Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9UEZuV02157; Thu, 30 Oct 2003 09:35:56 -0500 (EST) Date: Thu, 30 Oct 2003 09:35:56 -0500 (EST) Message-Id: <web-2772448@gse.harvard.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Ellie Drago Severson" <seversel@gse.harvard.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:846] Re: How to build a curriculum X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="ISO-8859-1"; format="flowed" X-Mailer: CommuniGate Pro WebUser Interface v.4.1.6c Status: O Content-Length: 3808 Lines: 100 Thank you both so much, Mary and Barb. On Tue, 28 Oct 2003 11:23:02 -0500 (EST) "Barbara Garner" <barbara_garner@worlded.org> wrote: >This posting comes from the AALPD discussion. >It starts with a question: How do you perceive the relationship between >involvement in curriculum development and growth as a teacher? I >responded. Then Mary Russell responded, with this interesting cite. I >thought you'd like to take a look at it. >Barb Garner > >I certainly agree with Barbara's points, below. I wanted to share a >resource I think is a useful adjunct to teachers trying to build >curriculum, as well as to pursue professional growth. It is called "By >Your Own Design," and is available in CDRom from >The National Staff Development Council >PO Box 240 >Oxford, OH 45056 >You can review the materials at >http://www.enc.org/professional/guide/?ls=ho >Resources can be accessed from this site. >The CD was created in partnership with the Eisenhower Network, and so >is very much directed to K12 Math and Science teachers. However, my >pre-service students have found it useful for background and materials >in planning their learning in other areas. > >Mary Russell >National Center on Adult Literacy >University of Pennsylvania >3910 Chestnut St >Philadelphia, PA 19104 >Phone: 215-746-6742 >Fax: 215-898-9804 >http://literacy.org > >On Tuesday, October 28, 2003 10:05 AM, Barbara Garner ><barbara_garner@worlded.org> wrote: >>I've been thinking about this a lot, Eileen. I've developed >curriculum >>both as a teacher (for myself) and as an instructional designer (for >>developing country settings and for the US). In all cases it is >>extremely valuable for me as a teacher. When creating curriculum and >>related materials and methods, I have to think through how it's going >to >>work in the classroom. Is the sequence logical? What prior skills or >>knowledge do the learners have to have to be able to do this, and do >>they have them? What are the multiple threads that weave through this >>and how can I bring those out? How do I address the variety of levels >>within a class? What about transitions? It's all the stuff of getting >>ready for teaching a class, but there's no sliding by when you have a >>blank page! >>When I was creating curriculum and related materials for my own >classes >>(much like Charissa), I examined my students minutely, which I like >to >>think made me a better teacher. And as I became a more experienced >>teacher, I took notes after each class, about what did and didn't >work >>and what I could build on. THis added step of reflection also >>contributed to my growth as a teacher, and the annotated curriculum >>became a resource for the teacher who inherited the students the next >>year. >>So yes, developing curriculum is a great professional development >>tool. >>Barb Garner >>>>> eileeneckert@hotmail.com 10/27/03 02:34PM >>> >>Hi authors, I have a couple of questions for any or all of you: >> >>How do you perceive the relationship between involvement in >>curriculum >> >>development and growth as a teacher? In other words, how has the >>process of >>developing curriculum contributed to your understanding of >>teaching and >> >>learning, and to your proficiency as a teacher? >> >>and >> >>Do the limits set by state curriculum frameworks, accountability >>systems, or >>other external factors affect what kinds of understandings we can >>develop >>(understandings of curriculum, teaching, and/or learning)? >> >>These questions are primarily for those who contributed to the >>curriculum >>issue of FOB, but I'd be interested in any responses. >> >>Thanks, >>Eileen > Ellie Drago-Severson, Ed.D. Lecturer in Education Harvard Graduate School of Education 219 Longfellow Hall, Appian Way Cambridge, MA 02138 Voicemail: 617.496.4963
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