Chapter 3

I have to admit it; I rolled my eyes before I began reading this chapter. Standards have always been a part of my teaching vocabulary and I often feel that the idea of academic standards is misinterpreted. Imagine my glee as I read page 48 and realized that Erickson was saying the same thing. The problem with standards is the push for testing with them – it’s a shame that our politicians haven’t read this chapter as it addresses the flaws with our current push for state testing.

The flow charts of sample enduring understandings are quite helpful. When we return to school [or at out book study night] we’ll have to brainstorm ways to share these with our colleagues who are not reading the book. I particularly loved the one for visual arts and think that we could create a similar flow chart for technology/design program.

I think Sabrina does an amazing job teaching American History conceptually in eighth grade. A few years ago she decided to teach by theme rather than teach chronologically. The result is that she focuses on the concepts that surround a theme [ie. When studying the theme of “war” she focuses on the concept of change]. Because she organizes her class in this way, it is very easy for me, in language arts, to make curriculum connections with her class. This is what I meant in my last post when I said that it would be easier to make interdisciplinary connections by concept.

I think that we have spent some time with backwards design already and that as a staff we have at least an initial understanding of concept-based curriculum design. With that said, we can do more. I think it will be helpful to focus on the concepts we hope to teach during our professional days next year. Many groups wanted more vertical time with their subject areas, and a discussion about concepts and our subject AIMS and objectives would be a great place to start. What do you think?