posted by:
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Joni Falk
on May 9, 1999
at 5:28PM
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subject:
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Moving the discussion forward:
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Thanks to Becky Montano, Bob Box, Susan Elko, Scott Hayes and Christine Salcito for posting so far. Id like to encourage the other subscribers to post an introductory message this week, if at all possible, so we have a better sense whos out there and what our interests are.
Many of you know me as the PI of LSC-net and the sender of many Whats New messages. I should also share with this list that I have a special interest in science reform at the middle school level. Brian Drayton and I are co-PIs on a research project looking at implementation of inquiry based science in six MA districts which have been involved in systemic reform for at least four years. We are interested in understanding from the teachers point of view the competing demands, struggles, and strategies used to implement an inquiry based curriculum. As we are just at the beginning of this project I have no findings to share just yet, but am very interested in all the perspectives that are being brought to this discussion.
Both Bob Box and Susan Elko report that although their LSCs are K-8 the biggest impact has been in k-6. I would like to hear from them (and others who share this experience) why you think this is. Do you think this has to do with the design or professional development emphasis of your or do you think it is due to the structure of middle school, or difficulty reaching middle school teachers? Does the lag in reaching the middle school grades have to do with availability of good curriculum?
Another question that was raised by Becky Montano was about the structure of middle school. I am curious if schools that are organized according to middle school concept (of teams across content area, flexible scheduling, integrated curriculum) are having different experiences than those LSCs working with middle schools that look quite similar to the Junior High model? What is the impact of structure on reform?
Next, what is the nature of the reform for your LSC at the middle school level? Is it changing curricula to be more standard based? Is it a change of pedagogy to address inquiry and a constructivist approach to learning? Is it an attempt to integrate life, physical, and earth sciences at each grade level? Or, perhaps is the emphasis on integrating across subject domains?
Last, Christine Salcito asks if anyone is using the "piloting the Math in Context standards-based math program?" Perhaps it would be helpful for people to share what curricula or kits they are using and have found particularly effective.
Sorry for this lengthy message. Please dont "lurk" because you feel you dont have all the answers. I dont believe anyone does! Looking forward to hearing from you and to some new introductions to the discussion as well. ----Joni
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