The Pros And Cons Of Curriculum Reform

Several things must occur before implementation would even be possible. First, a request would need to be made for permission to try the curriculum reform starting with the third and fourth grade classes, since these teachers are in the same building as the science lab, teach science daily in their classrooms, and are familiar with the various scientific technology, software, and materials available to them. However, it would be my recommendation to only have one of the two third grade classrooms/teachers, and one of the two fourth grade classrooms/teachers actually be the experimental group and implement the reform.

There are two main reasons for this. First, only one of the teachers from each of the grade levels have actually pursued professional

Students should then be asked to look at the list and give input as to which topics they find most interesting. Based on the students’ input, the science PLC site-based committee and the participating teachers should create the ill-structured, open-ended authentic problems that are to be then given to the students during the course of the school year and their studies. Purposes for doing each problem, desired student outcomes, learner characteristics, procedures to be used, and real-world situations should all be considered when forming the problems. On average, students should be given between two to six weeks to complete one open-ended problem, depending on its complexity. This is because a problem-solving curriculum focuses more on depth rather than breadth of content. Next, students should be assigned to their groups by an arbitrary method, such as alphabetically or by tables. The science lab should be given preference for this experimental group to use whenever they need it. The room should be conducive for group work, and all groups should be accessible to the teacher. Plus, all resources and materials should be gathered and made available to the