Editor's note: This is the fourth post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins
The key to avoiding an overly discrete and fragmented curriculum is to design backward from complex performances that require content. A return to the linguistic roots of “curriculum” reveals the wisdom in this outcome-focused view. The Latin meaning of the term is a “course to be run.” This original connotation helpfully suggests that we should think of a curriculum as the pathway toward a destination. As mentioned above, our conception is that curriculum should be framed and developed in terms of worthy outputs; i.e., desired performances by the learner, not simply as a listing of content inputs.
I recently came across the practice having a “data room“ in schools. These rooms provide teachers and administrators quantitative information (in graphic form) to facilitate ”informed” decisions. I have to admit, the site of the “data room” gave me that “something doesn’t feel right” sensation in my stomach. How has it come to be that, for some, data rooms in school are...
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As educators and leaders, we need to re-think every aspect of our professional practice to consider ‘could we be doing this better?’ Here is a brain-dump of the 6 most powerful strategies that I have used or in which I have participated.
Updated on Sep 30, 14
Created on Oct 09, 12
Category: Schools & Education
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