I looked over Corrigan’s interview with Carillo involving her most recent book, Teaching Readers in Post-Truth America, and I just have to say, she’s got a huge deal of legitimate comments regarding the way reading is currently treated in the United States nowadays. According to her, teachers don’t seem to be doing enough of a job in educating students about the consequences of ethical and radical discourse, which could explain why she feels guilty “after the 2016 presidential election about the political situation ‘everyone’s’ in in the United States, unhinged from reason and civility”. Nevertheless, she acknowledges that high school teachers nowadays are finding improved methods for students to approach reading and literature, making a departure from what the Common Core suggests in accordance to her knowledge about just how flawed the Common Core has been up to this time.
I also went over the list of teaching methods established by SERC and it seems pretty impressive for a non-comprehensive compilation of the contributions made towards that particular library so far. They seem to have added much more to the Engaged Pedagogy section than in the other sections, which gives me the impression that the people who compiled this entire list prioritize pedagogical practices over everything else when it comes to their approach in teaching. Come to think of it, it makes sense since there are always multiple students per classroom, which would mean that they benefit best by discussing amongst each other due to them being able to elevate their thinking skills that way as opposed to having to listen to a single instructor’s lecture, which usually provides only a single approach towards learning a topic. In essence, the members of SERC who helped contributed to this particular list have taken a favor towards instructors serving as mediators of discussions between students rather than lecturers.
Elephant's Corner 