Free Essays on Diversity Of Learners

INTRODUCTION Knowledge DIVERSITY OF LEARNERS Consider this question often asked? What specific knowledge and skills should all students learn? How do we decide what is in or out of the curriculum? Should all students learn the same content, or should it differ for those with different aspirations, abilities, and interest? If we agree that we want students to have more than a temporary acquaintance with important concepts and skills, how do we modify the curriculum so that there is adequate time for in-dept learning? How do we assess that kind of learning? How do we incorporate the growing body of research that indicates that the most effective teaching strategies are highly content-specific strategies and that content and instruction are inseparable (National Research Council, 2000) Stating exactly what the curriculum is supposed to achieve is essential to defining who should learn what. Curriculum goals might include more students achieving higher scores on the statewide test or increased acceptance rates to prestigious universities. Thinking more about the students, we may expect the curriculum to prepare students to succeed in the workplace, help them become well-informed and thoughtful citizens. By defining the desired outcome first, we established that these learning goals should not be constrained by the traditional content that was reflected in the curriculum or textbooks in the United States and other countries, but should instead reflect the most useful content in broad personal and social context. It is the expectation that all students be expected to reach the learning goals recommended as core content in science, mathematics, and technology. A popular strategy is to ask for more than we think most students can achieve and then settle for less. Preparing students for success in life and getting into the â€Å"right† college need not be mutually exclusive. If learning is the goal, the curriculum mu... Free Essays on Diversity Of Learners Free Essays on Diversity Of Learners INTRODUCTION Knowledge DIVERSITY OF LEARNERS Consider this question often asked? What specific knowledge and skills should all students learn? How do we decide what is in or out of the curriculum? Should all students learn the same content, or should it differ for those with different aspirations, abilities, and interest? If we agree that we want students to have more than a temporary acquaintance with important concepts and skills, how do we modify the curriculum so that there is adequate time for in-dept learning? How do we assess that kind of learning? How do we incorporate the growing body of research that indicates that the most effective teaching strategies are highly content-specific strategies and that content and instruction are inseparable (National Research Council, 2000) Stating exactly what the curriculum is supposed to achieve is essential to defining who should learn what. Curriculum goals might include more students achieving higher scores on the statewide test or increased acceptance rates to prestigious universities. Thinking more about the students, we may expect the curriculum to prepare students to succeed in the workplace, help them become well-informed and thoughtful citizens. By defining the desired outcome first, we established that these learning goals should not be constrained by the traditional content that was reflected in the curriculum or textbooks in the United States and other countries, but should instead reflect the most useful content in broad personal and social context. It is the expectation that all students be expected to reach the learning goals recommended as core content in science, mathematics, and technology. A popular strategy is to ask for more than we think most students can achieve and then settle for less. Preparing students for success in life and getting into the â€Å"right† college need not be mutually exclusive. If learning is the goal, the curriculum mu...