Question 3 Summary


  • Q1. Project-based?    As a math teacher I know I have a long list of skills and concepts I need kids to learn. In my experience with projects, they rarely cover all the skills kids need to be experienced math learners. Does this mean all subjects? All curriculum? Q2. See question 1. Math is such a lightening rod of emotion for so many kids. Many students would choose not to do math at all... I need help with this I guess. Training? Modeling? Something! Q3. Customized? By child? Individual IEPs? Q4. No grade-based curriculum. I have about a million questions about this one. Does this mean I will have 14 yr. old kids in with 11 yr. old kids because we no longer have 6th, 7th, 8th grades? Ability group for the year? By floor? By unit? Who will be assigned to which kids? Will kids be trekking throughout the building to get math? Will there be a different feel and purpose to CET? Soooo many questions about this... How will report to parents? We still have grades "A, B, C" so how will kids be "graded" if they are below or above the grade level standards? If we shift kids by unit to different teachers, what kind of IC nightmare will that create?
  • Particularly for 8th graders ~ it is important there is a consistent method for kids being accountable for work It is difficult when they get to 8th grade and there are not as many opportiunities to have late work, etc graded.
  • These are all very different in my eyes and require a lot of collaboration and planning.
  • Again, wonder about specifics and direction here.
  • Again, all elements of this sound good, but so much is left to the imagination! Would really like to hear about thoughts and ideas of how this will play out, how it will impact the middle school philosophy, what we would need to be shifting, etc.
  • While is it important to "meet students where they are" when teaching them, it is also important to promote all students towards a consistent curriculum. If students who are "behind" the group at the "beginning" of the year (or any time in the year) are not offered the same curriculum, they will be handicapped and continue to be behind. Students who are behind the group should receive added support to fill in the gaps while continue with the GLE for their grade level. I know from many years of experience, and working with all kinds of learners, that students who have difficulty with arithmetic can be very proficient and successful with algebra. They should be taught the algebra (or geometry or statistics or whatever) with the rest of the group and, at the same time, be given additional support to fill the arithmetic gaps they have. The crime is when we don't have the time (or make the time) to help them "fill in the gaps".
  • How does the "Driven by Student/teacher interest" correlate with "measured against clear, explicit targets" if the interests and the targets aren't aligned? I don't understand 'No grade-based curriculum" and need more information on it.
  • Should I need to know the grading system ? I like to know the children that are struggling and I try to meet with the counselors weekly to touch base on those children that are frequent flyers and its amazing to see the correlation between school grades and health and nutrition . You are what you eat and all that stuff ! Thanks for this opportunity.

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