Avoiding the One-Size-Fits-All Curriculum: Textsets, Inquiry, and Differentiating Instruction

Childhood Education, Fall 2004 by Murray, Rosemary, Shea, Mary, Shea, Brian

At the end of the unit, students were asked to complete the post-survey, which asked many of the same questions as the pre-survey. The results showed that students' attitudes toward science and scientists became more positive. While the pre-survey results revealed that students thought scientists were mostly men, a larger percentage in the post-survey recognized that both men and women were equally represented in the population of scientists. Likewise, in the post-survey, more students could name scientists who worked in the world outside of their classroom. In fact, they identified over 30 individuals! More students were independently reading science books and they could name almost 40 titles. In addition, students checked out science tradebooks from the school and local libraries more frequently. Finally, when asked to rank their favorite school subject, 84 percent chose science as a first, second, or third choice. Brian was certainly reassured by these findings.

When students like what they're doing, they're intrinsically motivated to attend and participate. With such changes in a one-month implementation, it would seem likely that teachers who consistently use inquiry-based approaches could significantly affect students' motivation to learn and achieve. At last, they would be teaching the way they know they should.

Bringing the world of resources into the classroom, allowing collective wonderment to guide the curriculum, differentiating instruction, and creatively organizing work groups cultivate a magic garden of learning (the classroom) where each flower (the learner) blooms (develops to fullest potential) beautifully.

References

Cruickshank, D., Bainer, D., & Metcalf, K. (1999). The act of teaching. New York: McGraw-Hill.

Daniels, H., & Zemelman, S. (2003/ 04). Out with textbooks, in with learning. Educational Leadership, 61(4), 36-40.

Guzzetti, B., Kowalinski, B., & McGowan,T. (1992). Using a literature-based approach to teaching social studies. Journal of Reading, 36(2), 114-121.

Harste, J., Short, K., & Burke, C. (1988). Creating classrooms for authors. Portsmouth, NH: Heinemann.

Wenner, G. (2003). Comparing poor, minority elementary students' interest and background in science with that of their white, affluent peers. Urban Education, 38(2), 153-172.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.

Rosemary Murray and Mary Shea are Associate Professors, Canisius College, Buffalo, New York.

Brian Shea is Adjunct Instructor, Canisius College, and a 6th-grade teacher, Lockport, New York.