Chapter three starts out with some of the
problems we will face as teachers. As
teachers, we will run into content “overload” and have to make the correct
choices as to which content to thoroughly cover and what not to teach at
all. I have thought about this before
and my question is that how do you decide which material is important to cover
and which is not? Is it decided by
policy, individualized, or something else?
I know there are certain standard, but even meeting all those it would
take “…15,465 hours (approximately nine more years of school) would be required
for students to learn them all. This was
the part of the chapter that worries me as a future educator.
One thing I know will help me as a
teacher is the companion clarification documents which help outline the big
ideas of what needs to be taught. I am
also worried about teaching a subject that I do not have much prior knowledge
in, but as a responsive teacher I know I will need to target and strengthen
those weaknesses.
Another part of this chapter I found
helpful for future use is “unpacking” the nouns and verbs and interrogating the
content to better understand the context of a standard. I am assuming there will be many times as a
teacher when I don’t understand the goal of a standard and using methods like
this would greatly help my cause or even working with other colleagues to
figure it out.
No comments:
Post a Comment