The Finch Formerly Known As Gold

14 October 2003

La plume de ma tante

A parent with a child in a Tulsa school got this explanation of what's going on in the classroom:

The theme for the year is Discovery. The concept for the first 6 weeks is systems. Then the concepts are perspectives, celebrations, economics, exploration and adaptation.

The training I received this summer on the Tulsa Model for School Improvement stressed the importance of accessing the knowledge that students already have about the themes and concepts and then building on it. Building the background knowledge they will need for the new learning, introducing the themes and concepts is to be done in broad generalizations that they can apply to their lives now and in the future before it is "narrowed" for specific classroom use. After a summer of asking the experts what they would do/how they would do it, I decided to introduce the new learning in English to enable the students to more easily and quickly grasp the concepts that we will be using. New strategies and techniques are to be non-academic the first time the students use them to allow them to concentrate on learning the new strategies and techniques before they are used academically. To this end, I have been teaching the 7 Learning Community Guidelines and the Life Skills, class and team building activities to teach the new strategies and structures. Teachers are also expected to teach students about the 8 Multiple Intelligences and how they learn best, the 7 Learning Community Guidelines and the 18 Life Skills which are the basis of the Tulsa Model discipline plan. This is what we have spent the first several weeks concentrating on.

Um, yeah. Okay. Whatever you say.

Now what, exactly, does all this have to do with teaching French?

I can appreciate the idea of avoiding rote memorization, but in a foreign language for which total immersion is impracticable, there is really no choice but to learn all those irregular verbs and such.

Michael Bates, who brought this to light, comments:

Learning a language has nothing to do with grasping big ideas and key concepts. It's about learning spelling and pronunciation and verb forms and sentence structure — many little details that you just have to learn. J'ai, tu as, il a, nous avons, vous avez, ils ont. Yes, a good teacher will draw on the student's experience to help explain concepts or teach vocabulary words, but much of a foreign language is by definition foreign and just has to be learned by heart. Yes, a good teacher will draw on different techniques to help students with different learning strengths, but memorization, learning by ear, and learning by sight are essential to learning a language well enough to use it.

Meanwhile, the school board, having been thwarted at every turn by the presence of trees, has rewritten the curriculum to avoid any mention of the forest.

"Theme for the year," indeed.

Posted at 9:42 AM to Almost Yogurt , Soonerland