I posted more on Tracy’s question (Why do the very best teachers ignore/subvert curruculum?) over at her place. As I’m a rabid poster and Tracy is kind enough to have trackbacks, I must repost here. I MUST.
Here, Here! You got me thinking that some of my best units this year have been ones where I’ve broken the mold a bit, and the one that I’d like to scrap and start over is the most traditional and “check off the standards” based.
I discovered that experimenting is a hard thing to do as fun as it is. There’s more explaining to your department chair about why you’re doing what you’re doing (“When are you starting Julius Caesar, again?), more explaining to the kids (Why are we doing this? Why aren’t other classes doing this? Can’t you just give us a worksheet?), and more explaining to parents (How exactly will building a model school help my son raise his ACT?).
But as much fun as it is, what do my kids mention to me when they reflect on the last semester: those off-the-wall learning things we did–film a commericial, research arguments, create a proposal for a new school–not the quiz on short stories in November
This, of course, raises the great question that in teaching consumes the life, the universe, and everything:
♦Why do I have to ignore/subvert everything that is supposed to help my students learn to actually get them to learn?♦