response to Dr. K.A. Martin re: level of changes
Annette Berkovits (aberkovi@inet.ed.gov <aberkovi@inet.ed.gov>)
Tue, 3 Oct 1995 09:43:13 -0400
I was not speaking of changes in classroom activities. The precise level of
substantive change is difficult to determine. However, changes in confidence
levels to teach a given subject, or in viewing the world outside of the
classroom as an asset to science teaching and knowing how to access it - do lead
to other, higher level changes. So does experience with assuming a leadership
role.
We cannot hold teachers directly accountable for the way schools do business
day-to-day. The resistance to change often comes from the top. Why are there
so few workshops and other professional development activities aimed at
administrators? I would love to hear from anyone targeting administrators.
What's your M.O.?
And by the way, kids can't always invent knowledge. Delivery of pre-existing
knowledge is not always bad. It seems that once we jumped on the constructivist
band wagon, we forgot how we learned. Transmission of knowledge (in appropriate
ways and contexts) from generation to generation is a venerable tradition that
does have a place in the schools.