I would like for you to discuss and answer the questions related to the scenario you can give a short narrative form.
What's the Problem?
Roberto Lopez teaches sixth grade in an inner-city school. He believes that young people need to be actively involved in their own education and that they are most interested in learning when they have a voice in deciding what to study. Roberto's instructional program is built around his students' questions and interests. He helps members of his class identify important problems that people face in the real world. Then he helps them learn what they need to know to understand the problems and to think about possible solutions. Often his lessons integrate content from many subject areas.
This afternoon, the school principal, Ms. Fifer, observed Roberto's teaching. After the observation, she and Roberto had a conference that left him upset and confused.
Ms. Fifer told Roberto that although she is impressed with the rapport he has with the students and the ease with which he relates to them, she is concerned about what he is teaching. She believes Roberto is straying too far from the prescribed curriculum. Ms. Fifer pointed out that the adopted curriculum includes key knowledge that the students need to master. She explained that if students fail to learn this information, they will not do well on the state tests. Low student scores will lead to serious problems. Some parents will be angry, the school board will be upset, and the published ratings of the school will suffer.
Ms. Fifer also said Roberto's sixth graders are too uninformed to deal meaningfully with the problems he is asking them to consider. She suggested that the student discussions she heard largely represented a sharing of ignorance and opinions with too few facts to support their ideas. To be able to handle this sort of activity, the students must first acquire a firm understanding of basic information. She added that lessons based on the adopted textbook will give learners information they can use to discuss issues in a more-responsible way. At the end of the conference, the principal summarized her feelings by telling Roberto that his actions are denying students access to the textbook-based knowledge they need to discuss issues based on fact and to score well on mandated standardized tests.
Roberto left the meeting very confused. He had believed that he was doing an excellent job. Now, he has been told that he is being irresponsible and is on the verge of harming his students. Roberto finds this hard to accept. He has seen the enthusiasm of the students, and he believes that one of the most important goals of education is to help individuals learn how to make our society better. He is not sure what he should do next.
1- What do you see as the source of the problem between Roberto and Ms. Fifer?
2- What philosophical orientation does Roberto appear to have?
3- What philosophical orientation does Ms. Fifer have?
4- What do you see as the strong points in both of their arguments?
5- What are their basic differences in fundamental values?
6- What do you think ought to be done now?
7- What does this situation suggest to you as you begin to think about seeking a teaching position?
What do I see as the source of the problem between Roberto and Ms. Fifer?
This is straightforward, understanding what issues Ms. Fifer has with Roberto's teaching style. With NCLB the schools are mandated to meet certain criteria in the curriculum. Roberto was not following these guidelines and he was causing his students to suffer. A lack of communication may be the cause of the problem between Roberto and Ms. Fifer. For example, Roberto may not have had a clear understanding of what was expected of him as far as his teaching techniques. Also Roberto may not have realized that the district requires instructors to follow the school curriculum.
What philosophical orientation does Roberto appear to have?
Roberto is definitely using a constructivist theory of education. Through his actions of taking allowing the students to guide themselves and to find their own path through life. Allowing the students to create their own views of the world through individual ...
This goes into detail in a case and with the use of critical thinking, educational philosophy, and experience the problems are defined, solutions are given, and expected outcomes are outlined.
Curriculum Evaluation Case Study
Describe the case study's educational setting and social situation.
Identify the curriculum evaluation model(s) used in the case study.
Please answer the following:
Who selected the assessment tools?
What assessment tools were used?
Who used the assessment tools?
Where were the assessment tools used (e.g., classrooms, hallways, labs)?
How often were the tools used (e.g., twice a week over a period of 3 months)?
Did the tools fit the model? Would you suggest other tools needed for measuring the aspects of the curriculum being evaluated? Summarize the evaluation's outcomes and any recommendations made in the evaluation. Would you include other recommendations that came from the same data that was collected by the assessment tools?
Would you suggest more analysis of the curriculum and, if so, what aspects of the curriculum would need additional analysis?
Would you suggest a different evaluation model for this curriculum and setting and, if so, why?