Creative Curricula

I am a visual learner.  My daughter laughs because I always have to have a blank piece of paper and pencils (preferably colored pencils) when I'm explaining algebraic or geometric concepts to her.  I draw it out so she can see what I'm saying.  I believe a beneficial curriculum will include creativity and variety, so that each student can be reached using his or her learning styles.

I was enthralled by the chapter "Could We Build a Poem Like a Bridge?" from Vascellaro's book, Out of the Classroom and Into the World.  It was filled with creativity and variety.  It got me thinking of ways to apply the "Bridge" theme or other similar themes to high school curricula.  In order to do that, it would be necessary to collaborate with teachers in a variety of subjects.  If we continue on with the bridge concept,  high school math students could learn about measurements and geometrical concepts of bridges.  In Physics, students could learn about load, materials and other physical properties.  In English class, students could learn the vocabulary of bridge-building and maybe even learn to write technical papers in addition to creative writing about bridges (and read bridge related literature).  In History, students could learn the history and importance of certain bridges as part of a larger lesson on the history of transportation and the history of technology. 

A curriculum needs to have some basic things in it, perhaps most importantly, a goal for what concepts the students are to learn.  Then the curriculum can be built with those in mind.  At the end, there should be some sort of assessment to decide if the goal was met or not.  I love creativity in curricula, but I'm also a realist that every concept we want students to learn can not be made into a fun project.  There just isn't enough time.  Ultimately, we want students to learn and enjoy learning.  If we can capture their interest with a few fascinating projects, then maybe we can keep their interest even when the material isn't quite as creatively presented.

Bias

                            

I am a reluctant seamstress.  I took a course in sewing, but it didn't give me a love for it.  You might say I have a bias against sewing.  This week in EDUC 2250, we were asked to reflect on our biases in people and discuss them in our blogs.  I've never really put much thought into it before, but I can see how important it is to recognize my biases.  What I discovered is that I have a bias against teenage girls who seem to have attitudes.  I feel like I can recognize them from their facial expressions and body language. 

Speaking of language, let me get back to sewing for a minute.  I learned the "language" of sewing with all those strange terms like "selvedge," "grain," and "bias."  In sewing, "bias" means the line on the fabric that is at a 45 degree angle to the grain. You've heard the phrase, "going against the grain," I'm sure.  Well, girls with attitudes go against the grain for me.  They look at others with that haughty look of contempt and everything about them screams out, "I'm the only one who's important here."  They are often rude and disrespectful to authority.  They can be sneaky.  I remember once when substituting in a school where it is forbidden to use phones during class time, one girl with an attitude pulled out her phone, but tried to keep it hidden from me.  When I questioned her, she started in with disrespectful answers.  Disrespect is one of the main things that pushes my buttons!  So, I have a bias against girls who I perceive have attitudes.  What do I do with this bias?  How do I handle it in the class setting?  Does it serve any use at all? 

The bias in sewing is useful.  If you cut along the bias, it gives a little more stretch to the fabric. I never was able to master cutting a bias line or using this method to make a better fitting outfit or project.  You might say I have a bias against the bias.  I'm not sure having a bias against people ever serves a good purpose.  What I don't know about these girls is what their lives are like, what's happened to make them this way.  Instead of a bias which may later turn into a grudge, I should treat these girls, and everyone for that matter, with respect and compassion. Perhaps, if I took the time to get to know them, I would discover they don't have attitudes after all; that it's all a facade or my misconception of them.