Response+Journal+2

David Perkins in his article //Knowledge Alive// describes the "knowledge arts," as "bundling together deep reading, compelling writing, strong problem solving and deision making, and the strategic and spirited self-managment of learning itself, within and across the desciplines." Basically, taking the information given in each class, internalizing and understanding it to the point that 1-it won't be forgotten because it "means something to the student" and 2- the student is able to use the information as a buliding block and connector to other knowledge. e For example, when students learn about pulleys, wedges, planes,and other simple machines, if it is taught within the concept of "knowlege arts", they should be able to make the connection from simple machines to complex machines on their own. They should have the ability to put all of the "knowledge" together, look around in the "real-world", and realize that a combination of simple machines is what makes a complex machine, and be able to give examples of what they are, and perhaps create their own complex machine. I find his ideas refreshing and again a window into what most teachers who are truly concerned about learning want. The highlight of his article is the practical examples he gave for implementation. It is important for teachers to see how knowledge implementation works and how they can easily apply it to their classrooms. In regards to curriculum designers,in order for these concepts to be truly implemented it is vital that curriculums are filled with "thinking questions", projects that show true understanding of knowledge, and assessment tools that are flexible and easy to use. Curriculums must also be design with through subject integration. Their should be direct and obvious connections between the subject areas. If there is a unit in the science book on ecosystems, then the stories in the literature curriculum should correspond. Math concepts such as figuring temperature, measuring rainfall, etc. should be included in such units. This should all be layed out for teachers in order to give him/her the tools to be succcessful in reaching true " understanding".


 * Preparing for Today

Eisners** **aims of judgement, critical thinking, meaningful literacy, collaboration, and service, are goals that reflect what the end result of information acquisiton should be. Eisner believes that inorder for students to be able to benefit from what they learn in school teaching should be done with these life skills in mind. What good is learning how to measure to scale if students cannot use it to build a shopping center to scale within a certain amount of space? What good is it to learn about plants without understanding how lack of them affects our everyday lives?

Unfortunately the "real school world", forces teachers to put their students through "hoop-jumping", and "preparing for the next stage". Teachers are forced to finish a certain number of units, teach a certain number of vocabulary words, etc. in order for students to prepare for "standardized tests", or to get them to the 'next-grade", therefore under most circumstances, teachers are forced to teach in a "standardized way".

Much of this can be avoided by first making sure teachers understand the material they are teaching in a comprehensive way, and that they have the ability to make cross-curricular connections. Then teachers need to be given the time to work with other teachers to develop programs that combine all subject areas and meet the aims of Eisner.

This is what we have been trying to do in our school. We meet with other grade level teachers on a regular basis. Together we go through the curriculm, integrate the subject areas, and prepare projects that reflect this integration. Through class discussions, giving students "real-world" problems to solve,and meaningful projects we hope to avoid the "hoop-jumping" problem and instead make our students learning meaningful.**