Analyze

Responsive Curriculums

prerna_srigyan
Annotation of
In response to

  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

pece_annotation_1475892405

Alexi Martin
Annotation of
In response to

The components of the report was medical care (how adequate/inadequate overall care was), shelter and housing( or lack there of) logistics and constracting, charitable organizations and an overall conclusion of the report that described the failure of initative.

pece_annotation_1476061641

Alexi Martin
Annotation of
In response to

The report addresses matters of disaster and health through describing the failures that the government and other organizations had on the people. Hospital's refused to evacuate (executives) leaving people stranded without power (poor planning, generators were located below sea level), and medicines. It tak=lks about the failure to evacuate and help people who have disabilities and/or who have medical problems. This led to people dying for preventable reasons. Health preperations were delayed due to the governent not allowing food and medical supplies to be delievered on time creating a discrepancy and improper treatment of people/ The shealthers that they provided were also inadequate, water systems were nonexistent after the power went out, there was rationing- the people rioted.