Hello people,
I have been going through all your comments and posts about planning a cubic curriculum for Grade 6, the focus being sensitivity to the environment. Here are a couple of my thoughts.. The way I am looking at this is to plan a cubic curriculum for the topic from the lens of biology (in my case) make the possible interconnections and then see how it fits in. Considering that the scope of the topic is huge, I would exercise caution and keep it within the grade level requirements and not get ahead of trying to fit in too many life skills as well. My personal start point would be to read Hoots as it is prescribed reading for grade 6 and make my connections.
As Sowmya mentioned, I think it would be a good idea to go through the Design Toolkit for process and then in the 2 weeks in May, we figure out the process and the implementation of the same. Also, with regards to the broad question that Sowmya had articulated in her post, do you think that it would be a good idea to come up with our respective statements/ questions which drives our subject? My apprehension is that while we are making these connections and talking about it on this forum, we fall into the trap of it turning out like theme in the primary school.
I have been going through all your comments and posts about planning a cubic curriculum for Grade 6, the focus being sensitivity to the environment. Here are a couple of my thoughts.. The way I am looking at this is to plan a cubic curriculum for the topic from the lens of biology (in my case) make the possible interconnections and then see how it fits in. Considering that the scope of the topic is huge, I would exercise caution and keep it within the grade level requirements and not get ahead of trying to fit in too many life skills as well. My personal start point would be to read Hoots as it is prescribed reading for grade 6 and make my connections.
As Sowmya mentioned, I think it would be a good idea to go through the Design Toolkit for process and then in the 2 weeks in May, we figure out the process and the implementation of the same. Also, with regards to the broad question that Sowmya had articulated in her post, do you think that it would be a good idea to come up with our respective statements/ questions which drives our subject? My apprehension is that while we are making these connections and talking about it on this forum, we fall into the trap of it turning out like theme in the primary school.
Hi Aditi
ReplyDeleteI understand your apprehensions and just to reiterate - we will never be theme as we are looking only for logical connections and not a force fit. If that was the case we will have to look at history and other sciences as well. The way I see it there could be different cubes within the same space as long as it makes sense.
The integrated cube is a means for us to look at our personal mastery. The cube is not the end infact everything is process and by attempting to deliver a cube we will reflect on the journey itself as we try and achieve our goals. The analogy that comes to my mind is that of a train journey - it might lead to the same destination (cubic curriculum) but the passengers have different personal goals.
So far my personal mastery involves helping students make text to life connections and helping teachers within my department to teach for enduring understanding by creating passion for their subject rather than teach for exams and tests.
I will use the cubic curriculum to help me do both - create text to life experiences and also introduce methods that can help teachers become better in their approach. To inculcate passion for their subject. Right now that for me is the part I need to truly work on.
The idea is not to mix the journey with the goal. Hope this helps.
I am in a bit of a quandry.On one hand Geetha talks about sticking with the process and not coming up with a solution whereas school expects us to draft a curriculum that can be put into practice.Which one will we do?
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