TEKS--Language Arts: I feel these standards seem to be in line with Ralph Tyler's theory. The standards are more rigid and do not account for individual differnces. Also, these standards seem to be achievement oriented, which I feel fits in with Tyler's theory.
TEKS--Social Studies: These standards seem to be most closely related to John Dewey's theory. The emphasis on logical thinking skills in the upper grades was reminiscent of his theory, as well as the importance of democracy in the standards.
TEKS--Language Arts: I feel the standards are general, and can allow for individual differences in teacher instruction. These standards allow a teacher to use a variety of methods to carry-out the learning goals.
TEKS--Social Studies: These standards are more content specific, and include specific limitations for types of sources to be used in instruction. However, within the content area a teacher may use instruction strategies they feel comfortable with in delivering the material.
TEKS--Language Arts: These standards align with the TEKS assessment of Language Arts and the TAKS test.
TEKS--Social Studies: These standards align with the TEKS assessment of Social Studies and the TAKS test.
TEKS--Language Arts: These standards do not offer guidelines for dealing with controversial topics in the are of the Language Arts.
TEKS--Social Studies: These standards include knowledge that may be sensitive or controversial, such as the civil rights movement. While the TEKS does not specifically offer guidelines for dealing with these controversial topics, it does outline the use of primary sources and grade-level appropriate material. Therefore, these controversial subjects should be taught in accordance with the appropriate age described in the standards.
TEKS--Language Arts: The standards include standards for instructing ELLs so that they will meet the goals for all students. For example, "Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context
TEKS--Social Studies: The TEKS standards do not offer strategies for teaching students with a variety of needs.
TEKS--Language Arts: While the TEKS--LA standards do not offer specific instruction stategies, teaching strategies can be discovered through these standards. For example, one early standard includes "Students are expected to orally generate rhymes in response to spoken words." As a teacher, you can infer rhyming practices to be used in the classroom.
TEKS--Social Studies: These standards include somewhat specific strategies for instruction, though much is general. For example, in the U.S. History course, it is suggested to use Martin Luther King's letter from the Birmingham City Jail as part of the standard that students are expected to identify significant leaders of the civil rights movement.
TEKS--Language Arts: The standards are specific to literacy development in children grade K-12. For example, print awarenss skills are standards for beginning readers. While research synthesizing skills are expected for older students.
TEKS--Social Studies: These standards offer specific standards for each grade level K-12. At the high school level, standards are given for various high school courses, including: U.S. History, World History, Government etc.
TEKS--Language Arts: Students should "...demonstrate exemplary performance in the reading and wrting of the English language."
TEKS--Social Studies: Students should "build a foundation in history, economics, government, citizenship, culture, science, technology and society, and social studies skills." Students will also: "understand the importance of patriotism, function in a free enterprise society, and appreciate the basic values of our state and nation..."
Curriculum is any of the activities students participate in to meet the school’s instructional goals. Curriculum is all learning that occurs, planned or unplanned, in the academic setting.
The worth of learning and knowing is complex. For me, the worth of learning is gaining life experiences and growing as a person.