This chapter starts off by the author remembering two teachers. The Nameless Teacher and the Forever Remembered Teacher. Without repeating her experience, we all can relate to this idea and think of who those teachers may have been for us. The Nameless teacher taught the information, but not in a way that was relevant or inviting. While the Forever Remembered teacher taught to the students in a way that was relatable, inspiring and enjoyable. Page 58 gives five characteristics of curriculum and instruction that help a child to learn: the work is important, focused, engaging, demanding, and scaffolded. These are direct responses to the child's needs of affirmation, contribution, power, purpose and challenge. This chapter is important because it helps us remember that the reason we teach and have a curriculum is so that the child can learn all they need to. If we strive to keep the above characteristics in all of our teaching, then the students will have the desire and belief that they can succeed.
Chapter 6, Curriculum and Instruction as the Vehicle for Responding to Student Needs: Rationale to Practice
This chapter talks a lot about Mr. Johnson. His classroom is the example because all of his work is important, focused and engaging. These three elements are key to presenting any information, because without even one of these, you lose the students interests. Important is the first one listed and it is important because no one wants to learn information that is useless. I do not want to make an effort to learn something unless it is important to me for some reason. Even in college we often have an internal struggle when a professor gives us busy work, is this important? If it's not, please do not waste my time. Focused is the second aspect. This is important because if you are presenting information in a very scattered and messy way, very few will be able to grasp what you are trying to put across. This is what we are discussing, and this is why we are discussing it. Engaging is third, but in no way any less important than the other three. Even if the material is important and focused, if it is in any way not engaging, you might as well as not presented it. If you cannot hold their attention, you cannot pass on any information. Human nature is such that if something is not engaging our mind will find something to occupy it's time with, whether it is what the teacher is saying, what the kid in front of us is doing, or what is going on outside. Make your lessons engaging, so the students will want to learn.
This chapter also talks about making work demanding and scaffolded. These are key as well. As the book points out, we all want the opportunity to do our best, and we all know when the expectations are low. Be demanding, because than you will see better results. People will only live up to the expectations you give them. Our classrooms must also be a place of support, which is what scaffolding refers to. If we have high expectations for these youngsters, we'd better be ready to give them the support and direction they need to achieve what we've placed before them. Never, never, set anyone up to fail.
This chapter also talks about making work demanding and scaffolded. These are key as well. As the book points out, we all want the opportunity to do our best, and we all know when the expectations are low. Be demanding, because than you will see better results. People will only live up to the expectations you give them. Our classrooms must also be a place of support, which is what scaffolding refers to. If we have high expectations for these youngsters, we'd better be ready to give them the support and direction they need to achieve what we've placed before them. Never, never, set anyone up to fail.
It is a pleasure to read your deply reflective comments, and to remember how I felt, myself, when I first read them. Nice work! 4 points
ReplyDelete