[etni] Lit discussion
- From: Renee wahl <wahlrenew@xxxxxxxxx>
- To: etni@xxxxxxxxxxxxx
- Date: Wed, 22 Jul 2009 10:08:21 +0300
I've seen pretty much of everything that could be said both pro and con the
lit courses and the implementation of the program so I don't know how much
my 2 cents will matter....
1) It seems to me that we all agree that the new program is a valuable
addition to our toolbox of teaching pedagogies, that the courses are great
and that all those who were involved in their planning and teaching have
done a terrific job and are using our feedback to further improve them.
2) Just as we are aware that there are different learning styles, and we are
urged to design our lessons to meet these various learning styles, we must
always consider not only whether a new pedagogical tool is valuable, but to
whom and to what it should be applied. Just because the pilot program
reports that we heard at ETAI were glowingly positive, doesn't mean that the
master teachers (usually the ones most likely be first to take innovative
courses and be able to adapt/adopt them) who gave these reports represent a
true crossection of the teacher population or their classes. Why must the
program be applied across the board all at once? Why can't it be applied
gradually as an option, like the translation unit, or as a 5 pointer
option? We could be a little less ambitious here to begin with, especially
since the results of the pilot have not yet been analyzed thoroughly enough
nor changes resulting from feedback been completed. Need I bring up the
example of "Whole Language" R.I.P?
3) Regarding the issue of payment: Of course we insist on being paid at the
rate of Bagrut graders in order to check the logs. Though having checked
Bagrut papers in the past, I have serious reservations regarding the amount
of time checking the logs will take as compared to grading a Bagrut paper.
Even if they have been checked on an ongoing basis, it will take more than
10 minutes just to checklist that all the requirements are there, not to
speak of the quality or relevance of the twork.
But what about the part re checking the logs as we go along? Do you mean to
tell me that this isn't extra work for the teacher? Not only does s/he have
to find resource material, design the multiple tasks, extract the relevant
HOTS, but then s/he has to check at least 5 times the number of tasks as
previously! This is what we are demanding extra pay for - not only for
grading the final product!!!! Too much of our already diminished class time
will be taken up with explaining the tasks, instead of discussing the
literature. No one can truthfully claim that this literature program is
not an ADDITION to our subject, so why isn't the Ministry demanding extra
hours (except from the teachers) in order too fit it in?
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