I’m defending my candidacy paper next week.\u00a0 I don’t think it’s terrible, but I just now had the flash about what I really wanted to say: the big picture.\u00a0 Ideas about teacher planning are changing in ways that may relate to the way ideas about planning are changing in the business world.\u00a0 But I don’t really have any proof.\u00a0 I think I could find it, though, if I had time.\u00a0 Both Senge (The Dance of Change) and Csikszentmihalyi (Good Business) talk about how systematic planning can be a bad thing that limits vision and creativity.\u00a0 And that seems to be where teacher planning lit is going.\u00a0 Becoming less prescriptive, taking a more individualized view.\u00a0 Forget about models.\u00a0 Worry less about how it SHOULD be done and more about how it IS done. Which pieces of the models are helpful?\u00a0 Which don’t really match?\u00a0 Is it linear at all?<\/p>\n
As an aside, I had a personal revelation.\u00a0 I had to create a curriculum development model at one point in my education, and I was very prescriptive although I tried to capture the recursive, contextual features.\u00a0 But, I didn’t check the teacher planning literature to take teachers’ voices into account at all.\u00a0 (That wasn’t part of the assignment, of course.) But if I had known about the literature, I might have made some changes to make it more teacher focused.\u00a0 After all, one would like to think your model would be useful \ud83d\ude09<\/p>\n","protected":false},"excerpt":{"rendered":"
I’m defending my candidacy paper next week.\u00a0 I don’t think it’s terrible, but I just now had the flash about what I really wanted to say: the big picture.\u00a0 Ideas about teacher planning are changing in ways that may relate to the way ideas about planning are changing in the business world.\u00a0 But I don’t … Continue reading What I Really Wanted to Say<\/span>