Should classroom teachers have the freedom to change

Adding Value to Lesson Components:

Let's consider a hypothetical lesson on the water cycle:

• The Introduction:
  • Instead of simply stating the lesson objective, a teacher could begin with a captivating question: "Where does the rain come from, and where does it go?"
  • They could show a short, engaging video or a visually appealing image of the water cycle in action.
  • Connect to prior knowledge by asking students about their experiences with rain, puddles, or evaporation.
  • They could use a "think-pair-share" to have the students brainstorm what they already know about the water cycle.
  • Using UDL principles, this allows for visual, auditory, and kinesthetic learners to all get engaged.
• Teacher-Directed (I Do):
  • Instead of a dry lecture, the teacher could use interactive visuals, diagrams, or even a simple demonstration (e.g., a water cycle in a jar).
  • They could incorporate storytelling or real-world examples to make the concepts more relatable.
  • They can provide digital supplemental materials, such as interactive online simulations, for students who need additional visual support.
  • They can provide hard copy supplemental materials, such as graphic organizers, for students who learn better with physical tools.
• Teacher-Guided (We Do):
  • Instead of simply working through examples on the board, the teacher could facilitate a collaborative activity, such as a group discussion or a hands-on experiment.
  • They could use a "jigsaw" activity, where students become experts on different parts of the water cycle and then teach each other.
  • They can provide differentiated support, offering more scaffolding for students who are struggling and more challenging questions for those who are excelling.
  • They can utilize UDL by providing multiple means of action and expression.
• Independent Practice (You Do):
  • Instead of a worksheet, the teacher could offer students a choice of activities, such as creating a diagram, writing a story, or building a model.
  • They could provide access to digital tools, such as online quizzes or interactive simulations, for students to practice at their own pace.
  • They can provide different levels of complexity for the independent practice.
  • They can provide rubrics so that the students understand how they will be graded.
• Closing:
  • Instead of a simple summary, the teacher could ask students to reflect on what they learned and how it connects to their lives.
  • They could use an "exit ticket" to assess student understanding and identify any misconceptions.
  • They could preview the next lesson and connect it to the current topic.
  • They can ask the students to summarize what they learned in their own words.

Universal Design for Learning (UDL):

Throughout the lesson, teachers can apply UDL principles to ensure accessibility for all learners:

• Multiple Means of Representation: Present information in various formats (visual, auditory, kinesthetic).
• Multiple Means of Action and Expression: Provide students with different ways to demonstrate their learning.
• Multiple Means of Engagement: Offer choices, make connections to student interests, and foster a positive learning environment.

By embracing flexibility and incorporating these strategies, teachers can transform curriculum content into meaningful and engaging learning experiences.

Absolutely, classroom teachers should have the freedom to adapt and evolve the adopted curriculum. "Good teaching" is indeed far more than rote delivery; it's about creating dynamic, engaging, and accessible learning experiences. Here's how teachers can add value to different parts of a lesson:

The Importance of Teacher Flexibility:

• Meeting Diverse Needs: Every classroom is unique, with students possessing varying prior knowledge, learning styles, and needs. Teachers must be able to adapt to ensure all students can access and understand the material.
• Seizing "Teachable Moments": Unexpected events, student questions, or current events can create valuable learning opportunities. Teachers should be empowered to deviate from the planned lesson to explore these moments.
• Fostering Engagement: Rigid adherence to a curriculum can stifle creativity and engagement. Teachers should have the flexibility to incorporate activities, examples, and resources that resonate with their students.
• Promoting Deeper Understanding: Teachers can add value by connecting curriculum content to real-world applications, encouraging critical thinking, and fostering deeper understanding.