What resonated with me in this chapter and why...
There were two things that particularly "stuck out" to me while reading this chapter. The first came when defining "best practices" in high school via the national curriculum standards. We talk a lot about standards in our classes. Well, at least we talk a lot about content standards. I find it interesting that the national curriculum standards are often overlooked, things like student-centered instruction, experiential learning, authentic assessment, collaborative work, and challenging curriculum (as outlined by associations such as NCTM). It seems obvious that education has chosen to place a much greater emphasis on the content itself versus how that content is delivered and/or received. The other concept that struck me during reading was this whole concept of change and experimentation. The inauguration of BPHS is treated as a major breakthrough in education, partly because it actually is. To me, this is the unfortunate part. In order to improve and learn about the way all students learn, experimentation is a necessity. Unfortunately, this type of change is just not welcome in American schools.
What was not such a great measure of reform?
Most of their ideas seem pretty original. Their idea of "professional development" might need a little clarification. Professional development is in place in almost every school that I know of. I think the key here is whether or not the development is being used effectively. Are they focusing on the things that will continue to foster growth in their teachers?
What "Second to None" components were present?
Is this a trick question?? They are all present.
A concept that I would like to investigate further...
I find the idea of challenging, inquiry based curriculum really intriguing and I would like to know more about how they institute this. There are very few resources out there that provide materials for this type of instruction. Consequently, if you wish to teach in this way you have to invent most/all of the curriculum to be used. I would like to know more about how to create some of these materials and the methods they use at BPHS.
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I'm afraid the practiced education is much more highly focused on "content" standards. Why? Is it hard to change? Maybe not... is it hard to trust, to have faith? Maybe... Is it hard to imagine what we do not have? probably, and even harder to enact.
ReplyDeleteYou make a good point. This book says very little about "professional development." Since, the idea of "professional learning communities" has taken hold. But these cannot be forced (I think people are learning). In essence, how does a school plan for the ongoing education of its teachers?