The biggest challenge is an efficient and effective way to write and teach the new learning infrastructure curriculum.
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57. The Curriculum Council Makes a Decision
“For both online and onsite schooling, we need a dynamic and not a passive curriculum.
56. A National Imperative Implemented Over Time
How can we upgrade the instructional quality depicted in the new learning infrastructure with novice teachers possessing minimal baseline credentials?
55. Ramifications
Our children feel the intensity as much or more than we do. Which makes it imperative that we figure out how to make schools better serve their needs now and in the future.
54. Reflecting on the Meaning of Accountability
Some people have not been prepared to manage their world. They don’t have a clue how to acquire and maintain good relationships.
53. The Curriculum Council Continues Discussion
Standards, high stakes tests, and data fall short. They can assess mastery in minimum competency and functionality, but America is more than that!
52. The Curriculum Council Discusses the Communications SAC’s Proposal
The problem is we had not previously aligned the curriculum in terms of scope and sequence.
51. The Communications Committee Prepares the Proposal for the Curriculum Council
If I remember my Bloom’s Taxonomy correctly, the ability to analyze, evaluate and create are at the top of the list of learning objectives.
50. Concerns Arise About Too Much Too Fast
“You’re right,” Rebecca responded. “By using the ideas of the new learning infrastructure, we move dramatically afield from the usual. Some people will question our sanity. Won’t understand the mechanics of the lesson plan resource or mastery statements.”
49. The Teaching/Learning Contract Created and Justified
Maybe the most significant aspect of accountability found in the teaching/learning contract is identifying to whom teachers are accountable.
New Learning Infrastructure 