Teaching and learning a more impactful and significant curriculum would mean changes in priorities and the techniques needed to meet them.
The heart of the new learning infrastructure is a curriculum designed to be substantive in terms of student mastery.
Everything in human learning depends on communication. Science and math are no exception. Numbers, symbols, problem solving equations, research strategies, construction, and virtually everything else depends on being able to understand others through language.
Better able to engage with teachers much older and more experienced. Who, because of the process, were also being transformed.
As leader and resource persons, our job was to help fellow committee members convert a passive curriculum into one that was focused, spiraled, teachable, and measurable.
Teachers need the support of other teachers to help them improve everything from classroom management/discipline, to enlightening students academically, to stimulating their intellectual and emotional growth.
While serving on other committees, I had been taught the “yes, and” principle. To allow myself to entertain reasons why someone else’s ideas had merit. Could ideas be made even better with a little tweaking?
Unfettered enterprise and democracy are not mutually supportive. They co-exist in both positive and negative ways. A delicate balance.
It brought about focus and an understanding that the district’s academic program would be built and implemented on solid procedural and philosophical ground.
One irrefutable statistic is that 77% of American teachers are women. No definitive research has been conducted about the social class in which most of them grow up.