Initially, front-end analysis seemed disconnected from the atmosphere we try to create in our classrooms. After reading the chapter, it makes so much sense. The standards that we are given are vague, and front-end analysis is exactly what is necessary in order to break those standards down enough to have instructional goals that are attainable for our students. The standards are written at the state level, the district then creates new goals using an administrative mandate approach. For the district, these goals are clear, measurable, and attainable; for the teachers, these goals are not clear or specific. So curriculum specialists and teachers get together and make consensus maps, so that all teachers within a district are on the same page. This content outline approach gives the teachers at the school a more specific set of goals. It is still not clear enough for the classroom. Here is where the front-end analysis by curriculum coaches, administration, and teachers becomes crucial. The subject expert approach is used throughout collaborative meetings and there, more measurable goals, are created. It still isn't enough, the teacher needs to go into their own classroom and understand the information their students already understand, where their learning gaps are, and mold those goals for student understanding. When the goal, gets to the student, it must be specific, measurable, and include the learner, their tools, their action, and their accuracy. When looked at as a process, it shows a continuity throughout the learning community; it is clear that front-end analysis is happening at several levels in the educational community.
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AuthorI am a seventh grade math teacher, currently teaching Math 7, Pre-Algebra, and Algebra. Technology is integrated daily since the classroom is considered one to one. In my personal world, I have two sons, Daniel and Shay, a step-son, Evan, and an awesome husband George. Currently owning and operating in Myrtle Beach, SC! Archives
December 2015
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