In her post, “Building the Curriculum Reform Plane While Flying It,” Barbara Davidson made a compelling call for on-the-ground research in schools and districts using high-quality curriculum. Following are some suggested questions to guide this research. Questions about student outcomes. One set of questions might look at student outcomes in schools implementing high-quality curricula across […]
Because StandardsWork has quite a few eggs in the basket of “better instructional materials will contribute to better instructional outcomes,” I’m of a mixed mind about Morgan Polikoff’s recent article outlining the undeniable difficulties of researching and recommending curriculum when we can’t even inventory the darn stuff across our thousands of local school districts. I […]
Leaders of some of the nation’s largest school districts pledge to redouble efforts to see that our schools use high-quality instructional materials and offer curriculum-specific professional development.
Eighteen years ago, the National Research Council released How People Learn, a report describing key findings of cognitive science and their application to human learning. In 2005, the Council followed up with How Students Learn, which provided additional examples of how these findings could be applied to school curriculum and classroom teaching. On the eve […]
*We’ve changed the headline on this blog from how it originally ran to clarify this point: there IS a place for teaching comprehension strategies, but those strategies should not be the tail wagging the dog of reading instruction. Our concern is that when we focus primarily on strategies, which have characterized a great deal of reading instruction in […]
Mike Petrilli documents the journey taken by the KIPP organization to embrace curriculum as a vital reform lever – and knowledge-building curriculum in particular – throughout their network of schools.
Because strategies to boost student retention get short shrift in teacher training, Champion Teacher Doug Lemov’s recent blog and accompanying video on retrieval is novel and welcome. Instead of focusing on how to get information into students’ heads (as do most teacher training materials), he addresses how to get students to pull information out of […]
A recent analysis by the Center for Early Reading at Amplify makes clear once again the importance of background knowledge to reading comprehension. As a potential collateral benefit that is all too rare in education, that same background knowledge may also hold the key to doing well on current high stakes English language arts (ELA) […]
A great Newsweek article makes the point, again, that “one cannot think critically without quite a lot of knowledge to think about” (Diane Ravitch, 2009).
A must-read primer (and more!) on “The Curriculum Effect.” Congratulations to Chiefs for Change for laying this out so clearly.