10 Ways Teacher Planning Should Adjust To The Google Generation - 0 views
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Instead, anchor learning experiences around new kinds of thinking that force the synthesis of disparate ideas, media, and communities. Scenario-based learning, challenge-based learning, project-based learning, learning simulations, and so on.
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Curriculum maps should promote careful, self-directed study of relevant and meaningful ideas, rather than design micro-lessons to “efficiently deliver information.”
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Rather than emphasizing content, emphasize how to deal with an abundance of fluid and perishable content on a daily basis.
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In an age of information and analytics, data is abundant. Currently, maps and units and lessons are not designed to accept data, leaving it up to the teacher to extract it, and constantly make often significant adjustments to planning in light of it.
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It’s simply being pro-active–creating a map–or at least units within a map–that can facilitate the educated guesswork and instinct on the part of teachers.
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Will they need extra time? Mini-lessons on Digital Citizenship? Unique literacy strategies? A mix of digital and physical texts? More choice or less? Currently this is all done at the unit or lesson level. What would it look like at the curriculum map level?
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Of course students need to “understand”–but (hoping Grant’s not reading this) prescribing exactly what students will understand, when they will understand it and at what depth, and where, and how they will prove it–regardless of background knowledge, natural interest, literacy levels, etc.–is a bit…ambitious.
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establish a handful of the most important ideas in content that act as anchors for other more discrete knowledge and facts, and practice them over and over again at a variety of cognitive levels (e.g., Bloom’s).
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Content is incredible if we can just let it be incredible, and for the Google Generation, it’s right there at their fingertips. Curriculum documents should underscore the nuance of the world, not provide a chronologically-based checklist to cover it all.
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A curriculum map should be as much for the student as they are for the teacher. As such they should function as learning and discovery pathways, helping the learners see where they’ve been, where they’re going, and what’s possible.