State takeover of the Compton Unified School District (impact on curriculum, professionalism, and leadership styles). - Page 35 |
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19
projects, with primary sources, real problems to solve, and real discussions show
dramatic and significant gains in student achievement and motivation" (p. 4). This
approach to teaching follows the suggestions in the framework.
Brophy's (1992) principles of good subject matter teaching further underscore
the instructional approaches emphasized in the framework. These principles include:
1. The curriculum is designed to equip students with
knowledge, skills, values, and dispositions useful both
inside and outside of school.
2. The cum'culum balances breadth with depth by
addressing limited content but developing this content
sufficiently to foster understanding.
3. The students' role is not just to absorb or copy but to
actively make sense and to construct meaning.
4. Activities and assignments feature authentic tasks that
call for problem solving or critical thinking not just
memory or reproduction.
5. Higher-order thinking skills are not taught as a separate
skills cum'culum. (pp. 4-5)
Research on the positive results from use of cooperative or collaborative
groups is also documented in the literature. Lauren Resnick's 1987 review of
programs designed to teach higher-order cognitive abilities noted that most
successful programs prescribe cooperative problem solving and meaning-construction
activities. Resnick and Klofer (1989) viewed the use of these types of
groups as providing opportunities "for modeling effective thinking strategies and
letting students know that all the elements of critical thought. . . are socially valued"
(p. 4). They also saw the use of this type of instruction as "another argument for
basic skills and subject matter to be taught as occasions for thought, elaboration, and
interpretation throughout school" (p. 5) not as drills to be mastered one step at a time.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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| Title | State takeover of the Compton Unified School District (impact on curriculum, professionalism, and leadership styles). - Page 35 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 19 projects, with primary sources, real problems to solve, and real discussions show dramatic and significant gains in student achievement and motivation" (p. 4). This approach to teaching follows the suggestions in the framework. Brophy's (1992) principles of good subject matter teaching further underscore the instructional approaches emphasized in the framework. These principles include: 1. The curriculum is designed to equip students with knowledge, skills, values, and dispositions useful both inside and outside of school. 2. The cum'culum balances breadth with depth by addressing limited content but developing this content sufficiently to foster understanding. 3. The students' role is not just to absorb or copy but to actively make sense and to construct meaning. 4. Activities and assignments feature authentic tasks that call for problem solving or critical thinking not just memory or reproduction. 5. Higher-order thinking skills are not taught as a separate skills cum'culum. (pp. 4-5) Research on the positive results from use of cooperative or collaborative groups is also documented in the literature. Lauren Resnick's 1987 review of programs designed to teach higher-order cognitive abilities noted that most successful programs prescribe cooperative problem solving and meaning-construction activities. Resnick and Klofer (1989) viewed the use of these types of groups as providing opportunities "for modeling effective thinking strategies and letting students know that all the elements of critical thought. . . are socially valued" (p. 4). They also saw the use of this type of instruction as "another argument for basic skills and subject matter to be taught as occasions for thought, elaboration, and interpretation throughout school" (p. 5) not as drills to be mastered one step at a time. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. |
