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Essay / Research Paper Abstract
A 6 page research paper that discusses different pedagogical approaches to the classroom. The writer argues against standard-based teaching, but acknowledges that this is a reality but feels that it should be combined with inquiry-based, differential learning. Bibliography lists 6 sources.
Page Count:
6 pages (~225 words per page)
File: D0_khintsp.rtf
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Unformatted sample text from the term paper:
on your personal values, beliefs, and experiences, this writer/tutor agrees with teaching professionals that feel that the standards-based teaching that is pushed on schools today defeats the goals of education
by enforcing a pedagogical approach that stresses rout learning rather than true understanding. Therefore, the pedagogical principle that I would promote is one based on respect for individuality, recognition of
differential learning styles and implements inquiry-based learning. Since the advent of high-stakes testing, Buell and Crawford (2001) point out that professional development meetings in American public schools often focus
on how to improve test scores rather than on how to improve learning because the two are not necessarily the same thing. Teaching that emphasizes improving test scores is extremely
limited by the nature of both testing and teaching. Testing involves "sampling student knowledge," it therefore only addresses learning outcomes (Buell and Crawford, 2001, p. 11). It is seldom that
standardized testing examines how well students truly comprehend ideas. While there are many proponents of standardized testing who argue that teaching itself should be standardized, many teaching professionals disagree.
For example, a typical test question might give students a set of data and as for the median of the set. This is a skill that is covered repeatedly in
standardized testing. However, Buell and Crawford (2001) note that the test does not ask students to justify their choice, "Yet knowing how to find the median, without knowing when to
use it, is useless, except on tests" (p. 11). The point that Buell and Crawford make is that if all teachers do is teach skills, facts and procedures without also
present this knowledge within a context that offers understanding of them, then students are shortchanged (2001). Teaching how to take a test and test-taking skills should not be confused with
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