I think that you would need to include examples of how a deliberative curriculum works in the classroom and a definition of the role of the teacher and of the student in the classroom. Also, you should include how to implement this curriculum into a classroom where the administration of the school does not use a deliberative curriculum. (For example, what if teachers are required to teach using a systematic curriculum in order to meet state standards for education?)
As a classroom teacher, I would want very specific guidelines and examples detailing how I can have an effect on curriculum. Especially in the age of NCLB, classroom teachers don’t feel like they have any control over what they teach unless they are willing to “buck the system” and hope they don’t get caught. The state writes curriculum, the district puts it in order, and the teacher is tested every six or nine weeks to determine if they have done a good job teaching. Rarely does administration actually ask the teacher (or anyone else, for that matter) what they think about what is happening. Perhaps this is something that could include a study, although I don’t know if that fits your timeline. Would it be possible to find a district or a school (school would be better) that would actually go through this deliberative process with you, so that could be included in this? It would certainly give weight to a framework for making deliberative curriculum change.
I think that examples should be stated, so that the teacher can elaborate on the point your trying to make. This will help the students understand what you are trying to say. Alot of times you know what your trying to say but other don't, so by using examples or stories that go along with what your trying to say helps your audiance comprehend or grasp your view or point being made. Other than that, I think it would be a great book to use in classrooms. It's easy to understand, and not too wordy.
How would this deliberative method look in a classroom? Give examples of classes and teachers that have effectively used it. Examples from a variety of situations would be helpful--low and high SES schools, upper and lower grades, etc. Also, advice on how to overcome obstacles to this approach--what will the principal or the school board think? Will this change have any possible negative effects on students?
I would like to see examples and experiences of teachers in various types of schools using this deliberative curriculum to see how it works and in what areas or situations it may not. What is the role of a teacher and the roles of the students in a classroom that operates under a deliberative curriculum? Do the pros and cons of a deliberative curriculum remain roughly the same in different types of schools?
I think that you should give detailed examples of what you think curriculum should be. If I were a teacher in a classroom and I had your book minus the examples, I would probably have a hard time trying to apply what you wrote into my classroom, because without examples, I wouldn't know exactly if I'm going the way that your book describes or if I'm still going the "wrong" way. Without examples I wouldn't be able to relate even if I understood what you were trying to say.
A lot of times people do not want to read books that have just words on a page. I think you need to include examples of your definition of curriculum, maybe from your class room experiences. Also I love getting books that have tables and visual examples like that. I am a very visual learner and I enjoy using examples and graphs from text books.
I definitely think that as a classroom teacher reading this book, I would need many examples of either a sample lesson plan or a timeline of how the deliberative curriculum could be implemented and used. Personal experiences and stories are also very helpful. I also think that as a teacher, reading about a new kind of curriculum, i would want to know how it would affect my students (any negative effects?) and how it would effect me (would I get in trouble with the principal, school board?) it may even be helpful to include some kind of chart of pros and cons of your argument. That way it is black and white for the reader.
Talk about what a teacher should do if the system that they are in does not encourage this type of thinking. What do you do then? Maybe talk about past experiences and problems that other teachers are facing today so that there can begin to be discussion between teachers about changes and stepping blocks that are needed to get past these barriers to become the most effective and helpful teacher.
In your book it would be helpful to mention what your solution or suggestion would be concerning the topic. In so many of our books they don't clarify what they think should be done with the issue which is frustrating and somewhat unsatisfying. You are obviously writing this book becuase you have an opinion about this topic so it would be nice to be read about it. Also the definition of curriculum would be helpful because even I get confused on the actual meaning. I often limit it too much and don't see it in a broader sense which is often how you talk about it.
I would also like to see how teachers have dealt with education and curriculum. Maybe if we are given tactics and tips of how a liberating curriculum could help our classroom structure, then I would find it helpful in the classroom. Also, if you were to tie in how you could use your ideas in different classroom settings, especially special education classroom settings. Then since we are dealing with standardized testing, how can we develop a curriculum that will help us prepare our students for the test, but will not force teachers to "teach" the test and ignore a curriculum that would be best for students' needs.
I love the idea for your book and I really think it will be beneficial in the future. I would love to read about examples of your classroom experiences and what you did wrong, or what you did right; I feel as if this would create a better understanding of you as a person and what you are trying to get across with the definition of curriculum.
I think that it would be easier if you include detailed and personal examples in order to get your point across about curriculum and education. Maybe using different districts with different backgrounds and demographics would have a greater range of what you would want to portray in your book. I would like to see stuff centered around all areas of education including languages, like Spanish education.
I think that you would need to give examples of how different school settings put this method to use and the pros and cons from each. I also think it would help if you gave detailed descriptions of how these different teachers incorporated this method in thier classrooms. I think it would also be helpful to every teacher to have a section on how you can implment this method if their administration imposes a different method of teaching. I think this would help because it would give teachers a variety of ideas to work from so that they can find what works best for thier individual classroom.
How will the liberation of education and deliberative curriculum effet me as a teacher? How will it effect my students, parents, and society as a whole? Who will impliment this new curriculum and how will it be carried out? Will I be included in the process of making the new curriculum? Will it be flexible enough to meet the diverse needs of my students. How will the effectiveness of the curriculum be measured? Will the change be drastic or sudden? Can you give me more examples from another teachers experiances?
Also, is the implamintation of deliberative curriculum effective, or is it theoretical? I am so tired of reading about the problems of the "educational system", and no solutions, or no practical solutions are given.
In order for me to use this book when I become a classroom teacher, I think it would be useful to include more examples of what classroom teachers can do. At the very beginning of the proposal you say that “Even fewer people ask questions about what curriculum is for, what should serve as the proper foundation for curriculum-making, and how exactly we should go about making curriculum decisions that benefit our communities as a whole.” As a teacher, I would like to have some idea of how I can apply these points to benefit my own classroom and community.
I would need to know how to connect this between the student's in the classroom, no matter what age or grade, and me as a teacher. How does this apply to actual formation of curriculum for a specified goal? Can this theory be shaped practically into an already existing institution that as a whole does not focus on the same ideals or functional methods? Have you found "liberated curriculum" at work, or is this all theoretical? I would need to see real time, in class examples to know how to apply it.
I believe a lot of students would benefit from having a glossary so they may know exactly what the certain points you are trying to make. Also, I noticed that a lot of people put down that you should add your personal experiences and that is something I agree with. I think that everyone would love to hear your stories on the subject and it could also be used as a way to connect them not only with you but with the topic. As for me, I never even thought about these ideas before this class and it would be a good way to introduce it to a new class.
In order for me to use this book as a classroom teacher, I think that it would have to contain some sections that are particular to whatever grade level I may be teaching. It would also have to include a little glimpse of how each subject’s curriculum would change. If the role of the teacher changes due to a change in curriculum, there would need to be a definite outline of the teachers’ new role. Other than that I believe that your topic and focus are excellent. This is an interesting topic that needs to be written about. I too believe that our accepted forms of curriculum and curriculum planning are in desperate need of change.
If I cannot change the requirements placed on me by the state in which I am teaching, how can I time a deliberative curriculum with the schedule of my district or even my specific school?
How do I work with groups formed for special groups of students (modified students, particularly), who have set-in-stone guidelines for what can and cannot be given to these special students? In my current experience I am seeing teachers who have made changes to accommodate their modified students to the point where they feel they are not actually teaching these children anything, just handing them worksheets with questions and answers included.
I would want to feel that, no matter if I were an administrator, a department head, a veteran teacher or a first year teacher, that I could have a role in curriculum development. Although this is not always realistic, it is important that teachers know what they CAN do, since so much focus is often placed on what they CANNOT do. I would want to see examples or reflections of educators who have "liberated" their curriculum to make me feel that it was doable. I would want very little of "this should be done" talk and much more "this is how to do it" talk. I would also want the book to be outlined clearly so that I could use it as a guidebook/handbook and flip back through it to find information as I needed it, rather than rereading everything. I would want realistic information rather than idealistic expectations.
For this to be useful to a classroom teacher, it would need to include realistic ideas on how an individual teacher can effect the curriculum at his/her school or district. So much of curriculum comes down from above, that teachers feel helpless to make any real difference. The book would need to address ways for a deliberative process to work under the current NCLB atmosphere.
To many who remain actively in the classroom, time is of the essence. Reading for the simple sake of reading presents little appeal as the time required is often needed tending to other, more pressing actions. If there were some "early warning" that the information held within could serve as "ammunition" in the present "battleground" that education seems to represent, perhaps readership would increase. Novice teachers are often at odds with theory and practice, abandoning much of the theory because it seems out of place. It would appear to be useless were it not for the fact that every decision made is based on some principal, theory or philosophy developed along the way. Perhaps including a section that answers FAQ's regarding educational policy or state standards would be an interesting addendum if the answer could be tied to a past figure or movement in education.
I would have to agree that detailed examples of how to apply a deliberative curriculum would be very helpful to the reader. It looks as though you will be using examples in Part II of your book, comparing different types of schools (rural vs. big city) and how a deliberative curriculum will look in each. It might also be helpful to include a pros and con list of deliberative curriculum vs. each other subsequent theory in each chapter, or in the chapter specifically on deliberative curriculum.
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30 comments:
I would like to see examples of teacher's personal experiences and scenarios that reflect and prove the effectiveness of your topic.
I think that you would need to include examples of how a deliberative curriculum works in the classroom and a definition of the role of the teacher and of the student in the classroom. Also, you should include how to implement this curriculum into a classroom where the administration of the school does not use a deliberative curriculum. (For example, what if teachers are required to teach using a systematic curriculum in order to meet state standards for education?)
As a classroom teacher, I would want very specific guidelines and examples detailing how I can have an effect on curriculum. Especially in the age of NCLB, classroom teachers don’t feel like they have any control over what they teach unless they are willing to “buck the system” and hope they don’t get caught. The state writes curriculum, the district puts it in order, and the teacher is tested every six or nine weeks to determine if they have done a good job teaching. Rarely does administration actually ask the teacher (or anyone else, for that matter) what they think about what is happening.
Perhaps this is something that could include a study, although I don’t know if that fits your timeline. Would it be possible to find a district or a school (school would be better) that would actually go through this deliberative process with you, so that could be included in this? It would certainly give weight to a framework for making deliberative curriculum change.
I think that examples should be stated, so that the teacher can elaborate on the point your trying to make. This will help the students understand what you are trying to say. Alot of times you know what your trying to say but other don't, so by using examples or stories that go along with what your trying to say helps your audiance comprehend or grasp your view or point being made. Other than that, I think it would be a great book to use in classrooms. It's easy to understand, and not too wordy.
How would this deliberative method look in a classroom? Give examples of classes and teachers that have effectively used it. Examples from a variety of situations would be helpful--low and high SES schools, upper and lower grades, etc. Also, advice on how to overcome obstacles to this approach--what will the principal or the school board think? Will this change have any possible negative effects on students?
I would like to see examples and experiences of teachers in various types of schools using this deliberative curriculum to see how it works and in what areas or situations it may not. What is the role of a teacher and the roles of the students in a classroom that operates under a deliberative curriculum? Do the pros and cons of a deliberative curriculum remain roughly the same in different types of schools?
I think that you should give detailed examples of what you think curriculum should be. If I were a teacher in a classroom and I had your book minus the examples, I would probably have a hard time trying to apply what you wrote into my classroom, because without examples, I wouldn't know exactly if I'm going the way that your book describes or if I'm still going the "wrong" way. Without examples I wouldn't be able to relate even if I understood what you were trying to say.
A lot of times people do not want to read books that have just words on a page. I think you need to include examples of your definition of curriculum, maybe from your class room experiences. Also I love getting books that have tables and visual examples like that. I am a very visual learner and I enjoy using examples and graphs from text books.
I definitely think that as a classroom teacher reading this book, I would need many examples of either a sample lesson plan or a timeline of how the deliberative curriculum could be implemented and used. Personal experiences and stories are also very helpful. I also think that as a teacher, reading about a new kind of curriculum, i would want to know how it would affect my students (any negative effects?) and how it would effect me (would I get in trouble with the principal, school board?) it may even be helpful to include some kind of chart of pros and cons of your argument. That way it is black and white for the reader.
Talk about what a teacher should do if the system that they are in does not encourage this type of thinking. What do you do then? Maybe talk about past experiences and problems that other teachers are facing today so that there can begin to be discussion between teachers about changes and stepping blocks that are needed to get past these barriers to become the most effective and helpful teacher.
In your book it would be helpful to mention what your solution or suggestion would be concerning the topic. In so many of our books they don't clarify what they think should be done with the issue which is frustrating and somewhat unsatisfying. You are obviously writing this book becuase you have an opinion about this topic so it would be nice to be read about it. Also the definition of curriculum would be helpful because even I get confused on the actual meaning. I often limit it too much and don't see it in a broader sense which is often how you talk about it.
Scratch that last section of my post. You did talk about the definition of curriculum. Actually, you did it very nicely.
I would need to know where your theories apply to music education.
I would also like to see how teachers have dealt with education and curriculum. Maybe if we are given tactics and tips of how a liberating curriculum could help our classroom structure, then I would find it helpful in the classroom. Also, if you were to tie in how you could use your ideas in different classroom settings, especially special education classroom settings. Then since we are dealing with standardized testing, how can we develop a curriculum that will help us prepare our students for the test, but will not force teachers to "teach" the test and ignore a curriculum that would be best for students' needs.
I love the idea for your book and I really think it will be beneficial in the future. I would love to read about examples of your classroom experiences and what you did wrong, or what you did right; I feel as if this would create a better understanding of you as a person and what you are trying to get across with the definition of curriculum.
I think that it would be easier if you include detailed and personal examples in order to get your point across about curriculum and education. Maybe using different districts with different backgrounds and demographics would have a greater range of what you would want to portray in your book. I would like to see stuff centered around all areas of education including languages, like Spanish education.
I think that you would need to give examples of how different school settings put this method to use and the pros and cons from each. I also think it would help if you gave detailed descriptions of how these different teachers incorporated this method in thier classrooms. I think it would also be helpful to every teacher to have a section on how you can implment this method if their administration imposes a different method of teaching. I think this would help because it would give teachers a variety of ideas to work from so that they can find what works best for thier individual classroom.
How will the liberation of education and deliberative curriculum effet me as a teacher? How will it effect my students, parents, and society as a whole? Who will impliment this new curriculum and how will it be carried out? Will I be included in the process of making the new curriculum? Will it be flexible enough to meet the diverse needs of my students. How will the effectiveness of the curriculum be measured? Will the change be drastic or sudden? Can you give me more examples from another teachers experiances?
Also, is the implamintation of deliberative curriculum effective, or is it theoretical? I am so tired of reading about the problems of the "educational system", and no solutions, or no practical solutions are given.
In order for me to use this book when I become a classroom teacher, I think it would be useful to include more examples of what classroom teachers can do. At the very beginning of the proposal you say that “Even fewer people ask questions about what curriculum is for, what should serve as the proper foundation for curriculum-making, and how exactly we should go about making curriculum decisions that benefit our communities as a whole.” As a teacher, I would like to have some idea of how I can apply these points to benefit my own classroom and community.
I would need to know how to connect this between the student's in the classroom, no matter what age or grade, and me as a teacher. How does this apply to actual formation of curriculum for a specified goal? Can this theory be shaped practically into an already existing institution that as a whole does not focus on the same ideals or functional methods? Have you found "liberated curriculum" at work, or is this all theoretical? I would need to see real time, in class examples to know how to apply it.
I believe a lot of students would benefit from having a glossary so they may know exactly what the certain points you are trying to make. Also, I noticed that a lot of people put down that you should add your personal experiences and that is something I agree with. I think that everyone would love to hear your stories on the subject and it could also be used as a way to connect them not only with you but with the topic. As for me, I never even thought about these ideas before this class and it would be a good way to introduce it to a new class.
In order for me to use this book as a classroom teacher, I think that it would have to contain some sections that are particular to whatever grade level I may be teaching. It would also have to include a little glimpse of how each subject’s curriculum would change. If the role of the teacher changes due to a change in curriculum, there would need to be a definite outline of the teachers’ new role. Other than that I believe that your topic and focus are excellent. This is an interesting topic that needs to be written about. I too believe that our accepted forms of curriculum and curriculum planning are in desperate need of change.
If I cannot change the requirements placed on me by the state in which I am teaching, how can I time a deliberative curriculum with the schedule of my district or even my specific school?
How do I work with groups formed for special groups of students (modified students, particularly), who have set-in-stone guidelines for what can and cannot be given to these special students? In my current experience I am seeing teachers who have made changes to accommodate their modified students to the point where they feel they are not actually teaching these children anything, just handing them worksheets with questions and answers included.
I would want to feel that, no matter if I were an administrator, a department head, a veteran teacher or a first year teacher, that I could have a role in curriculum development. Although this is not always realistic, it is important that teachers know what they CAN do, since so much focus is often placed on what they CANNOT do. I would want to see examples or reflections of educators who have "liberated" their curriculum to make me feel that it was doable. I would want very little of "this should be done" talk and much more "this is how to do it" talk. I would also want the book to be outlined clearly so that I could use it as a guidebook/handbook and flip back through it to find information as I needed it, rather than rereading everything. I would want realistic information rather than idealistic expectations.
For this to be useful to a classroom teacher, it would need to include realistic ideas on how an individual teacher can effect the curriculum at his/her school or district. So much of curriculum comes down from above, that teachers feel helpless to make any real difference. The book would need to address ways for a deliberative process to work under the current NCLB atmosphere.
To many who remain actively in the classroom, time is of the essence. Reading for the simple sake of reading presents little appeal as the time required is often needed tending to other, more pressing actions. If there were some "early warning" that the information held within could serve as "ammunition" in the present "battleground" that education seems to represent, perhaps readership would increase. Novice teachers are often at odds with theory and practice, abandoning much of the theory because it seems out of place. It would appear to be useless were it not for the fact that every decision made is based on some principal, theory or philosophy developed along the way. Perhaps including a section that answers FAQ's regarding educational policy or state standards would be an interesting addendum if the answer could be tied to a past figure or movement in education.
I would have to agree that detailed examples of how to apply a deliberative curriculum would be very helpful to the reader. It looks as though you will be using examples in Part II of your book, comparing different types of schools (rural vs. big city) and how a deliberative curriculum will look in each. It might also be helpful to include a pros and con list of deliberative curriculum vs. each other subsequent theory in each chapter, or in the chapter specifically on deliberative curriculum.
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