Big Expectations: Big Ideas in Honors and Inclusion Classes

Autor/in	Foels, Sarah
Titel	Big Expectations: Big Ideas in Honors and Inclusion Classes
Quelle	In: Journal of Inquiry and Action in Education, 2 (2009) 1, S.74-90 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Social Studies; Middle School Students; Honors Curriculum; Inclusion; Experimental Teaching; Constructivism (Learning); Experiential Learning; Instructional Effectiveness; Curriculum Development; Units of Study; New York (Buffalo) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Inklusion; Experimentalunterricht; Experimentelle Pädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lerneinheit
Abstract	"Big Expectations" discusses the benefits of developing and using big ideas for a diverse set of learners in social studies. Experimenting with both honors and inclusion classrooms at the middle school level, I found that all students are capable of relating to and thinking deeply about the content through the use of big ideas. Although the challenges of standardize testing and differentiated learning initially made me hesitant to try out big ideas in my transition from teaching an honors class to teaching an inclusion class, I came to recognize the importance of showing every student how to form their own answers to the key questions in the curriculum. This is my story of growth and discovery as a new teacher trying to reconcile a teaching philosophy with a complex and unpredictable world of learning. (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01