Volume VI, No. 8
February 2020
Journal
of the K-12 Revolution
Essays
and Research from Minneapolis, Minnesota
A Five-Article Series
A Publication of the New Salem Educational
Initiative
Gary Marvin Davison, Editor
Curricular Shibboleth and Erroneous
Pedagogy
Pervade the MPS Comprehensive Design
A Five-Article Series
Gary Marvin Davison, Ph. D.
Director, New Salem Educational Initiative
New Salem Educational Initiative
Minneapolis,
Minnesota
Curricular Shibboleth and Erroneous
Pedagogy
Pervade the MPS Comprehensive Design
A Five-Article Series
Copyright
© 2020 by Gary Marvin Davison
New Salem Educational Initiative
Contents
Introductory Comments
Article #1
Grating Jargon of “Cultural Relevance” and
Ill-Defined “Rigor” Saliently Represent the
Empty Verbiage of the Design’s Academic
Section
Article #2
The Sound-Good Terms of “Differentiated
Instruction”
“Personalized Learning” Imply
Approaches That Are Pedagogically Inefficient
And Undermine Student Acquisition of a
Strong Knowledge Base
Article #3
The Intellectual Folly of Project-Based
Learning
Article #4
The Pretension to Value Critical Thinking
Article #5
The Stark Inadequacy of the Superintendent
Ed Graff’s
Four Priorities, Embedded in the Academic
Portion of
the MPS Comprehensive Design
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