How Should 2.0 Transform our Models for Curriculum Planning and Evaluation?

New sources of information and new ways of learning

How do these impact our traditional models for 45 minute lessons? Should elementary school teachers still teach all subjects? How does Classroom 2.0 effect the administrative instruments designed to review and support excellence in the classroom? How should Classroom 2.0 effect teacher preparation and models of lesson planning and assessment?

These are among the myriad of questions which have been causing me to focus on the practical side of class/school 2.0. I have spent some of my timeover at Steve’s Ning site and enjoyed making some new connections and getting a perspective on the diversity of people who are interested in what is going on with everything “Deuce”.

But the more I read on Ning and read through my aggregator the more pressing the practical questions become…This is my time of year for hiring and for planning for next year and so issues of models and expectations are important and I have an obligation to my faculty to consider the impact of change and effective practices that will help us achieve our vision.

45 minute lessons and 180 teaching days

We can (and have) play (ed) with block schedules but this is not exactly the issue. The issue is deeper. As we talk about myriad source of information, constructing meaning, global conversations and students building “texts” how do we deal with the finite timeframe of school. The 180 days are not going anywhere soon and as educators we may try to look at more holistic solutions and developmental groupings rather than the traditional grade levels but in the end we have a finite amount of time in which we have an obligation to facilitate learning.

The more I work on constructing model classes the more my learning options expand. How can we encourage exploration and following interests with our students and still hold them to some kind of timeline. Clay you are building a text with your students so how do you handle the time line.

Multiple subjects vs specialties

Should all teachers play to their strengths? Can anyone teach everything well?

But even more to the point as we move away from reliance on textbooks how do we work through this time of transition and learning curves. As we ( educators) struggle with the digital learning curve (understanding and using Web 2.0) it seems that teachers would be more effective in making the transition if they were playing to their strengths. It is a time consuming task to get started using Web 2.0 to build a class even in a subject that you know but if you have to learn the content and build the class it takes a Herculean effort.

Tools for supporting and reviewing curriculum

The last two questions above are related. I am writing about this topic for LeadersTalk this week ( it will post on Friday). Basically I am asking about the efficacy of the “7 point Lesson Plan” in Classroom 2.0 and also standards for formal observations and walk -throughs. I do not believe our current models are adequate. I think we need a new model for planning and providing constructive feedback. The following is part of my post…

In some ways, I would say planning is more critical than ever because learning will not take place in discreet packages. The teacher and the students need to know they are on a journey and what the expected destination is as well as the mile markers along the way. A syllabus for K-8? Why not?

What about the plans for an individual lesson. We still need to make those 180 days count and so there needs to be a definite focus for each day but will I see an anticipatory set, review, whole class instruction, modeling, semi independent practice, independent practice and closure? Should I see this?

New expectations and new models for formal observations will also mean new models for teacher preparation which is the last question I raise. Right now I am happy when a teachers has some exposure to the tools of the digital world and sees their value. At some point however it has to encompass more than that…it will need to reflect a pedagogy that sees knowledge and learning differently.

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