For content to be meaningful in a curriculum there must be a clear expression of what will influence a change — in student perspective, performance, or deep knowledge.
Standards, high stakes tests, and data fall short. They can assess mastery in minimum competency and functionality, but America is more than that!
The problem is we had not previously aligned the curriculum in terms of scope and sequence.
“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.”
The complicated theory is the student mastery profile as a measure of student progress.
Mastery statements are performance declarations with no escape clause. Their impact cannot be assessed in a social or intellectual vacuum.
Learning is the result of cognitive development. Mastery operates at a high level of cognition, depicted in complex human behaviors that exceed the mundane.
“Right now we provide students answers for which they have no questions. The challenge is to create conditions that stimulate curiosity, resulting in lasting and meaningful learning.”
Non-language arts teachers began to see the logic of connecting language arts and technology. Letting language be the thread that ran through all subjects in a project-based environment.
“I believe imagination is stronger than knowledge. Myth is more potent than history. Dreams are more powerful than facts. Hope always triumphs over experience. Laughter is the only cure for grief. And I believe love is stronger than death.”