Answer The Question With 300 Words - Write Feedback For My P

Answer The Question With 300 Words2 Write Feedback For My Peers Ea

Answer the question with 300 words. Write feedback for my peers, each one 100 words, totaling 600 words for all homework assignments. The question is: "Please discuss the following excerpt from page 57. 'Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions.' Discuss this excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82)."

Paper For Above instruction

The excerpt emphasizes the importance of understanding students' intellectual challenges and questions in the planning process, urging teachers to tailor their lessons to address these specific issues. When considering the implementation of the Common Core Standards, this approach highlights a potential tension: the standards seek uniformity and measurable outcomes across diverse student populations, which might conflict with a more individualized, inquiry-based teaching method inspired by existentialist ideas.

The Common Core aims to establish consistent educational benchmarks, promoting critical thinking and deeper understanding. However, existentialism's focus on human freedom and personal meaning emphasizes individual experiences and subjective realities, which may seem at odds with standardized curricula. The philosophy advocates for student autonomy and self-discovery, challenging the prescriptive nature of mandated standards.

In practice, teachers who align with the excerpt might focus on diagnosing students' particular struggles and questions, then designing lessons accordingly, fostering engagement and relevance. Yet, the rigid structure of the Common Core could limit such personalized approaches, potentially hindering the cultivation of individual student agency that existentialism values.

Furthermore, integrating these perspectives requires a delicate balance: standards provide a scaffold for broader educational goals, but teaching must remain flexible enough to honor personal intellectual pursuits. Educators should aim to navigate this intersection by using standards as a foundation, while still prioritizing student-centered inquiry aligned with existentialist principles. Ultimately, effective teaching involves recognizing students' unique predicaments within the framework of curriculum goals, promoting both systematic reform and personal emancipation in learning.

References

• Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Routledge.
• Dewey, J. (1938). Experience and education. Macmillan.
• Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press.
• Oakes, J. (2005). Keeping track: How schools structure inequality. Yale University Press.
• Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing.
• Standards for Educational and Psychological Testing. (2014). American Educational Research Association.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Willis, J. (2006). How to create a culture of thinking in schools and classrooms. ASCD.
• Zhao, Y. (2012). Culturally relevant pedagogy and standards-based reform: Some questions for consideration. Educational Leadership, 70(5), 62-66.
• Hacker, D. (2010). The Bedford reader. Bedford/St. Martin's.