I guess i was fortunate to be given the good before the bad, meaning last weekend I was given the chance to read about teaching English--which interests me-- and then this weekend I have to read about teaching math and science--which does not interest me. So pushing through the chapter as as assigned, I found a good amount of things I wasn't. too familiar with. Namely all the standard for mathematics, which was i guess interesting to see what the other fields are covering and how in some ways the standards cross disciplines. All the programs for math teachers too were new to me, data analysis tools and visualization tools. It was funny to learn, and a little sad to learn that elementary ed students score lower on math and verbal than other grads do. this makes me wonder...
Well, aside from trying to be conscious of my own faults, and be conscious of what standards are out there. there really wasn't anything that I could incorporate into my own classroom, because I have no business teaching math or science.
the main question I came away from this chapter with though is. If there is so much debate over direct instruction and scientific inquiry, why not incorporate a mixed approach to the problem?
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