Literaturnachweis - Detailanzeige
| Autor/inn/en | Murray, Rosemary; Shea, Mary; Shea, Brian |
|---|---|
| Titel | Avoiding the One-Size-Fits-All Curriculum: Textsets, Inquiry, and Differentiating Instruction |
| Quelle | In: Childhood Education, 81 (2004) 1, S.33 (3 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-4056 |
| Schlagwörter | Teaching Methods; Creative Teaching; Creativity; Textbooks; Discovery Learning; Learning Strategies; Curriculum Development Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Textbook; Text book; Schulbuch; Lehrbuch; Entdeckendes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung |
| Abstract | In this era of high-stakes testing, many teachers feel forced to aim instruction toward what will be assessed and ignore what students really want to learn. Publishers create materials guaranteed to boost students' test scores, but they neither broaden students' understanding nor increase their interest in learning. When the textbook becomes the only source that teachers use, they recognize that this "one-size-fits-all" curriculum does not really meet students' needs. In their hearts, teachers realize that they are not teaching the way they should, but feel unsure about what they can do about it. In an inquiry-based approach to learning, questions of wonderment become the driving force in designing the what and how of instruction. As members of a classroom community, the teacher and the students collaboratively compile these questions. Together, their collective knowledge (schema) is identified. Then they clarify what individuals, teams, and the whole group "wonder" about. Next, they discuss how to gather information. Finally, the teachers and students negotiate the processes for demonstrating learning (assessment). These "wonderings and wanderings" (Harste, Short, & Burke, 1988) can be webbed or schematically organized into theme explorations. (ERIC). |
| Anmerkungen | Association for Childhood Education International (ACEI) Subscriptions, 17904 Georgia Ave., Suite 215, Olney, MD 20832. Web site: http://www.acei.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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