Quite honestly, when reviewing the Massachusetts Frameworks in other subject areas I never took the time to read over the introductory pages. Why? I’m not sure- but I feel that this was just as important as knowing what topics apply to each grade. I liked how the basics skills and concepts were outlined for each grade, especially because I am still a little confused about which age range I’d like to teach. After reading the brief outline in this article, I have to admit I’m still a little bit confused. I want to pinpoint my “desired age range” based on what I myself can and will be passionate about. Maybe it is because I think science is awesome, but from the looks of it I could teach any elementary grade and be passionate about what I am teaching (which, to me, is imperative to being a good teacher). I also feel that the frameworks are a great tool for not only knowing what you’re students need to learn about, but that it is important to have a sense of what students are learning in all grades so that you can gauge where your students understanding and learning is in relationship to what they should have learned, and what skills they will need to harness in order to understand future material.
“Inquiry, experimentation, and design should not be taught or tested as separate, stand- alone skills. Rather, opportunities for inquiry, experimentation, and design should arise within a well-planned curriculum. Instruction and assessment should include examples drawn from life science, physical science, earth and space science, and
technology/engineering standards. Doing so will make clear to students that what is
known does not stand separate from how it is known.”
This is perhaps my favorite quote in the entire article- I agree that inquiry based skills (and many other scientific skills) should be integrated into the entire curriculum. If they were to be taught as stand alone skills, students may have a hard time actually applying them in the classroom and in everyday life as well! I think there are many skills taught in the classroom that serve as “life skills” in addition to “understanding the material” skills (please excuse the made-up lingo). I think that, so often, the frameworks can be approached as a hurtle for teachers rather than an opportunity to sharpen students’ real life skills and minds in an educational context. Quite honestly, when reviewing the Massachusetts Frameworks in other subject areas I never took the time to read over the introductory pages. Why? I’m not sure- but I feel that this was just as important as knowing what topics apply to each grade. I liked how the basics skills and concepts were outlined for each grade, especially because I am still a little confused about which age range I’d like to teach. After reading the brief outline in this article, I have to admit I’m still a little bit confused. I want to pinpoint my “desired age range” based on what I myself can and will be passionate about. Maybe it is because I think science is awesome, but from the looks of it I could teach any elementary grade and be passionate about what I am teaching (which, to me, is imperative to being a good teacher). I also feel that the frameworks are a great tool for not only knowing what you’re students need to learn about, but that it is important to have a sense of what students are learning in all grades so that you can gauge where your students understanding and learning is in relationship to what they should have learned, and what skills they will need to harness in order to understand future material.
“Inquiry, experimentation, and design should not be taught or tested as separate, stand- alone skills. Rather, opportunities for inquiry, experimentation, and design should arise within a well-planned curriculum. Instruction and assessment should include examples drawn from life science, physical science, earth and space science, and
technology/engineering standards. Doing so will make clear to students that what is
known does not stand separate from how it is known.”
This is perhaps my favorite quote in the entire article- I agree that inquiry based skills (and many other scientific skills) should be integrated into the entire curriculum. If they were to be taught as stand alone skills, students may have a hard time actually applying them in the classroom and in everyday life as well! I think there are many skills taught in the classroom that serve as “life skills” in addition to “understanding the material” skills (please excuse the made-up lingo). I think that, so often, the frameworks can be approached as a hurtle for teachers rather than an opportunity to sharpen students’ real life skills and minds in an educational context.
“Inquiry, experimentation, and design should not be taught or tested as separate, stand- alone skills. Rather, opportunities for inquiry, experimentation, and design should arise within a well-planned curriculum. Instruction and assessment should include examples drawn from life science, physical science, earth and space science, and
technology/engineering standards. Doing so will make clear to students that what is
known does not stand separate from how it is known.”
This is perhaps my favorite quote in the entire article- I agree that inquiry based skills (and many other scientific skills) should be integrated into the entire curriculum. If they were to be taught as stand alone skills, students may have a hard time actually applying them in the classroom and in everyday life as well! I think there are many skills taught in the classroom that serve as “life skills” in addition to “understanding the material” skills (please excuse the made-up lingo). I think that, so often, the frameworks can be approached as a hurtle for teachers rather than an opportunity to sharpen students’ real life skills and minds in an educational context. Quite honestly, when reviewing the Massachusetts Frameworks in other subject areas I never took the time to read over the introductory pages. Why? I’m not sure- but I feel that this was just as important as knowing what topics apply to each grade. I liked how the basics skills and concepts were outlined for each grade, especially because I am still a little confused about which age range I’d like to teach. After reading the brief outline in this article, I have to admit I’m still a little bit confused. I want to pinpoint my “desired age range” based on what I myself can and will be passionate about. Maybe it is because I think science is awesome, but from the looks of it I could teach any elementary grade and be passionate about what I am teaching (which, to me, is imperative to being a good teacher). I also feel that the frameworks are a great tool for not only knowing what you’re students need to learn about, but that it is important to have a sense of what students are learning in all grades so that you can gauge where your students understanding and learning is in relationship to what they should have learned, and what skills they will need to harness in order to understand future material.
“Inquiry, experimentation, and design should not be taught or tested as separate, stand- alone skills. Rather, opportunities for inquiry, experimentation, and design should arise within a well-planned curriculum. Instruction and assessment should include examples drawn from life science, physical science, earth and space science, and
technology/engineering standards. Doing so will make clear to students that what is
known does not stand separate from how it is known.”
This is perhaps my favorite quote in the entire article- I agree that inquiry based skills (and many other scientific skills) should be integrated into the entire curriculum. If they were to be taught as stand alone skills, students may have a hard time actually applying them in the classroom and in everyday life as well! I think there are many skills taught in the classroom that serve as “life skills” in addition to “understanding the material” skills (please excuse the made-up lingo). I think that, so often, the frameworks can be approached as a hurtle for teachers rather than an opportunity to sharpen students’ real life skills and minds in an educational context.
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