Teachers who focus on textbooks gamble with their students' performance in ways that matter for state funding for schools, students' academic progress, and even graduation. (p. 63-64)
Students learn more effectively if the content they are learning is connected in specific ways. (p. 67)
If a teacher cannot get all of the "Big Ideas" taught before state tests, how does he/she decide which topics are more valuable?
Does NCLB means that all students in a class should be held to the same expectations, or that students with special educational needs in that class be held to high expectations for the level at which they are performing?
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Looks like we have some of the same concerns as future educators. As we've heard so many times before, we will acquire much of our knowledge as we get into the fields. It will be up to us to use our resources wisely to meet the instructional needs of all the students in our classroom. By resources, I mean time, special education instructions, research, and advice from teachers that have been in the field a while. Many of us probably worry because we all want to be effective teachers.
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