Spring 2012: Blog Post #5

This week we find Lizzy at a crossroads. She is trying desperately to work through the common novel study with her class when she finds that her students are not reading the novel as assigned.

Should she try to finish the novel? What should she do?

Spring 2012: Blog Post #4

As you can tell from this week's readings, there are varying opinions concerning style and approach to lesson planning. In Lizzy's case, we find that her college professors, mentor teacher and building principal have very different expectations when it comes to formal plans.

Why do you think educational professionals approach lesson planning in such different ways?

What really needs to be in a lesson plan?

Does a prescriptive program with pacing guides provide more freedom or less freedom in the classroom? As a new teacher, would you like to work for a district that has adopted a prescriptive instructional plan to ensure all students are receiving equitable learning opportunities?

To join the conversation, add your comment below.

Spring 2012: Blog Post #3

In this week's installment of Lizzy's case, Mr. Clawhammer administers Lizzy's first performance evaluation. And, though Lizzy aligns her instruction to the content standards, Mr. Clawhammer is concerned that "novel reading" will not help Lizzy's students improve on the expository reading test.

1. Is there a place for creativity in contemporary high school English classes?
   
2. Are teachers being asked to ignore large portions of the curriculum (and established standards) in order to focus on things that will be tested?
   
3. What should Lizzy plan for Mr. Clawhammer's next visit?

Spring 2012: Blog Post #2

In an era of accountability and transparency in public education, text book publishers, curriculum writers and test developers have made a lot of money with claims that their prepackaged curriculum guides and test-prep programs are "evidence based." As we have seen in this week's readings, the term "evidence based" can be misleading. And, truth be told, many of these aforementioned curriculum programs will be in use when you arrive at your first job as a teacher.

What does it mean to say a program is evidence based? How much can we trust the research that is supplied (or funded) by companies in support of their products? How can we know a particular program is effective?