Monthly Archives: January 2013

A call to arms: Challenging the Prussian paradigm

The traditional American educational paradigm is broken. Fundamentally broken in huge and important ways. Does this sound familiar?

First, from the teacher’s perspective:

This is not my forst rodeo. I plan with the end in mind as Wiggins and McTighe advise. I differentiate my lessons to access multiple modalities, to move through Bloom’s taxonomy and to vary educational delivery methods. Over the years, I’ve evolved my lessons to follow first Wong, then Hunter, then Lemov’s related suggestions about effective instruction: I’ve got a clear objective, an effective pacing, am focused on reaching objectives instead of simply engaging kids in activities, and my lessons move through the standard components of warm up, direct instruction, guided practice, independent practice, and end with a check for understanding. I don’t know why the kids aren’t able to do X or Y; I’m working so hard and doing everything right!

Continue reading

Advertisements