This last chapter we have to read talks about the curriculum, in a more global scale.
What is is suggested here is that curriculum could be available and accesible for all the members involved in the teaching / learning process, let’s say students, colleagues, parents, directors, etc.
It is also mentioned that the syllabus should have some characteristics to be followed in it, such as essential questions, rubrics, performances, goals, just to mention some.
I must admit I got quite lost through the reading of this chapter and I am not really sure if this book may help my reality in classes. It would be very interesting to have an idea and discussion, perhaps in classes, about all the theories the book presents.
I couldn't agree more with you.
ReplyDeleteyou know what?
ReplyDeleteConlusions like from the text itself... I could not think of any because I got lost too xD
And although the text has some really nice ideas for the classroom and curriculum design there are a little unreachable...maybe if we were instructed on how to plan amazingly cosidering all of the things we read and also taking into account the time factor...then maybe we could truly do that for real
I agree with you. A discussion board is needed to see the pros and cons of the UBD theories. I also think that putting the whole book into practice is not possible at all,but at least some of the strategies seen during this semester seem to be quite appropriate for our context.
ReplyDeleteI believe that all the information in the book works only when the situation and context are appropiate. The more we know about design, the easier for us to plan. There is a rule in administration that says "whatever worked today may not work tomorrow".
ReplyDeleteI think, no matter where you teach, you need to know about any teaching subject... Whether if it is realistic or not....
ReplyDeleteAgain I agree with you,maybe the UBD theories are good there in a book, but we can apply them in our classrooms.It can be possible only in an ideal world and we don't have that.
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