we will all work toward that goal". This person then walks the talk, finds resources for teachers to work together, offers opportunity for them to stay excited by providing access to new ideas, prods and challenges, but ultimately stays out of the way as a vision, an approach and a curriculum of sorts take shape. For these programs then the curriculum is the end goal (where the process counts as much, if not more as the product), not necessarily the starting point. These also tend to be the programs where students are involved in projects that help create the curriculum (not just reflect it); where students interview each other or do surveys with other students to find out what issues or that need to be addressed or what hot topics might be that should be studied. In a small minority of programs, students may be part of an advisory board or come together on a regular basis to discuss (in a language they know) what's working and what's not in the program, and how things may be made better. So that's a bit more than the pieces that Wes (?) had mentioned, though all these certainly help. One more small note in defense of having some sort of curriculum to guide the practice of teachers who are not yet quite as great as they might one day be. Many of the terrific ideas that creative teachers, like Susan Gaer, Loren McGrail, or Susan Finn have shared on this list, never make it into the minds and hands of other practitioners. And I know many a teacher who feels overwhelmed by the many great teaching ideas that are out there. But they don't know where to start or how to create learning experiences that build on each other and lead to somewhere. It may never have occurred to them to invite learners to teach each other or use overheads to illustrate a story or a word or to use pictures as a way to handle multi-level classrooms, or have students write The Weekly News (one of Janet Isserlis' great ideas). And even if they hear about these things, they wouldn't quite know how to set them up or how to keep the ball rolling or how to fit them into the rest of the class. So I'm in favor of a curriculum that both inspires and provides guidance, but one that is created around the "opportunities for learning" that need to exist if teaching is to make a difference for the adults who come to our programs. Whew - Time to brine that turkey Heide Spruck Wrigley -----Original Message----- From: Wesclarksn@aol.com [mailto:Wesclarksn@aol.com] Sent: Wednesday, November 22, 2000 2:44 PM To: Multiple recipients of list Subject: [NIFL-ESL:5318] Re: how many curriculums & Susan Gaer By Jove, I think she's got it!!! Teacher quality is the key to all learning. BUT!! How many good/great/fantastic/out-of-this-world teachers are there? Most educational administrators put the number at 5% to 10% OF ALL TEACHERS. What are we going to do with the rest? Fire 'em? Threaten' 'em with horrible pain and dismemberment? Inspire 'em with professional staff developers? Turn 'em into Leonardo Da Vinci's? I prefer to take a less popular approach among my fellow program directors/principals/superintendents. I believe that most teachers, irregardless of their level of creativity and originality, entered this profession with the expressed purpose of helping people. Some may need guidance, some may need crewstive teaching materials, and some may need daily observation and direction. BUT THEY ARE ALL GOOD TEACHERS, at least potentially good teachers, if we can just figure out what to do to help them out. The $1,000,000 question is, "What do they need to become the best teachers in the world?" I think it has to be excellent materials, well thought out curriculum, and relevant training. Do we need to add anything else to this list????????
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