No argument here, I have to cover material because when my students get to 8th grade the teacher does not have the time to cover my material, that's not what I'm saying. What I was eluding to was I would love to take two weeks to explore a topic then a week to develop some sort of assessment that allows the students to delve deeper into the topic and maybe even integrate some of the material they have learned to date...but, the time is just not there, OR, I have to hammer two weeks into one so I can concentrate on a meaningful assessment, and that isn't effective. There is no easy answer, what content gets 2 weeks and what content gets 3 weeks, how do we gage importance? I'm not trying to get out of teaching material in anyway, I use homework as an avenue to introduce new material before the next class, or sometimes to reinforce what they learned in class with the hopes that it frees up some classroom time to do the engaging activities that I want to do and that the students enjoy vs. the notes/lecture way of teaching like in years past. If the system wasn't so rigid maybe I could give less hw but as of now I have to give MEANINGFUL hw to accomplish what the government, state, administration, and parents want from me... ~Anthony
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Today's Featured Article - Listening to Your Tractor - by Curtis Von Fange. Years ago there was a TV show about a talking car. Unless you are from another planet, physically or otherwise, I don’t think our internal combustion buddies will talk and tell us their problems. But, on the other hand, there is a secret language that our mechanical companions readily do speak. It is an interesting form of communication that involves all the senses of the listener. In this series we are going to investigate and learn the basic rudimentary skills of understanding this lingo.
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