New science curriculum and "inquiry-based" learning
According to the Portageps web site, the new science curriculum features-
I'm sure these group-learning sessions offer some advantages, and when used in moderation are a good supplement to other methods. But too much time spent in group inquiry-based settings decreases the total amount of subject material that can be covered. And this is not fun for the student who's thirsty to cover more material at a faster pace.
Science was my son's favorite subject going in to 8th grade, thanks to some very good teachers in 6th and 7th grade (and elementary school). However, in 8th grade he was introduced to CIPS, the "Constructing Ideas in Physical Science" inquiry-based program that came out of San Diego State University and has a group of local champions at WMU. At the time I didn't know if the problem was the teacher or the program itself, but my son complained repeatedly through the whole year about not learning anything and despite my encouragement, he completely lost interest in science that year (he wasn't normally a complainer, nor is he now). What a shame to see that happen, and after hearing similar stories from other parents, I've become very skeptical of inquiry-based learning methods. In looking at the CIPS web site, it all sounds so great, yet I don't see any evidence showing an actual increase in learning. Similarly with the "best practices" being advocated for the new Science Curriculum in Portage, where's the evidence that it works? I'd like to be able to trust the professional judgement of the Portage Schools, but after everything I've seen and heard about CIPS, I'm not as trusting any more (especially after the way the Integrated Math curriculum turned out to be a flop). We don't need more inquiry-based learning in Portage. If anything, less.
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