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by Joseph H. Semadeni
Table of Contents
How do you encourage teachers to incorporate higher-order thinking activities into differentiated units of instruction without fragmenting the curriculum?
One neat thing about kindergarten students is that they usually come to school with a sparkle in their eyes, eager to learn. Wouldn't it be nice if high school seniors shared the same enthusiasm? Somewhere between kindergarten and graduation, many students seem to lose their love for learning. The same can be said about new teachers and those preparing for retirement. Most teachers enter the profession with a strong passion for the content area they teach and a determination to make a difference in the lives of students. It doesn't take long, however, for teachers to discover that compliance is often valued more than creativity. This is unfortunate because "most teachers—when trusted, when given time and money, and when given the assistance, choice, and responsibility to develop curricula—will make extraordinarily sound decisions about what students should be taught" (Glickman et al., 2004, p. 405). How can schools encourage teachers to put enjoyment back into learning without jeopardizing the curriculum?
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