An instructional technique whereby the time spent on academic subjects is reduced so as to allow for enrichment activities or more in-depth learning about a specific topic; typically used with students who are gifted and talented.
Answers
Answer:
Hi dear ❤️
Explanation:
Education’s Dirty Little Secret
If there is any single, unifying characteristic of today’s schools, that characteristic is surely a resistance, if not an immunity, to change. The ponderous rhetoric about school improvement and the endless lists of mission statements, noble goals, and the new kid on the block, standards, needs to be tempered with a little common sense about the purpose of schooling and the essential ingredients needed to make learning enjoyable and satisfying as well as efficient. We also need to have practice precede policy so that we eventually adopt what works rather than what politicians and others far removed from classrooms try to ram down the throats of the persons who deliver the services. Finally, we need to adopt gentle and evolutionary approaches to change that school personnel can live with and grow with, rather than be threatened by. Albert Einstein once said that problems cannot be solved at the same level of consciousness that created them. We must consider these words of wisdom very thoughtfully if there is any hope whatsoever of turning around a public education system that is slowly but surely deteriorating into a massive warehouse of regimentation, boredom, underachievement, unfulfilled expectations, and broken dreams.
The factory model of schooling that gave rise to the clear and present danger now facing our schools cannot be used to overcome the very problems it has created. And yet, as we examine reform initiatives, it is difficult to find creative and innovative plans that are qualitatively different from the old top-down patterns of policy making that were based almost exclusively on rigidly prescribed curriculum, endless lists of state regulations, and state wide testing programs. We delude ourselves into thinking that the “new standards movement” is different from the behavioral objectives movement of the1960s or the mastery learning and minimum competency movements of the1970s and 1980s. And most of today’s so called “performance tests” differ very little from what we have previously called standardized achievement tests, norm referenced tests, criterion referenced tests, and competency based tests. Nor have we made significant progress beyond the traditionally rigid didactic models of learning that have dominated our schools.
We must also face up to a reality that almost everyone understands, but no one is willing to talk about because it has become education’s “dirty little secret.” The combined influence of standards driven curriculum and high stakes testing has turned our classrooms into what one teacher called the “ram-remember-regurgitate” model of learning. I have not talked with a single teacher who has not expressed concern about the deleterious effect that pressures to “get the scores up” have had on what they consider to be good teaching. Without any research whatsoever to support this massive investment in a standards/test driven curriculum, desperate policy makers, always in search for a silver bullet, have been lulled into believing that such an approach will allow them to tell the public that our schools are improving. The appearance of school improvement that may result from hosing students down with the facts and figures that prepare them for state tests may show small and temporary gains in scores, but such improvements are a far cry from the kinds of higher level thinking skills and problem solving capacities that will prepare our young people for productive lives in an ever demanding world of higher education and job performance. In fact, focus on low level skills, which researchers have documented to be what is measured by most standardized tests (Madaus, 1992), have actually squeezed higher level thinking and problem solving activities out of the curriculum. Also excluded have been opportunities for artistic endeavors, creative productivity, in-depth learning experiences, and a host of other things that make learning an enjoyable and rewarding experience. Little wonder that vast numbers of students are bored, countless number of teachers are discouraged, and growing numbers of administrators at the local level are frustrated.
HOPE ITS HELP YOU ❤️
An instructional technique whereby the time spent on academic subjects is reduced so as to allow for enrichment activities or more in-depth learning about a specific topic; typically used with students who are gifted and tale
→yes,mate ur right
@Hopeless