In order to comprehend the curriculum, you must understand that there needs to be a balance between content and skills which is achieved through ongoing discussions with other educators. Among the instruction portion it is key to know that the purpose is not to cover the curriculum, but uses the instruction flexibly to maximize learning for all students. And most controversially is the topic of grades. Two key factors are reviewed; first, grades should never come as a surprise, second, grading doesn’t improve learning but merely summarizes what has been learned. A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students.
He discusses a common belief that students are incapable of self-regulation and thus need constant positive or negative reinforcement. " A common assumption in the discourse of classroom management/control is that young people require behavioral control through active adult surveillance, regulation, and intervention" (Wegwert 2014, p. 139). Wegwert then cites the use of rewards and punishments is ineffective, despite its prevalence. The sources and research he references aids the argument against the assumption of classroom control. Wegwert concludes the section with personal advice: “Words matter and it can be very powerful to use language as a strategy to re-frame unquestioned assumptions and introduce new strategies” (Wegwert, 2014, p 139).
Education is an everyday topic of a conversation for both the higher and lower class. It is believed to be the key to success, the key to a new life. According to Gerald Graff, the author of “hidden intellectualism”, educators should consider street smart topics as a form of teaching the students. He believes that although street smart topics are seen as non intellectual it could certainly be used to teach students the exact way they learn from the traditional academic topics. He makes it very clear that we should reconsider our believes on the street smart topic in order to saucer the students success.
According to the author, Grant Wiggins, teachers and students own educational hubris stands in the way of implementing curricula which requires questioning for acquiring knowledge (Wiggins). While curriculum design has historically been used to instill a laundry list of topics students should be able to take with them into the future, Wiggins presented a convincing argument for designing courses around essential questions in which formative and summative assessments would check for how well the student understands the question(s) being posed. Wiggins view of what a curriculum document is and is not embraces the idea of unlimited thinking and expands the role of teachers and students from those with knowledge bestowing it on those who have none
King has provided his opinion about education is building character. Dr. King uses his words to create an audience awareness to think for yourself isn’t the same as you may call it critical thinking. Against the common assumption that colleges should teach their students “critical reasoning,” Dr. King argues that critical thinking alone is insufficient and even dangerous. Teaching one to think critically is no small task. Most students learn by constructing knowledge based on an engaged learning process rather than by absorbing knowledge from passive sources.
The point of education is for professors to provide students with a variety of views on a controversial subject, not provide them with their own opinions. In fact, when teachers provide students with multiple point of views it not only makes them more successful, but also establishes a more effective curriculum and education to students. However, while Source G argues that the Academic Bill of Rights push for diversity by removing the already present politics in the classroom results in teachers censoring their beliefs for students, even when they are “experts in their subject matter.” It is important to remember that
According to David Perkins, in his new book “Future Wise,” we are not teaching what really matters in schools. So much of educational focus now is on achieving a significant body of knowledge and expertise, and gaining enough mastery of a subject to answer multiple-choice tests. Eventually, that knowledge fades. What matters? Skills.
Education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. In each essay, all three authors ward against the dangers with the education system of their era. Whether it be diversity, segregation or the goals of the system itself the authors believe changes need to be made, as education systems form the future leaders of our society. Through their text the authors believe they must solve the faults within the education systems, to conform society to what they believe is morally and ethically correct.
Introduction of these educational changes like school reform, teaching and teacher professionalism is possible through new curricula. In order to design , develop and disseminate this new curriculum we need a specialized development team but we must be aware that during the era of education reform, effective utilization of this new curriculum lies in the hands of regular teachers. By the actions that the educational system take, when it introduces this new curriculum, it can cause serious resistance to the changes. Resistance to educational change can be defined as students ' and teachers ' affective, cognitive and behavioral specific responses or acts of opposing or struggling with modifications because there is a vested interest in maintaining the status quo(Bemmels and Reshef, 1991; Van den Heuvel, 2009). Teachers resist change when it is introduced to them poorly, when it affects how they do their work, and when they don 't see the need for the changes.
Many have created systems to stop or slow the effects of cheating such as described with David and Steven’s ideas about getting systems to detect plagiarism and get more teachers involved in stopping the aggressive rise to technology cheating. This is only certain ways you can stop cheating and plagiarism in the classroom. Ms. Gu and Cary Moskovitz show that if you allow the students to understand that a better grade is not what everyone needs but they need to understand on the knowledge gained from studying and learning the assignment themselves and not by from someone else and their work. Schools could stop the rise of cheating and academic dishonesty with more effort being forced into the teachers and school advisers about
Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.
In order for us to freely listen, we mustn’t see conversations as a means to argue. David Bohm would say that communication is about building ideas off one another; but because we hold to one side, our partner cannot express their thoughts genuinely. These concepts are what Bohm calls blocks. Blocks are thoughts that we maintain true to ourselves, and make us vulnerable in a conversation (14). In school we should focus on listening critically to the ideas that are introduced in lectures and form an in-depth connection with the professor and classmates.
These institutions give educators the freedom to cultivate new teaching models and develop creative methods to meet students? needs. This unique flexibility is matched by strong accountability and high standards, so underperforming charter schools can be closed, while those that consistently help students succeed can serve as models of reform for other public schools. In an economy where knowledge is our most valuable asset, a good education is no longer just a pathway to opportunity ? it is an imperative.
With NCLB’s strong emphasis on standardized testing to measure student learning, teacher quality, and the achievement gaps, it pressured the schools to narrow its curriculum, teach to the test (Jackson Sr., 2011), and more importantly, “limited the productivity of critical thinkers, and innovators of America.” (Proconor) Teachers are forced to teach to the test to meet the requirements, and focus their teaching on the materials that are on the test. At the same time, the NCLB gives the states and school districts the flexibility to develop their own assessments. David Hursh, an Associate Professor at the University of Rochester, claims that this freedom seriously impact the accuracy of the assessments since states can design tests with different standards. (Holmes, 2009)
Schools in the 21st century are supposed to embrace the ideas of collaboration, communication, creativity, and critical thinking. Educators have allowed previous skills such as handwriting and spelling to fall to the wayside as computers have become a commonplace in the public sector. The question looming over the heads of all education experts is how to balance the use of technology, critical thinking, student passion, and problem solving while trying to raise the United States’ current international standing in education. In order to make education meaningful to the students teachers need to find a way to effectively integrate technology into their lessons while still fostering critical thinking. In the 21st century it is imperative that