The authors argue that four main criteria for determining the big ideas we need to impart and those ideas which should be discarded. Hmmmm..... I wonder how much success I would have as an individual teacher pushing this idea towards a former text book executive?
Their research gleaned from Understanding by Design (2005) indicates that we should:
1. Determine if a topic sits at the guts of a discipline. Is it a concept upon which understanding of your content field depends?
2. Does the topic require "uncovering?" Does it engender inquiry in students? Is it vulanerable to misconception and continued misunderstanding?
3. Can you relate the topic to relevant situations in your students lives?
4. Is the topic engaging or just plain boring to students?
The authors give the example of the social studies faculty at Skagg High School, in a district outside of Chicago. They had a"sweat-the-big-stuff" weekend retreat, and did just that. They developed consensus on the necessary big ideas that were the foundation of their content area and went back to build new courses around them.
I would argue this was possible because this came out of a small school district. It's size makes it more agile, flexible and nimble when it comes to decision making. I doubt that larger districts with larger constituencies, large boards with ingrained "stances" would find it difficult or impossible to let their teachers facilitate this kind of change? But if not professional educators, then whom?
I like that you entered into your blog about things that teachers should consider when teaching certain topics in our classroom! I believe the most important key point is having what we are teaching that will relate to the students or have students find terms from our content that connects with them! I feel students learn easier and faster this way. We cant be boring as teachers! We need to bring excitement into the classroom and not do the same thing every day because our students will become bored and thats when the problems start!
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