Year: 1998-1999
Month: March
Leader: Group A

Situation/Case Study:
CURRICULUM AND TEACHING

Description:
Math Curriculum (K-2 Harcourt Brace and 3-6 Addison-Wesley): Math outcomes were established before the new series. Assessment book has different kinds of assessments. For low third grade math students, it is impossible to copy out of a book. The rate of topic introduction in K-2 books is very rapid. Publishers state that one cannot get through books. Journaling provides an opportunity to internalize the math process. One school groups students for math. They pretest students at the beginning of each chapter and regroup them. Second grade teachers team. Other schools have flexible grouping; students can move depending on their knowledge of areas. Middle school students are having difficulty with their new math series because they did not have the same preparatory curriculum in elementary grades. Language Arts Curriculum (McGraw Hill): There are outcomes but people are not following them. There is no scope and sequence. McGraw Hill is very teacher friendly for the first year teacher. The books are theme-oriented and integrate reading and writing. English supplementary workbooks are provided. There is so much provided that it is difficult to leave anything out. The tapes are problematic because the pace is too fast and it is difficult to find the specific selection. Consideration should be given to copying rather than using consumable workbooks. Science and Social Studies: Positive response.

Hypotheses:


Theories behind practice:


Impact on others:


Solutions:
There is no sense of the big picture for meeting the needs of the academically challenged student.

Comments: